Réalisé en milieu collégial (cégep) / Cette thèse a pour but de contribuer à une meilleure compréhension du développement professionnel (DP) des enseignants du postsecondaire et de ses liens avec le bien-être psychologique au travail (BEPT). Plusieurs études ont montré que de nombreux facteurs personnels (développement des connaissances et des compétences, attitudes, croyances des enseignants, etc.) et professionnels, tels que l’expérience professionnelle, les échanges collaboratifs, les pratiques pédagogiques et les résultats saillants des étudiants peuvent avoir une influence considérable sur le DP. Plus précisément, la présente étude permet de : (1) décrire les attitudes des enseignants qui favorisent leur DP ; (2) explorer les relations entre les vécus professionnels des enseignants et leur BEPT ; (3) identifier les indicateurs de BEPT et leurs interrelations avec le DP. Pour atteindre ces objectifs, nous avons entrepris une étude exploratoire chez les enseignants (n=218) de trois cégeps francophones de Montréal, où un questionnaire sur l’indice de bien-être psychologique au travail (IBEPT) constitué de 25 items (Dagenais Desmarais, 2010) a été soumis en ligne au moyen de Survey Monkey. Une analyse factorielle en composantes principales a révélé que leur BEPT est constitué de cinq facteurs, soit : l'épanouissement au travail, l'adéquation interpersonnelle, le sentiment de compétence, la volonté d’engagement et la reconnaissance perçue au travail. Des entretiens semi-dirigés ont été réalisés et, par la suite, nous avons procédé à une analyse qualitative transversale (n=12) et verticale (n=2) de cas. À la suite des analyses mixtes, les résultats indiquent que les attitudes des enseignants ont des répercussions sur le développement de leurs connaissances et de leurs compétences, sur leurs pratiques pédagogiques, leurs échanges collaboratifs et leurs perceptions face aux résultats saillants des étudiants. Il ressort également que le vécu professionnel a un impact sur les différents facteurs de BEPT, de sorte qu’un long vécu professionnel est associé à un fort sentiment de compétence, à une grande volonté d’engagement, mais aussi à une baisse d’épanouissement et de reconnaissance perçue au travail. Nous pouvons donc en déduire, d’une part, l’existence de corrélations directes entre le DP et le BEPT. De plus, il existe une relation entre les attitudes des enseignants envers leur enseignement et les facteurs personnels et professionnels touchant le DP, d’où l’importance de considérer les attitudes des enseignants comme un facteur primordial de DP. De même, le vécu professionnel de l’enseignant est un facteur important à considérer dans le contexte collégial, notamment pour améliorer le BEPT nécessaire au DP des enseignants. Finalement, quatre différents profils de DP selon les niveaux de DP et de BEPT ont été répertoriés (Conscients-Figés, Conscients-Mitigés, Conscients-Actifs et Perfectionnistes), et nos résultats mixtes montrent l’existence d’une corrélation entre le DP des enseignants et leur BEPT. / The goal of this study is to contribute to an improved understanding of the professional development (PD) of postsecondary teachers and its link to psychological well-being at work (PWBW). Several studies have shown that numerous personal (knowledge and skill development, attitudes, teacher beliefs, etc.) and professional (professional experience, collaborative exchanges, educational practices, and key student results) factors can have a considerable influence on PD. More specifically, this study will describe the attitudes of teachers who foster their PD, explore the relationship between teachers’ professional experiences and their PWBW, and identify PWBW indicators and their interrelation with PD. To meet these objectives, we began exploratory research with teachers (n=218) in three French-language CEGEP colleges in Montreal. A questionnaire on the Psychological Well-Being at Work Index (PWBWI) comprised of 25 questions (Dagenais-Desmarais, 2010) was submitted online via Survey Monkey. A principal components factor analysis revealed that the teachers’ PWBW was made up of five factors: fulfillment at work, interpersonal compatibility, feelings of competence, desire to get involved, and perceived recognition at work. Semi-structured interviews were conducted, after which we proceeded to qualitative cross-sectional (n=12) and vertical (n=2) case analyses. The results showed that teachers’ attitudes affect their knowledge and skill development, educational practices, collaborative exchanges, and perceptions regarding key student results. It also appears that professional experience affects various PWBW factors. For example, extensive professional experience is associated with strong feelings of competence and a desire to get involved, but also with low levels of fulfillment and perceived recognition at work. We can therefore conclude that direct correlations exist between PD and PWBW. In addition, there is a link between teachers’ attitudes towards teaching and the personal and professional factors that affect PD, hence the importance of considering teachers’ attitudes as a vital PD factor. Teachers’ professional experience is another important factor to consider in the college context, particularly for improving the PWBW necessary for teacher PD. Finally, four different PD profiles according to PD and PWBW levels have been identified (Aware-Fixed, Aware-Reserved, Aware-Active, and Perfectionist), and the results of our mixed analyses demonstrated a correlation between teachers’ PD and their PWBW.

Made available in DSpace on 2016-04-26T18:16:22Z (GMT). No. of bitstreams: 1 Fatima Daltro de Castro Correia.pdf: 981156 bytes, checksum: c066fd1d35e52db7caca7f986cb0bf9e (MD5) Previous issue date: 2007-09-11 / The increase of the images media exposition of wheels chair bodies promotes the impression to collaborate for the social inclusion of the body that we nominate deficient. However, the action of the nominations consecrated for the press, as of pcd (person with deficiency), operates exactly in the contrary direction, exposing the deficiency, transforming it into a stigma. The images of wheels chair bodies that are spreadon media are always associates to the question of the overcoming of limits, tying those bodies only to the values in circulation in the sport world. The prominence that the Paraolimpics Games occupies in the media inserts there, in the consolidation of the boarding of these bodies with images that congeal around an uniform way of the deficiencies in an only niche, delimited for the adopted concept of efficiency/productivity. A critical reflection regarding this situation becomes necessary to be able to deal with the dance that this body practises outside the narrow limits imposed for this stigma mechanism. For this, we here adopt the Theory Corpomedia (Katz & Greiner), with which if it presents the hypothesis of that the wheels chair body dancer is a complex system and able to breach with the perverse speech that the frozen images produce. The concept of corpomedia, formulated from the study of the communication between body, and its environments, favor the agreement of the paper that the media exploration has when it congeals the images that produce around the deficiency and not of the deficient one with its singularities. The methodology contemplates a Study of Case, Judite wants to cry, but it does not get it! , created for the wheels chair dancer Edu Oliveira; interviews aiming qualitative research; critical analysis of these interviews, carried through after the presentation of the spectacle in two different cities (Salvador and Votorantim); bibliographical revision of the subject of the deficient body; video registers. The bibliographical research allowed a brief historical panoramic sketch of the access of the wheels chair bodies to the world of dance and its social implications. Conclusion is that that the wheels chair dancer is cultural and biologically implied in a system of construction of images that associates him with a poor body and that they feed who it cognitivaly, with ominous consequences for the process of its social inclusion. From there the urgency in promoting actions that can breach with the media action in course. This is the role for the dance in wheels chair has and, to accomplish it, cannot be remained based in the criteria of the sport. The dance in wheels chair needs to discover its poetical, therefore they are who potencializes an effective social insertion / O aumento da exposição midiática de imagens de corpos cadeirantes promove a impressão de colaborar para a inclusão social do corpo que nomeamos de deficiente. Todavia, a ação das nomeações consagradas pela imprensa, como a de pcd (pessoa com deficiência), opera justamente no sentido contrário, midiatizando a deficiência, transformando-a em um estigma. As imagens de corpos cadeirantes que ganham divulgação estão sempre associadas à questão da superação de limites, vinculando aqueles corpos somente aos valores em circulação no mundo do desporto. O destaque que a Paraolimpíada ocupa na mídia se insere aí, na consolidação da abordagem desses corpos com imagens que se congelam em torno de uma uniformização das deficiências em um nicho único, delimitado pelo conceito de eficiência/produtividade adotado. Faz-se necessária uma reflexão crítica a respeito dessa situação para poder tratar da dança que esse corpo pratica fora dos estreitos limites impostos por esse mecanismo estigmatizador. Para isso, aqui se adota a Teoria Corpomídia (Katz & Greiner), com a qual se apresenta a hipótese de que o corpo do dançarino cadeirante é um sistema complexo e apto a romper com o discurso perverso que as imagens congeladas produzem. O conceito de corpomídia, formulado a partir do estudo da comunicação entre corpo, e seus ambientes, favorece o entendimento do papel que a exploração midiática tem quando congela as imagens que produz em torno da deficiência e não do deficiente com suas singularidades. A metodologia contempla um Estudo de Caso, o do espetáculo Judite quer chorar, mas não consegue! , criado pelo dançarino cadeirante Edu Oliveira; entrevistas com fins de pesquisa qualitativa; análise crítica dessas entrevistas, realizadas após a apresentação do espetáculo em duas cidades diferentes (Salvador e Votorantim); revisão bibliográfica do tema do corpo deficiente; registros em vídeo. A pesquisa bibliográfica permitiu um breve esboço panorâmico/ histórico do acesso dos cadeirantes ao mundo da dança e suas implicações sociais. Concluiu-se que o dançarino cadeirante é cultural e biologicamente implicado em um sistema de construção de imagens que o associam ao corpo coitadinho e que são elas que o alimentam cognitivamente, com conseqüências nefastas para o processo de sua inclusão social. Daí a urgência em promover ações que possam romper com a ação midiática em curso. É esse o papel que a dança em cadeira de rodas tem e, para desempenhá-lo, não pode se manter pautada pelos critérios do desporto. A dança em cadeira de rodas precisa descobrir as suas poéticas, pois são elas que potencializam uma inserção social efetiva

The purpose of the study is to determine the effectiveness of the interventions used by the South African Breweries (SAB) KickStart Programme to establish and grow entrepreneurial small businesses among young South Africans. South Africa has an extremely high unemployment rate, low economic growth and a dismal Total (early-stage) Entrepreneurial Activity (TEA). With regard to established businesses (older than three-and-a-half years), the GEM report of 2005 ranked South Africa the lowest of all the countries surveyed. The SAB KickStart Programme comprises five phases: an awareness campaign, recruitment and training, a business plan competition for grants, success enhancement and national awards. The following interventions form part of the programme: the General Enterprising Tendency (GET) test; two-week live-in business management training; funding and mentoring; and a national competition for prize money. At every stage, adjudication is based on business plans and presentations. The evaluation of the effectiveness of an existing entrepreneurship programme, the SAB KickStart Programme, has several advantages, in so far as it determines whether the programme does indeed attain its objectives, and could help to improve the structuring of such programmes for future use by other corporations in South Africa. The population for the study comprised all the participants of the SAB KickStart Programme, from 2001 to 2006. A questionnaire was developed and a response rate of 28.5% was realised. Analysis of variance (ANOVA) was applied to the turnover and percentage profit figures of respondents to investigate the significance of the type of SAB KickStart support afforded. The results were confirmed by the Bonferroni multiple comparison of means test. The deduction is that funding and mentoring, after training, adds value to the programme. Eighty per cent of the SAB KickStarters were still operating their initial businesses, which they owned when they started on the programme, while a further six per cent had started another business, hence a "failure" rate of only 14 per cent. Many other meaningful findings emerged. In conclusion, it can be said that the SAB KickStart Programme adds value and advances entrepreneurship, and could possibly be applied by other large institutions in South Africa In conclusion, it can be said that the SAB KickStart programme adds value and advances entrepreneurship, and can be elevated to other large institutions in South Africa. / Business Management / D.Comm. (Business Management)

This research focuses on educators' experience of implementing outcomes-based education in grade nine in secondary schools in South Africa. Two schools were chosen as settings for the qualitative research project. Three focus groups with 20 educators, two focus groups with 14 managers and seven personal interviews were conducted. Twelve classrooms were also observed where grade nine learners were being taught. Findings indicated that some educators found the experience of implementing OBE positive in that it improved their repertoire of facilitating and assessing skills. The reasons for citing OBE as a negative experience were given as the following: an increased workload, poor training and lack of follow-up by the Department and the school management team's degree of involvement. Recommendations were made on how to ease the burden on educators implementing OBE in their classrooms and to empower school managers to manage the implementation of OBE within their respective areas of responsibility. / Educational Studies / M. Ed. (Education Management)

Mit diesem Buch werden zum einen die Tagung der Kompetenzschulen an sächsischen Hochschulen, die am 30. Mai 2013 mit dem Thema „Nachhaltigkeit – Eine Leitidee in der Weiterbildung des wissenschaftlichen Nachwuchses“ an der TU Bergakademie Freiberg stattfand, und zum anderen die Projektergebnisse der sächsischen ESF-geförderten Kompetenzschulen dokumentiert. Die zentrale Diskussionsfrage lautet, in welcher Form eine nachhaltige Kompetenzentwicklung des wissenschaftlichen Nachwuchses an sächsischen Hochschulen erfolgen kann. Dabei wird der Begriff der nachhaltigen Kompetenzentwicklung unter zwei unterschiedlichen Gesichtspunkten erörtert: Wie können wichtige Schlüsselkompetenzen bei Promovierenden nachhaltig, im Sinne von beruflich zukünftig relevant und anwendbar entwickelt werden? Und wie können darüber hinaus Kompetenzen entwickelt werden, die zu einem ökologisch, ökonomisch bzw. sozial nachhaltigen Handeln anregen? Im Kontext dieser zwei Fragestellungen wird die Rolle der sächsischen Kompetenzschulen diskutiert, deren Ziel in einer über die fachliche Qualifizierung hinausgehenden Kompetenzentwicklung in den Bereichen arbeitsmarktrelevanter Schlüssel- und Führungskompetenzen liegt. Dazu geben sechs geförderte Kompetenzschulprojekte Einblick in ihre strukturellen Rahmenbedingungen, inhaltlichen Schwerpunktsetzungen sowie Best-Practice-Erfahrungen, welche jeweils eine nachhaltige Kompetenzentwicklung für die Promovierenden an der entsprechenden Hochschule fördern sollen. Des Weiteren berichten Doktorandinnen und Doktoranden über ihre Erfahrungen in Bezug auf ihre persönliche Weiterentwicklung und beurteilen die Angebote der Kompetenzschulen aus ihrer jeweils individuellen Perspektive. Eingebettet wird die Rolle der Kompetenzschulen dabei in die Diskussion der Fragestellung, welche Kompetenzen Promovierende benötigen, um „fit“ für die Zukunft zu sein. Dabei wird neben den zentralen Schlüsselqualifikationen auch die Bedeutung solcher Kompetenzen erörtert, die ein ökologisch, ökonomisch sowie sozial nachhaltiges Handeln ermöglichen. / This book summarizes the key outcomes of a conference on „Sustainability as a guiding principle in qualifying young scientists“. In May 2013 the conference was held at TU Bergakademie Freiberg as a joint event of all Competence Schools in Saxony. It also documents the overall project results achieved within these six Saxon Competence Schools, which are funded by the European Social Fund. The central question being discussed is how young scientists’ skills can be developed sustainably at Saxon universities. The term “sustainable competency development” is used to refer to two different aspects: (1) How can key competencies that are important for young scientists be developed in a sustainable manner? Sustainable is here understood as relevant and practically-oriented with regard to young scientists’ future professional life and career. And (2) how can young scientists be enabled to act ecologically, economically as well as socially sustainable? Referring to these two questions the role of Saxon Competence Schools is being discussed which aim at qualifying young scientists in skills that are particularly relevant for the labour market – key and leadership competencies – apart from their expert qualification. For this purpose six funded Competence Schools deliver insights into their structural conditions and their main focusses as well as their best-practice experiences that are meant to enable a sustainable competency development for young scientists at their universities. Furthermore doctoral candidates report on their experiences regarding their personal development and evaluate the competence schools’ offers based on their individual perspective. The role of Competence Schools is additionally discussed concerning the question, which skills young scientists need in order to be well-prepared for future challenges. This question not only focuses on key competencies, but also on the importance of those competencies that enable young scientists to act in an ecologically, economically as well as socially sustainable way.

Den här uppsatsen behandlar djurbensmaterial från två senneolitiska/tidigbronsålders hällkistor på Gotland (RAÄ Kräklingbo 12:1 & Burs 9:1). Syfte med uppsatsen var att bidra med kunskap kring djurbensmaterialet som påträffats i hällkistor genom tre frågeställningar. Fysiskt djurbensmaterial har genomgått en osteologisk analys och sedan jämförts med två andra hällkistor från samma period samt översiktligt med andra stenålderslokaler på Gotland. Resultatet visade en ökning av får/get samt nötkreatur samt en minskning av svin och säl gentemot tidigare perioder. Häst, hund, mindre däggdjur, fågel och fisk förekom också i materialet. Resultatet visade även indikationer på att skinn/päls/ull varit viktigt för människan. / This study deals with animal bone material from two Late Neolithic/Early Bronze Age stone cist on Gotland (RAÄ Kräklingbo 12:1 & Burs 9:1). The purpose of the study was to contribute knowledge about the animal bone material found in cists through three questions. Physical animal bone material has undergone an osteological analysis and then been compared with two other stone coffins from the same period as well as an overview with other Stone Age sites on Gotland. The result showed an increase in sheep/goat and cattle and a decrease in pigs and seals compared to previous periods. Horse, dog, smaller mammals, bird and fish also appeared in the material. The results also showed indications that skin/fur/wool had been important to humans.

As unemployment is on the rise in developing economies as the result of a decline in the global economy during the past decade, increased attention is paid to entrepreneurship as generator of global economic growth. It has been noted that sustainable economic development cannot be achieved without entrepreneurship, nor can a country increase its gross domestic product and stock of wealth, or improve its citizens’ quality of life, if entrepreneurship is not increased. In order to increase the prospect of entrepreneurship in a country, it is necessary to introduce secondary school learners to entrepreneurship from the early grades, specifically the Grades 8 and 9 General Education and Training phase years. To stimulate learners’ interest in the subject, it is important to provide them with appropriate resources and textbooks, competent teachers and a well-structured curriculum. The knowledge and skills gained from studying entrepreneurship could influence learners’ future career choices. The unemployment rate in South Africa is high and 70 per cent of unemployed South Africans are youths. This percentage grows annually as learners exit the Further Education and Training (FET) phase. There is a dearth of literature on the attitudes of South African Business Studies learners in the FET phase towards entrepreneurship as a future career. Additionally, the role that entrepreneurship education plays in the potential career choices of Business Studies learners in the FET phase has not been explored extensively. Consequently this study attempted to explore the role of entrepreneurship education in influencing Business Studies learners in the FET phase in choosing entrepreneurship as a career. A qualitative case study research method was used to conduct the study. Three schools were identified and data were collected from them. The data-gathering methods employed were face-to-face, semi-structured interviews with Business Studies teachers; and focus group interviews with Business Studies learners in the three schools. The objective of the interviews was to determine the respondents’ views on the role that entrepreneurship education plays in learners’ career choices. The findings of the study indicate that teachers and learners strongly agree that entrepreneurship education plays a significant role in learners’ choice of entrepreneurship as a career. However, the respondents (both teachers and learners) highlighted challenges that could prevent learners from choosing entrepreneurship as a career. / Namate ʼn insinking in die wêreldekonomie die afgelope dekadewerkloosheid in ontwikkelende lande laat toeneem het, geniet entrepreneurskap as stimulus vir globale ekonomiese groei groter aandag. Dit is alombekend dat entrepreneurs noodsaaklik is vir volhoubare ekonomiese ontwikkeling. Sonder entrepreneurs kan geen ekonomie groei nie, kan geen land sy bruto binnelandse produk en rykdomreserwe vermeerdernie, en bly sy burgers se lewenstandaard onveranderd. Ten einde entrepreneurs te kweek, moet hoërskoolleerders reeds in Graad 8 en 9, in die jare van Algemene Onderwys en Opleiding (oftewel die AOO-fase), met entrepreneurskap kennis maak. Om hulle belangstelling te prikkel, isgeskikte hulpmiddels en handboeke, bevoegde onderwysers en ʼn behoorlik gestruktureerde kurrikulum noodsaaklik. Die kennis en vaardighede wat leerders in die studie van entrepreneurskap opdoen, kan hulle loopbaankeuse bepaal. Suid-Afrika het ʼn hoë werkloosheidsyfer en 70 persent van die land se werkloses is jongmense. Hierdie persentasie styg jaar na jaar namate leerders die fase vir Verdere Onderwys en Opleiding (VOO) voltooi. Daar is ʼn skaarste aan literatuur oor die vraagof Besigheidstudiein die VOO-fase Suid- Afrikaanse leerders se ingesteldheid jeens entrepreneurskapas loopbaan beïnvloed. Ook is die rol wat onderrig in entrepreneurskap in leerders se keuse van ʼn loopbaan speel, nog nie volledig ondersoek nie. Gevolglik poog hierdie studie om te bepaal of onderrig in entrepreneurskap Besigheidstudieleerders in die VOO-fase entrepreneurs van beroep laat word. ʼn Kwalitatiewe gevallestudie is as navorsingsmetode gebruik. Data is by drie skole ingesamel. By hierdie skole is deels gestruktureerde onderhoude van aangesig tot aangesig gevoer met Besigheidstudieonderwysers en fokusgroeponderhoude met Besigheidstudieleerders. Die doel van die onderhoude was om vas te stel of leerders van mening is dat onderrig in entrepreneurskap hulle loopbaankeuse bepaal. Volgens die bevindings van hierdie studie is onderwysers en leerders dit volkome eens dat onderrig ʼn bepalende rol in leerders se keuse van entrepreneurskap as loopbaan speel. Desnietemin het sowel onderwysers as leerders op uitdagings gewys wat verhoed dat leerders hierdie loopbaan volg. / Psychology of Education / M. Ed. (Psychology of Education)

The following is a collection of original poetry. The manuscript consists of an introduction explaining influences and style, and four chapters of poems categorized by subject matter: object/nature, writing/creativity, relationships, and family/figures. INDEX WORDS: Poetry, Poem

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)