The growing complexities and dramatic changes in the contemporary health care system require nurses to practice successfully with essential professional knowledge and skills required for safe and competent practice. The implication is that nurse educators are confronted with the challenge to redefine effective teaching strategies appropriate to prepare nurses for the complexities of the current practice demands. To this end, student-centered teaching (SCT) has emerged in many undergraduate nursing curricula as a tool to develop essential practice skills in nursing students. A lack of understanding of how nurse educators experience SCT may hinder its success and sustainability. This qualitative study explored the lived experience of clinical nurse educators (CNEs) using SCT in the practice settings. Ten CNEs who self-identified as using SCT volunteered to participate. Data were collected using a semi-structured interview guide and audio recorder. Additional data source included a demographic survey and a reflective journal. Analysis of the CNEs’ perspectives revealed an overarching theme entitled “SCT in a non-student-centered world” with a variety of meanings of SCT from a humanistic point of view. Participants identified individual, staff, and contextual factors including policy issues that hinder successful implementation of SCT in the practice settings. The study also unveiled that a successful paradigm shift to SCT may not be the sole responsibility of the CNEs but a joint endeavor by all stake-holders within the health care delivery system. Findings of this study may be used by nursing and health sciences faculty and administrators to guide policy and program planning that incorporates student-centered clinical education. / October 2016

The thesis follows the theoretical foundation, options and practical application of Education for Health with regards to the growing significance in Person and Health in school educational programmes. The theoretical part focuses on the history and development in the filed of the Education for Health since the 16th century up until the reformation of the czech educational system after 1989. This part also concentrates on the options of fulfilling and understanding the curriculum goals in the current environment in primary schools. The practical part maps the approach of the Education for Health in a specific primary school environment, which focuses on different opinions of the educator, pupils and parents, with emphasis on the qualitative research. Based on the evaluation of the theoretical basis of the curriculum on the one hand and the practical realization of this domain in the selected school on the other hand, the author suggests possible adjustments in the realization of Education for Health in the specific school. KEYWORDS Health, secondary school, health literacy, value, educator, student, parent

Syftet med studien är att öka kunskapen om hur specialpedagogen och pedagogerna beskriver handledning i förskolan samt hur specialpedagogen och pedagogerna beskriver vilka effekter handledning kan ge. För att besvara syftet kom vi fram till följande frågeställningar, hur kan specialpedagogens yrkesroll se ut i förskolan, hur beskriver specialpedagogen och pedagogerna handledning i förskolan samt beskriver specialpedagogen och pedagogerna att någon förändring skett i lärmiljön efter handledningen, i så fall vilken. Studien grundar sig på en kvalitativ forskningsansats och metoden som använts är kvalitativa semistrukturerade intervjuer samt fokusgruppintervjuer. I studien har två specialpedagoger som arbetar mot förskolan samt tre arbetslag som får handledning av specialpedagog intervjuats. Som stöd i analysen av resultatet har de specialpedagogiska perspektiven, det kategoriska och relationella perspektivet, använts. Resultatet som har framkommit är att specialpedagogerna har olika arbetssätt och arbetar med handledning på olika sätt. I reflektion med arbetslagen upplever specialpedagogerna effekten av handledningen. Alla arbetslagen beskriver förändring i lärmiljön efter handledningen med specialpedagogen. Samtliga arbetslag beskriver handledning som något positivt. / The aim of this study is to increase the knowledge about how the special educator and the educators describe tutoring in the preschool and how the special educator and the educators describe the effects that tutoring can give. To answer the aim, we came up with the following questions, how can the special educator's professional role look in the preschool, how does the special educator and the educators describe tutoring in the preschool and do the special educator and the educators describe that any change has occurred in the learning environment after the tutoring, if so which one. The study is based on a qualitative research approach and the method used is qualitative semi-structured interviews and focus group interviews. In the study, two special educators working towards preschools and three work teams who receive tutoring of special educator have been interviewed. In support of the analysis of the result, the special educational perspectives, the categorical and relational perspective, have been used. The result that has emerged is that the special educators have different working methods and work with tutoring in different ways. In reflection with the work team, the special educators experience the effect of the tutoring. All the teams describe changes in the learning environment after the tutoring with the special educator. All work teams describe tutoring as something positive.

Attention Deficit Hyperactivity Disorder (ADHD) is a very common disorder that affects 8% to 10% of South African children. It is thus prevalent in the classroom, and with the advent of inclusive education in South Africa, educators have to facilitate and support the needs of learners with ADHD. Educators play an integral role and provide essential information with regards to the identification, diagnosis and referral of ADHD. It is the responsibility of the educator to create an environment where every learner has the opportunity to succeed. However, uncertainty exists as to whether South African educators have an appropriate and adequate understanding of the disorder. This study therefore aimed to examine the knowledge and perceptions of ADHD held by foundation phase educators in a township in Gauteng. A sample of 100 female educators was used in the study and a mixed methods approach using a questionnaire was administered to the educators. Their knowledge and perceptions in the three content areas of ADHD (Associated Features, Symptoms/Diagnosis and Treatment) was explored. Data analysis reflected that the educators in the sample had inadequate and insufficient knowledge and understandings of ADHD. Educators seemed to know the most about the symptoms of the condition, less about the associated features and the least about treatment approaches. The implications of these research findings are discussed, within the South African context.

ABSTRACT Before 1994 corporal punishment was the main discipline strategy implemented in schools. Since then legislation has been passed, which resulted in corporal punishment being made illegal. The majority of educators strongly opposed this change in the national discipline policy as they felt it left them powerless in terms of disciplining their learners. In 2000 a national programme on discipline strategies was embarked on and many of the results were incorporated in the booklet titled “Alternatives to Corporal Punishment: The Learning Experience.” This booklet formed part of the National Department of Education’s discipline policy. It contains guidelines for implementing alternative strategies to corporal punishment in an effort to remediate problems with discipline. It also gives examples of disciplinary action for dealing with misconduct. The objective of this research was to establish what educators’ perceptions of the Department of Education’s alternative methods to corporal punishment are after they had exposure to it by means of a workshop. The research also aimed to explore underlying reasons for the educators’ perceptions. The sample of sixty-four educators used for this purpose came from various school contexts from traditional ex-model C schools to historically disadvantaged schools. The data in this study was obtained by means of a structured questionnaire, which was administered to the educators that attended the workshop on the Department of Education’s Discipline policy. In view of the fact that there are no existing instruments in use to explore the objectives of this research, it was necessary to develop a questionnaire. The questionnaire consisted of both open-ended questions, which required a more qualitative approach as well as close-ended questions, which were more quantitative in nature. The results obtained from this study showed that the majority of the respondents who attended the workshop agreed with the discipline policy proposed by the Department of Education. However, there was a significant discrepancy between the educators’ perceptions of the policy and whether they felt it could be successfully implemented in their schools. The main reasons for this was that the respondents felt that the Department of Education and educator training institutions do not provide educators with adequate discipline training and support. Furthermore, the findings of this study demonstrated that the respondents are experiencing a state of learned helplessness where they feel the discipline problems they are faced with are beyond their control.

This paper reports on the findings of the research in which an evaluation of the Kha Ri Gude Mass Literacy Campaign was conducted at five different learning centers in Tshwane. The campaign was initiated as a result of the observation that“… South Africa’s system of Adult Basic Education and Training (ABET) is not reducing the number of illiterates in spite of the constitutional right of all South Africans to basic education in their own language” (Ministerial Committee on Literacy, 2007: 5). Furthermore, studies have shown that illiteracy especially among black South Africans is not going down. This is thus preventing affected people from contributing effectively and meaningfully to the social economic and political life of the new democratic SouthAfrica. The evaluation was to inter alia assess how the problem of illiteracy was being addressed in light of the campaign’s focus of using mother tongue as a way of enhancing the learning process. Data collection instruments included questionnaires that were completed by coordinators, supervisors, and volunteer educators involved in the campaign. Class observations were carried out on the learning process in order to establish the degree to which mother tongue instruction made it easier for the learners to among others participate effectively and meaningfully during the learning process and assess how different volunteer educators’ different teaching methodologies impacted on the performance of the learners. Preliminary results indicate that mother tongue teaching greatly enhances learner participation and understanding. It is therefore recommended that efforts to conscientize people about the benefits of using mother tongue when teaching be done so that all people can be able to reap its benefits.

Bakgrund: Skolsköterskors uppdrag har förändrats med tiden. Uppdragets fokus har ändrats från ett patogent perspektiv till ett salutogent perspektiv, vilket innebär att fokus har ändrats från det sjuka till det friska. Samverkan med övrig personal på skolor är en förutsättning för att skolsköterskor ska kunna arbeta hälsofrämjande. Tidigare forskning visar att det finns en diskrepans mellan det som lärare förväntar sig av skolsköterskor och dess faktiska uppdrag. Syfte: Syftet med studien var att beskriva vilka förväntningar lärare har på skolsköterskor. Metod: En fenomenografisk metod med induktiv ansats har använts. Dataanalysen bygger på sex semistrukturerade intervjuer med lärare. Resultat: Lärarnas förväntningar på skolsköterskor spänner över ett brett område. Analysen av intervjuerna mynnade ut i fyra beskrivningskategorier; hälsofrämjande arbete, social betydelse, medicinskt omhändertagande och tillgänglighet. Beskrivningskategorierna ordnades hierarkiskt i ett utfallsrum. Konklusion: Denna studie bidrar med kunskap om lärares förväntningar på skolsköterskor. Studiens resultat tydliggör ett förväntningsgap mellan lärares förväntningar på skolsköterskor och dess uppdrag från socialstyrelsen och skolverket som främst är förebyggande och hälsofrämjande. Studiens resutalt stämmer väl överens med tidigare forskning i ämnet. / Background: School nurses' mission have changed over time. The mission's focus has been changed from a pathogenic perspective to a salutogenic perspective, which means that the focus has changed from the sick to the healthy. Collaboration with other staffs within the schools is a prerequisite for school nurses to be able to work with health promotion. Previous research shows that there is a discrepancy between what teachers expect from school nurses and the school nurses' actual mission. Purpose: The purpose of the study was to describe what expctations teachers have in school nurses. Method: A phenomenographic method with inductive approach has been used. The data analysis is based on six semi-structured interviews with teachers. Results: The teachers' expectations of school nurses span a wide area. The analysis of the interviews resulted in four description categories: health promotion, social importance, medical care and accessibility. The description categories were arranged hierarchically in a outcome room. Conclusion: This study contributes with knowledge of teachers' expectations of school nurses. The study's results clarify an expectation gap between the teachers' expectations in school nurses and its assignments from the National Board of Health and Welfare, and the Swedish Institute of Education, which is primarily preventative and health-promoting. The study's results are in good agreement with previous research on the subject.

Esta tese, inserida nos campos da Psicologia e da Educação, tem como objetivo analisar a supervisão no contexto da formação continuada do educador social, verificando, a partir da perspectiva do próprio educador, se ela é fundamental para a sua formação crítica e reflexiva, assegurando-lhe a construção da sua autonomia para o trabalho socioeducativo. Para tanto, dois planos de estudos são percorridos: o teórico e o prático. No campo teórico, estuda-se autores que discutem a supervisão na educação formal, ou seja, a escolar, bem como no contexto do trabalho socioeducativo. A partir disso, apresentamos algumas características de um processo de supervisão que servem de referência para o desenvolvimento do segundo plano, o prático, o qual corresponde à pesquisa de campo, com a participação de seis educadores sociais, de nível universitário, atuantes na cidade de São Paulo e arredores, que já vivenciaram e/ou estão vivenciando um processo de supervisão voltado para a prática cotidiana. Por meio da análise do material disponibilizado pelos sujeitos, composto do relato de duas experiências de atendimentos realizados por eles, sendo um submetido à supervisão e outro não, e uma entrevista presencial, é verificado o sentido que esses educadores atribuem à supervisão para a sua formação. A análise desse material revela o que eles consideram fundamental: ter um espaço de supervisão que lhes permita e facilite a exposição das ações que realizam, bem como dos sentimentos que afloram durante o desenvolvimento dessas ações. Reivindicam, de certa forma, a necessidade de serem acolhidos (ou se sentirem acolhidos) em suas mais diversas manifestações, tanto de ordem teórica quanto emocional, o que remete à supervisão como um espaço de mediação voltado para a formação teórico-metodológica sem desconsiderar a humana, assegurando a construção de um sujeito crítico e reflexivo. Assim, nessa proposta de supervisão, destaca-se a importância de um supervisor mais experiente, estudioso, pesquisador e fomentador de pesquisas em relação à complexidade social e à prática socioeducativa. Nesse sentido, sua competência deve assegurar às suas intervenções o investimento nas potencialidades dos educadores sociais, contrapondo-se às carências instauradas no exercício da prática socioeducativa que, invariavelmente, têm levado à reificação dos que dela compartilham. / This thesis, inserted in the fields of Psychology and Education, has as objective to analyse the supervision in the context of the continued formation of the social educator, verifying, from the perspective of the proper educator, if it is basic for its critical and reflexive formation, assuring the construction of their autonomy for the socioeducativo work. For this, two planes of studies are realized: theoretical and practical. In the theoretical field, study authors who discuss supervision in formal education and in the context of socioeducative work. From this, we present some characteristics of a supervision process that serve of reference for the development of the second plain, the practical, which correspond to research field, with the participation of six social educators, college level, working in the city of São Paulo and surroundings, who have experienced or are experiencing a process of supervision to developed practice. Through the analysis of the material from the subjects, compound the report of two experiences, being one subjected to supervision and not another, and an interview, is found that the meaning attributed to these educators for their training supervision. This analysis shows that they consider essential: to have a space of supervision that allows and facilitate them to exposure the performed actions, as well as the feelings that arise during the development of these actions. They vindicate the need to be received (or feel welcomed) in its various manifestations, both from a theoretical and emotional, which refer to supervision as space of mediation for the theoretical and methodological training of the social educators, without disregarding their human formation, ensuring the construction of a critical and reflective subject. Thus, this proposal of supervision shows the importance of an experienced supervisor, scholar, researcher and developer of research in relation to social complexity and socioeducative practice. His competence should ensure in his interventions the investment in the potential of the educators, as opposed to the lacks established at exercise of socioeducative work that invariably have led to the reification whose share this kind of practice.

The thesis deals with the development of the career of educators in after-school clubs. One part of the thesis is a theoretical part and the other part is my own research. Chapter one defines the concepts of the professional career and the life path. The second chapter deals with the educator in the after-school club, their job description and the qualifications related to the profession, competencies, typology of educators and the risks of the burnout syndrome for the profession. The third chapter analogously deals with the profession of a teacher. In the fourth chapter, I compare the career path of the educator with the professional career of the teacher, and the overall summary. The fifth chapter presents the findings of a qualitative research (five biographical interviews).

Made available in DSpace on 2016-07-27T13:53:49Z (GMT). No. of bitstreams: 1 REINILDES MARIA DE CARVALHO DOS REIS.pdf: 1358677 bytes, checksum: bb67475c71f9dca8057c63fe6b2c317f (MD5) Previous issue date: 2006-09-15 / The aim of this work is to show a study about the profile of the pedagogy professor in a formation at the Pedagogy courses offered by the institutions UCG, UFG, PADRÃO, ALFA and FARA, in Goiânia. This developed research is a critic approach, oriented by the qualitative research that was proposed to achieve, subsidized by the bibliographic and documental researches. The procedures of research adopted by the reach of the proposed aims were: the progressive delimitation of the study focus, the deepening of the review and literature, the definition of the institutions and the analysis. It was elaborated a theoretical base to legalize the discussions and analysis that focused the study object. The documental research consisted by the studies in the pedagogic projects, curricular matrices, disciplines summaries and the history of the Pedagogy courses selected. We still resort to different legal supports, specially, to the Lei de Diretrizes e Bases da Educação Nacional LDB n. 9394/96 (Brazil, 1996) and to the Diretrizes Curriculares Nacionais for the Pedagogy graduation course, able to teach Parecer CNE/CP nº 9 (Brazil, 2001), Parecer CNE/CP nº 5 (Brazil, 2005) and Resolução CNE/CP nº1 (Brazil, 2006). In the possession of the collected data and of the used theoretical reference report, we can affirm the pedagogic project of the IES demonstrate the pedagogy professor profile in formation is correlated to the principles and ideas discussed and adopted by the all the institution, and, because of that, the pedagogy professor profile has a differentiated character from an institution to another one. Therefore, it was observed that, in spite of the autonomy ratified in the legal documents, it seems that it still is not applied by some of the IES, that adopt on their curricular propose the same newliberal politic interests that were prescribed, by example, in the Parecer CNE nº 9, from 8th May of 2001. On the other hand, there are those IES that prefer to exert their autonomy and that compromise with the autonomous, critical and creative, at the true sense of these expressions profile of a pedagogy professor. / O objetivo deste trabalho é mostrar um estudo sobre o perfil do pedagogo em formação nos cursos de Pedagogia oferecidos nas instituições de Ensino Superior IES UCG, UFG, PADRÃO, ALFA e FARA em Goiânia. O estudo desenvolvido é uma abordagem crítica, orientada pela pesquisa qualitativa, subsidiada pelas pesquisas bibliográfica e documental. Os procedimentos de pesquisa adotados para o alcance dos objetivos propostos, elaborou-se um aporte teórico para referendar as discussões e análises que enfocaram o perfil do pedagogo em formação nas IES. A pesquisa documental consistiu dos estudos em projetos pedagógicos, matrizes curriculares, ementas de disciplinas e o histórico dos cursos de Pedagogia selecionados. Recorreu-se, ainda, a diversificados suportes legais, especialmente à Lei de Diretrizes e Bases da Educação Nacional - LDB n.º 9.394/96 (BRASIL, 1996); e as Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, Licenciatura Resolução CNE/CP nº 1 (Brasil, 2006). A partir dos resultados obtidos na análise dos dados, afirma-se que os projetos pedagógicos das IES demonstram um perfil de pedagogo em formação, correlacionado aos princípios e idéias discutidos e adotados pelo coletivo da instituição. Assim, o perfil do pedagogo ganha um caráter diferenciado de uma instituição para a outra. Entretanto, observou-se que apesar da autonomia referendada nos documentos legais, ela parece, ainda não ser exercida por algumas das IES, que adotam em sua proposta curricular os mesmos interesses políticos neoliberais que foram prescritos, por exemplo, no Parecer CNE n° 9 de 8 de maio de 2001, por outro lado, tem-se aquelas que preferem exercer sua autonomia, e se compromete com o perfil de um pedagogo autônomo, crítico e criativo, no verdadeiro sentido dessas expressões.