Orientador: Maria Salete Fábio Aranha / Banca: Maria Cecília R. de Góes / Banca: Júlio Romero Ferreira / Banca: Kester Carrara / Banca: Sadao Omote / Resumo: Este estudo busca identificar a ocorrência de mudanças na prática pedagógica de uma professora, durante o período em que se fez a reflexão sobre essa prática, à luz de proposições teóricas. Para tanto, foram realizados vinte encontros reflexivos com uma professora da Educação Especial, com a finalidade de propiciar a reflexão sobre a sua prática pedagógica, a partir da análise de gravações das situações ocorridas em sala de aula. As discussões promovidas, ao longo deste estudo, foram embasadas teoricamente nos conceitos da abordagem sócio-histórica, para procurar a compreensão sobre os aspectos relacionados ao processo de ensino e aprendizagem, particularizando as ações da atividade docente. Foram examinadas tanto as locuções verbais, como as ações educacionais da professora, na tentativa de se verificar a ocorrência de mudanças. Observaram-se indícios de mudança no que se refere ao foco de atenção da professora, quando ela analisa seus problemas pedagógicos, na consideração da multideterminação dos problemas de ensino e aprendizagem, na concepção de aluno, no método de ensino, no estabelecimento e valorização, seja da relação professor-aluno, seja da interação de alunos. Os resultados obtidos sinalizaram que a interação reflexiva parece ser um instrumento útil para a formação continuada de professores, indicando caminhos para a sua realização. / Abstract: This study aims to identify the occurrence of changes in a teacher's pedagogical practice during a period that a reflection about this practice was done, based on theoretical propositions. Thus, twenty reflexive meetings were performed with a teacher from the Special Education aiming to propitiate the reflection of his/her pedagogical practice from the analysis of recordings of occurred situations in the classroom. The fostered discussions along this study were based theoretically on concepts of the social-historical approach to look for the comprehension about the aspects related to the educational and learning process, particularizing the actions from the academic activity. Not only the verbal locution was examined but also the teacher's educational actions in the attempt to verify the occurrence of changes. Indications of change were observed about the teacher's focus of attention when he/she analyses his/her pedagogical problems in the consideration of the multi determination of the educational and learning problems, in the student's conception, in the educational method, in the establishment and valorization of the teacher-student relation or students' interaction. The obtained results signalized that the reflexive interaction seems to be a useful instrument for the continued formation of teachers, indicating ways to its performance. / Doutor

Les auteurs qui se sont intéressés à la pratique des éducateurs sociaux s’accordent à penser que l’agir de ces derniers procède avant tout d’un engagement quotidien, d’un souci de l’autre porté par des gestes actualisés en situation, pratique dont la mise en intelligibilité fait appel à une logique plurielle. Or, depuis l’introduction de la gestion managériale et de la sémantique des compétences dans le champ de l’éducation sociale, l’activité des éducateurs se trouve placée sous un éclairage réducteur qui s’intéresse aux seuls faits et gestes mesurables. Aussi, afin de rompre avec une pensée positiviste binaire, nous avons opéré un changement de paradigme en optant pour une approche esthétique qui conçoit l’agir humain non pas morcelé, mais envisagé comme une globalité. Une telle approche coïncide particulièrement bien avec l’activité des éducateurs qui se singularise par un entremêlement des dimensions corporelle, affective et réflexive. Cette hypothèse, nous l’avons mise à l’épreuve grâce à une enquête de terrain menée au travers d’une observation participante dans deux structures éducatives de la région genevoise. Nos analyses reposent sur les contributions de chercheurs, majoritairement situés dans le courant esthétique et pragmatiste, qui se sont intéressés aux théories de l’action. Nos observations ont dans une large mesure permis de crédibiliser notre hypothèse, nous permettant, d’une part, d’identifier quelques axes majeurs qui contribuent à la construction d’une épistémologie de l’agir des éducateurs et, d’autre part, d’ouvrir quelques perspectives pour la formation des praticiens. / Writers who are interested in the practices of special educators agree that their work proceeds above all else as a daily commitment to their concern for others undertaken as context adaptive moves. Making sense of this practice calls for multiple sources of logic. However, since the introduction of management skills and the semantics of those competences in the field of special education, the work of educators has been reduced to a singular focus on measurable acts. Therefore, in order to move away from this positivist binary thinking, we undertook a paradigm shift that opted for an aesthetic approach, one that views human action as whole rather than fragmented. This approach meshes particularly well with educators whose activities are distinguished by their intermingling of physical, emotional and reflective dimensions. We tested this hypothesis through a field survey conducted while engaged in participant observation in two educational facilities in the Geneva area. Our analysis rests on the contributions of researchers interested in the aesthetic and pragmatic dimensions of theories of action. Our observations have in large measure helped to give credibility to our hypothesis. We can, on the one hand, identify some major areas that contribute to the construction of an epistemology of educators’ actions, and, on the other hand, present some possibilities for training practitioners.

Esta pesquisa tem como objetivo a releitura de uma prática educacional forjada no interior da Pedagogia Escolar à luz dos princípios da Pedagogia Social, visando descobrir aproximações entre os referenciais citados, com ênfase nas relações entre o professor e o educador social. A presente investigação está pautada na análise da experiência de professores da rede municipal de ensino de Taboão da Serra, Estado de São Paulo, os quais realizam visitas às residências de seus alunos cuja prática faz parte do Programa Interação Família-Escola, desenvolvido neste município desde 2005, considerando a visitação domiciliar de alunos como uma situação que propicia a atuação do pedagogo em âmbito diferente da instituição escolar. A metodologia de pesquisa foi desenvolvida em uma abordagem qualitativa dos dados coletados, a qual foi pautada na análise dos relatórios descritivos de professores sobre as visitas realizadas entre 2005 e 2009, além de um questionário para coleta sobre suas apreciações sobre esta experiência. A leitura destes materiais revelou algumas categorias inerentes à experiência daqueles que visitaram seus alunos, as quais foram comparadas às habilidades necessárias aos educadores sociais no desempenho de suas práticas educativas. Ainda, os dados encontrados foram analisados em relação aos domínios de atuação da Pedagogia Social, evidenciando alguns elementos de articulação. Diante disso, observamos que a experiência destes professores, relacionada ao processo de visitação domiciliar de alunos, contém elementos da Pedagogia Social mesmo que esta seja uma situação oriunda da Pedagogia Escolar, encontrando-se fundidos elementos dos referidos campos, indicando um território de diálogo e complementaridade entre eles, descoberta que suscita questões sobre a formação de professores, educadores ou pedagogos sociais. / This research has as its objective, the reinterpretation of a practice educational forged within the School Pedagogy in light of the principles of Social Pedagogy, aiming to discover approaches between the references cited, with emphasis on relations between the teacher and the educator social. This research is based on the analysis of the experience of the teachers of municipal school of Taboão da Serra, State of São Paulo, which tours to homes of their students whose practice is part of the Program Interaction Family-school, developed in this city since 2005, considering the home visitation of students as a situation that provides the performance of the pedagogue in different scope of the school. The research methodology was developed in a qualitative approach of the collected data, which was based on the analysis of descriptive reports of teachers on the visits between 2005 and 2009, in addition to a questionnaire to collect on their assessments on this experience. The reading of these materials showed some categories inherent in the experience of those who have visited their students, which were compared the abilities necessary to social educators in the performance of their educational practices. Still, the data were analyzed in relation to the areas of performance of Social Pedagogy, showing some elements of articulation. Given this, we observe that the experience of these teachers, related to the process of home visitation students, contains elements of Social Pedagogy even though this is a situation of School Pedagogy, fused elements of such fields, indicating a territory of dialogue and complementarity among them discovery that evoke questions on the training of teachers, educators or social pedagogues.

O presente estudo insere-se no âmbito das discussões acerca do cotidiano da creche legalmente reconhecida na cidade São Paulo como Centro de Educação Infantil CEI e do papel profissional desempenhado por suas educadoras, atualmente denominadas professoras de Educação Infantil PEIs. Tendo como base teórica o paradigma vygotskyano do desenvolvimento humano, focalizo a investigação tanto nas discussões e impasses que ainda cercam o ato de cuidar e educar a criança de zero a três anos em um contexto institucional, bem como na busca de reconhecer as visões que as educadoras de CEI expressam sobre o seu papel profissional. O objetivo principal da pesquisa é identificar como as concepções acerca de cuidado e educação são entendidas e internalizadas pelas educadoras e como, na visão desses sujeitos, se traduzem no trabalho diário desenvolvido junto às crianças e famílias atendidas em um CEI no município de São Paulo. A pesquisa utiliza a metodologia qualitativa. O material foi coletado por meio de entrevistas semi-estruturadas, realizadas com quatro educadoras que trabalham na Rede Municipal de São Paulo. Esse estudo busca ainda identificar possíveis pontos de semelhança e de divergência entre os depoimentos reunidos, levando em conta os diferentes níveis de formação e de experiência profissional das educadoras pesquisadas. A análise dos dados permite constatar que os diferentes níveis de formação das educadoras pesquisadas não interferem na forma como concebem o cuidado e a educação da criança pequena, mostrando que a formação prévia exigida por lei tem funcionado apenas como pré-requisito para atuar na área, nem sempre sendo determinante para a transformação de suas concepções nem, tampouco, da atuação prática das educadoras. O binômio cuidado-educação, amplamente divulgado nas orientações legais apresenta-se no cotidiano do CEI de maneira cindida, evidenciando que a adesão às novas orientações ainda acontece, apenas, no plano do discurso. O presente estudo revela que a forma como as educadoras do CEI concebem o cuidado e a educação das crianças está intimamente relacionada à histórica indefinição que, ainda hoje, acompanha o papel da educadora de creche. / This current study concerns itself with those discussions involving the daily running of the crèche, Centro de Educação Infantil (Infant Education Centre) - CEI - which is legally recognized in São Paulo, and with the professional roles carried out by its educators, currently known as infant education professors PEIs. Taking the Vygotskian paradigm of human development as a theoretical base, here I focus the investigation on both the discussions and impasses that still surround the act of caring for, and educating, children in the zero to three year old age range in an institutional context, and on the search to better understand the mindsets that the CEI educators convey about their professional role. The main aim of this research is to identify how perceptions surrounding care and education are understood and internalized by educators and how, in their view, this translates into the daily work carried out together with those children and families attended by the CEI in the municipal of São Paulo. The qualitative method is used in this research. The material was collected using semistructured interviews, carried out on four educators who work for the Municipal of São Paulo. This research also aims to identify possible similarities and divergences among those statements collected, while taking into consideration the varying levels of academic formation and professional experience of those educators researched. An analysis of the data allowed us to substantiate that the different academic levels of education of those educators interviewed does not interfere in the way that they perceive the care and education of young children, thus showing that the prior academic education required by law has only functioned as a prerequisite to work in the area. This is not always a determining factor in the transformation of their perceptions or in the practice of carrying out their work as educators. The careeducation binomial, widely divulged in legal guidelines is presented in the daily running of the CEI in a divided manner, revealing that an adhesion to the new guidelines still only takes place in a discursive manner. This present study shows that the way in which the educators in CEI perceive the care and education of the children in their care is intimately related to the historical non-definition that still accompanies the role of Crèche educators.

Esta dissertação objetiva investigar alguns percursos de sentido nos processos de aprender, que emergiram no contexto de um espaço lúdico-pedagógico realizado junto ao projeto de pesquisa CIVITAS - Educação e Saúde (LELIC/ PPGEdu/ UFRGS) - que produziu uma composição com este estudo. Propõe um modo de intervenção lúdico-pedagógica e de pesquisa-formação relacionado tanto a crianças e adolescentes em situação de internação hospitalar quanto a um grupo de educadores hospitalares do Hospital de Clínicas de Porto Alegre/RS. Através de um exercício cartográfico que empregou diários, mapas de sentido e fluxografos como dispositivos de produção de dados, procurou-se estabelecer algumas relações entre enunciações e processos de ensino-aprendizagem, pelos quais se investigou: modos de se fazer educador e modos de se fazer aluno em ambiente hospitalar. Sob o viés da filosofia da diferença, abordou-se a disjunção entre ver e falar na pesquisa, que se levou a pensar um modo de conduzir a linguagem a “regiões de intensidade”. A partir da figura de um personagem conceitual - o professor bri(n)coleur -, construiu-se uma escrita como movimento de fuga, pela qual analisou-se acontecimentos impessoais, aquilo que se passa entre os sujeitos. Trata-se do agir ético-estético do educador que se propõe a pensar o sentido na linguagem. Assim, consideram-se movimentos da estética no aprender como processo e não apenas o aprender dirigido que se dá pelo reconhecimento. Discutem-se conceitos de saúde, doença, vida e morte, com os quais se conviveu durante a duração da proposta e através dos quais se pensou novos vieses de existência ética e estética do educador que trabalha neste ambiente. Pensa-se o tempo, mais especificamente o futuro, desvinculado de antecipações e previsões, mas, sim, vinculado à obra de arte enquanto um esforço inventivo e criador da própria vida. A intenção foi contribuir para instauração de um espaço de aprendizagem favorável à construção conceitual na relação com vivências afectivas e experiências perceptivas, para reflexão do fazer pedagógico de educadores comprometidos com este atendimento, bem como para pensar práticas pedagógicas que pudessem alavancar processos criadores no referido ambiente. A produção das análises deu-se em dois processos: um, no âmbito da reflexão analítica, e, outro, da experimentação estético-literária. O procedimento tornou-se aí o próprio processo, o próprio acontecimento, já que ocasionou um deslocamento do campo empírico, vivenciando-se o processo de escrita como uma nova situação. Uma analítica, que se propôs à experimentação, mostrando a captura daquilo pelo que se foi tocada. Considera-se que o educador que trabalha sob esta perspectiva intuitivo-artística de produção de si e do mundo estaria mais próximo da própria vida. Tendo por base a compreensão de que as relações sociais se dão na linguagem e que a língua é política, através da proposição da atenção às expressões e enunciações que permeiam o espaço educativo hospitalar, espera-se contribuir para com aqueles que têm interesse pelas práticas pedagógicas neste ambiente. Os resultados dão pistas para se pensar que o educador, em ambiente hospitalar, pode se tornar intercessor, estabelecendo relações dialógicas entre saúde e educação, pois, através de constante reflexão e problematização do próprio fazer pedagógico, poderá se permitir um agir-enunciar em constante aprender. / This dissertation aims at investigating some pathways of meaning in the process of learning that emerged in the context of a playful space-teaching at the CIVITAS - Education and Health research project (LELIC/ PPGEdu/ UFRGS) - and which produced a composition work with this study. It proposes a way of recreational and educational intervention and research training related either to a group of children and adolescents as patients in a hospital or to a group of hospital educators both groups situated at the Hospital de Clínicas in Porto Alegre/RS. Through a cartographic exercise - that involved diaries, maps of meaning and flowcharts as production of data devices - that some relations between utterances and teaching-learning processes have been established and by which it has been intended to investigate: ways of becoming an educator and ways of becoming a student in a hospital environment. Under the philosophy of difference bias it has been addressed the disjunction between seeing and speaking in research, and that it has been thought to led the language onto "regions of intensity". From the image of a conceptual character - the bri(n)coleur teacher - it has been build up a writing as a escaping movement through which impersonal events have been analyzed, what goes on between the subjects. It is the ethical-aesthetic act of the educator that proposes to think meaning production in language. Thus, it is aesthetic movements in the learning as a process and not just the direct learning that occurs by recognition that have been considered. Concepts of health, disease, life and death have been discussed and with which it has been coexisted throughout the proposal endurance and through which new biases of existence in the ethics and aesthetics of the educator who works in this environment have been thought. Time has been thought - specially the future - unlinked from anticipations and predictions, though linked to the work of art as an inventive effort and creator of life itself. The intention was to contribute to the establishment of a learning space conducive to building conceptual experiences in relation to affective and perceptual experiences, to reflect the pedagogical practice of educators committed to this service, as well as to think about teaching practices that could leverage creative processes in the mentioned environment. The analysis output took place in two processes: one in the field of analytical reflection, and the other in the aesthetic-literary experimentation. The procedure then has become the actual process, the event itself, since it caused a shift of the empirical field, having experienced the process of writing as a new situation. And an analytic one which has been proposed to trial and has shown the capture of what has itself been touched. It is considered that the educator who works in this intuitive artistic perspective of production of itself and the world would be closer to life itself. Based on the understanding that social relations are given in the language and that language is political, via the proposition of the attention to expressions and utterances that permeate the hospital educational area, it is expected to contribute to those who have interest in pedagogical practices in this environment. Results give clues to think that the educator in a hospital environment can become an intercessor, establishing dialogical relations between health and education, through constant reflection and questioning of their own pedagogical practice that may allow an act-uttering in constant learning.

Made available in DSpace on 2016-04-27T14:31:00Z (GMT). No. of bitstreams: 1 Regina Vazquez Del Rio Jantke.pdf: 620689 bytes, checksum: cdb0476eb9e600e0e3e17c734f84b4da (MD5) Previous issue date: 2012-08-28 / From the interest for the work done by the social educator, a research was done by a literature that in which measured the formation and practice of this professional, contributes for the personal and social transformations of the students. Via a theoretical study, it was intended to verify how presently are the formation and practice of the social educator by the analysis of the Social Pedagogy historical panorama, by the social educator s profile and some of the own abilities and competencies of that professional function. It was found that the practice needs systematization, deepness and approach with the pedagogical theories, aiming to substantiate the social educators work, to the creation of new socio educative methodologies. To back up this reflection, searched for knowing the recent scientific production, especially from Brazilian and Spanish researchers, in terms of the expectations and obstacles in the educators formation in the contemporaneity. Consider necessary a theoretical formation that meets the social educator s demands that are part of a new context of knowledge, counting for this, that by university formation programs, there is an effective partnership between the Higher Education Institutions and public and private entities, in the preparation of this curriculum. By the formation supported by a comprehensive and critical knowledge s basis, in terms of inclusive the public politics, to a social rights and duties vision and political engagement, the social educator will contribute with his professional actuation together with the community where he acts, in the awakening of the comprehension of his reality, searching for a possible change in his socioeconomic condition / A partir do interesse sobre o trabalho realizado pelo educador social, pesquisou-se por meio de um levantamento bibliográfico, em que medida a formação e a prática deste profissional, contribuem para as transformações pessoais e sociais dos educandos. Por meio de um estudo teórico, pretendeu-se verificar como se encontra atualmente a formação e a prática do educador social, mediante as análises do panorama histórico da Pedagogia Social, do perfil do educador social e algumas das habilidades e competências próprias desta função profissional. Constatou-se que a prática necessita de sistematização, aprofundamentos e aproximações com as teorias pedagógicas, visando fundamentar o trabalho dos educadores sociais, para a criação de novas metodologias socioeducativas. Para respaldar esta reflexão, buscou-se conhecer a produção científica recente, especialmente de pesquisadores espanhóis e brasileiros, no que se refere às expectativas e obstáculos na formação dos educadores na contemporaneidade. Considera-se necessária uma formação teórica que atenda às demandas do educador social, que fazem parte de um contexto novo de conhecimento, contando para isso, que por meio dos programas de formação universitária, exista uma efetiva parceria das Instituições de Ensino Superior com entidades públicas e privadas, na elaboração deste currículo. Mediante uma formação respaldada por uma base de conhecimentos abrangente e crítica, no que tange inclusive às políticas públicas, a uma visão de direitos e deveres sociais e engajamento político, o educador social contribuirá com sua atuação profissional, junto à comunidade que atua, no despertar da compreensão da sua realidade, em busca de uma possível mudança na sua condição socioeconômica

Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.

O presente estudo procura contribuir para as reflexões sobre o trabalho docente no ensino superior, no que se refere especificamente ao trabalho do professor formador. Nessa perspectiva, foi realizada uma investigação sobre as práticas de trabalho de uma professora do Curso de Licenciatura em Letras da Universidade Federal do Pará, no campus do município de Bragança. A pesquisa visa investigar como o trabalho da professora formadora se constitui, na articulação entre as esferas acadêmico-institucional e sociocultural nas quais se insere e a esfera da sala de aula. Intenciona também analisar como essa professora vem construindo sua (nova) trajetória profissional no contexto pesquisado, ou seja, como ela vem se tornando professora universitária, especificamente, formadora de professores nesse locus. Para isso foi desenvolvida uma investigação qualitativa, configurada como um estudo de caso e consubstanciada por meio da observação e do registro de práticas cotidianas de trabalho da professora formadora. A geração dos dados consistiu no acompanhamento das práticas docentes durante a efetivação da disciplina Estágio Supervisionado II, ministrada a uma turma cursando o sexto período da licenciatura. A observação e o registro dessas práticas ocorreram por meio do recurso a anotações em um diário de campo, gravações em vídeo (e/ou em áudio, em algumas situações) das interações com os alunos. Além disso, foram realizadas entrevistas com a professora, foi aplicado um questionário aos estudantes e foram coletados documentos escritos e digitalizados. Do ponto de vista teórico, a investigação mobiliza as noções de habitus e de campo, no âmbito dos estudos relativos às teorias da prática (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); estudos que abordam o trabalho docente (TARDIF; LESSARD, 2007; TARDIF, 2012); além de estudos que tematizam a docência no ensino superior (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, entre outros), o professor formador (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, entre outros) e a formação de professores (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, entre outros). O aporte teórico relativo ao conceito de contexto, conforme concebido por Hanks (2008), foi também mobilizado, para orientar os procedimentos de análise dos dados. O estudo constatou que, para desenvolver seu trabalho, a professora formadora precisa lidar com injunções de diversas ordens, relacionadas a fenômenos gerados tanto no âmbito da conjuntura institucional local quanto nas esferas mais amplas dos campos da educação superior, da formação de professores e das instituições escolares, requerendo a utilização de variadas estratégias a fim de acomodá-las e fazer acontecer o estágio. Isso revela como fenômenos gerados no plano institucional transformam-se em problemas com os quais a docente precisa lidar e acomodar no plano da relação pedagógica imediata. Evidenciou também que o processo de alinhamento da professora formadora ao habitus do novo campo profissional é atravessado pelas relações entre os processos de socialização anterior que, no âmbito da pesquisa, remetem principalmente à formação acadêmica e à trajetória profissional na educação básica e a socialização presente, no interior do novo campo de trabalho. / The present research searches to contribute to the reflections about the teachers work in higher education, related specifically to the work of the teacher educator. In this perspective, an investigation was done about the working practices of a professor from the teaching degree in Letters of Universidade Federal do Pará, at Bragança district campus. The research aims to investigate how the work of this teacher educator is constituted, in the interaction among the academic-institutional and sociocultural spheres in which it is inserted, together with the classroom sphere. It is also intended to analyze how this professor constructs her (new) professional trajectory in the researched context, that is, how she is becoming a university professor and, specifically, a teacher educator in this locus. A qualitative investigation was developed for this purpose, configured as a case study and embodied by the observation and register about the daily working practices of this teacher educator. The generation of data was based on the accompaniment of the teaching practices along the module of Supervised Internship II, applied to students from the 6th period of the teaching degree. The observation and register of these practices occurred by annotations in a field diary and video records (and/ or audio, in some situations) of the interaction with the students. Besides, interviews were done with the professor, a survey was applied to the students and written or digital documents were collected. From the theoretical point of view, the investigation mobilizes the notions of habitus and of field, in the scope of studies related to theories of practice (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); studies that approach the teachers work (TARDIF; LESSARD, 2007; TARDIF, 2012); besides studies that apprehend the teachers work in higher education (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, among others), teacher educator (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, among others) and the teacher education (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, among others). The theoretical approach related to the concept of context, as conceived by Hanks (2008), was also involved, to guide the procedures of data analysis. The study verified that, to develop her work, the teacher educator needs to deal with different types of injunctions, related to phenomena generated as in the scope of the local institutional situation, as in the wider spheres of higher education fields, of the teacher education and normal schools institutions, requiring the use of a variety of strategies to settle them and make the internship happen. This reveals how the phenomena generated in the institutional plan are transformed in problems with which the professor needs to deal and stabilize in the plan of the immediate pedagogical relation. It also evinced that the alignment process of the teacher educator to the habitus of the new professional field is crossed by the relations among former socialization processes which, in the scope of the research, are mainly referred to the academic formation and the professional trajectory in the basic education and the present socialization, in the interior of the new field of work.

abstract: Teacher shortage crisis were consistent across the nation. Higher education institutions, K-12 school districts, and political leaders were actively seeking solutions to ensure classrooms did not sit vacant and were not staffed by individuals who are unqualified to teach. This mixed methods action research study examined one strategy for teacher recruitment by targeting high school students who attended a Title 1 school. Due to the growing Hispanic population in Arizona, coupled with the underrepresentation of Hispanic teachers compared to the number of Hispanic students, a particular focus was devoted to targeting Hispanic high school students as they represented a potential untapped pipeline of future educators. The study was conducted to explore factors that might increase student interest in declaring education as a major upon graduating from high school and eventually pursuing teaching as a career. Three theoretical frameworks guided the study: (a) Theory of Planned Behavior, (b) Self-Efficacy, and (c) Social Cognitive Career Theory. A total of 20 participants engaged in the intervention over the course of three weeks. The intervention included engagement in curriculum exposing students to the teaching profession as well as clinical experiences. Data gathered included pre- and post- intervention survey results and semi-structured interview questions. It was anticipated the intervention would increase students’ interest in becoming a teacher. Results demonstrated a decrease in intention post-intervention. Future research should examine alternative recruitment approaches for students who do not already have an interest in pursuing the profession. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2019

The Annual Wellness Visit (AWV) is a benefit available to Medicare beneficiaries. This benefit has the potential to address many areas of prevention in one focused visit to the primary care clinic, yet it is currently being provided to only 19% of Medicare beneficiaries. This research attempted to examine the extent to which certified health education specialists (CHES) have provided and perceive themselves to be prepared to provide the preventive health services (PHS) within the AWV, along with seven additional preventive counseling services (PCS). A web-based survey assessed the perceived preparedness of health educators, specifically CHES (N=998), to deliver these PHS. The results of these surveys include the development of a single factor internally consistent scale to measure perceived preparedness for the PHS within the AWV. They reveal health educators were least prepared to assist with end-of-life-planning and conduct a basic hearing test. No association was found for education level and perceived preparedness; however, prior experience did account for a significant amount of the variance in perceived preparedness to provide AWV services. Lastly, when compared to historical data regarding physician’s perceived preparedness to provide PCS, health educators were more prepared to counsel on diet and exercise and less prepared to counsel on six other PCS. These results may aid in the understanding of whether CHES perceive they are prepared to provide (PHS) and demonstrate the experience CHES have with each of these PHS.