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The thesis has two aims. First to conceptualise the meaning of the idea and practice of 'student feedback' on teaching and learning in higher education (HE). Second, to assess the effectiveness of 'student feedback' in respect of both students' and lecturers' communicative relations and needs and the aims of the contemporary HE policy agenda. Students and lecturers from a variety of HE institutions and subject disciplines were interviewed about their own perceptions and experiences of the purpose, process and demands of 'student feedback'. Analyses and discussion of these data are structured in respect of conclusions drawn from a comprehensive and critical appraisal of the intentions, assumptions and values expressed within HE government policy texts and documents issued by HE statutory agencies in the period 1987-1997. In these texts the idea and practice of 'student feedback' is located within a set of aims symbolised by, and implemented through, the concept 'quality'. 'Quality' is used to progress: <ul> <li>efficient and effective management of HE institutions;</li> <li>a reorientation of academic cultures, practices and values;</li> <li>the reduction of professional autonomy, power and control through enforced institutional and national accountability procedures;</li> <li>the representation and empowerment of the student as 'customer';</li> <li>a reorientation of the purpose of (the) higher education (curriculum);</li> <li>summative and formative evaluation of professional practice in HE teaching.</li> </ul> The thesis finds that the student evaluation questionnaire (SEQ) is the dominant method used to elicit students' views on teaching and learning; it is also the subject of greatest interest within empirical research and management texts. The methodological and epistemological premises of the SEQ are compatible with the concept and strategy of 'quality' expressed in HE policy. The SEQ meets the explicit requirements of institutional and national accountability procedures and the practical exigencies consequent on the implementation of these requirements within institutions. Analysis of students' and lecturers' views on the communicative value of the SEQ highlights its inadequacies in respect of dialogue, expression and explanation. Analysis also stresses how students and lecturers experience teaching-learning as a complex, contingent, social and contextual process. Discussion illustrates how the SEQ generates conflict, divisions and tension both at an inter-personal level and within the educational process, and is also a reductionist evaluative practice that is experienced as unhelpful, confusing and disempowering. Lecturers and students associate the SEQ with the 'quality' agenda; narratives in which the SEQ is perceived as a bureaucratic, management-enforced burden on time and administrative resources relate to the controversial nature of this agenda, and yet also conflate with the negative experience of the SEQ. Analysis and discussion expose the letter of policy and statutory texts as legitimating rhetoric, and reveal both the contradictions in, and the inadequate conceptual basis of, the 'quality' agenda. Key issues are: the conditions that provide for student voice and empowerment within decision making and educational processes of teaching- learning; the commitment, values and motivations that underpin and progress professionalism and professional practice in teaching; and, the conditions that provide for support, development and reassurance within the formative activities of both student learning and the enhancement of teaching practice.

This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and 7 others that have been prepared for publication were used as exemplar articles for analysis. This included the history and context of the writing and the way in which the three topics hold together and the patterns or relationships that can be seen between them. Most of the articles aim to bring something new to the public arena and challenge the current status quo in Higher Education. The Learning and Teaching articles show active ways of developing learning and seeing things in a new light rather than absorbing knowledge, constructing or working from educational theory. In particular a curriculum is defined for all stakeholders. There is no necessity for teaching and learning to be the same as research but on occasion it helps for it to be “research like”. Research articles are on collaborative qualitative research and detailed reviews of scientific research in my discipline. In my educational research articles I stand up to the dominance of subject-based research. Development articles articulate the practice and facilitation of individual and group reflection methods. They also further the networking, pan-organisation, pro-person approach of academic developers. The analysis produces a dynamic model for Higher Education scholarship that opens up space for academic development and the neglected area of professional and personal development. In particular, some articles articulate and demonstrate the role of academic developers in evaluating research. There is no evidence for the need of a single nexus to fulfil a magical link specifically between learning and teaching and research because links already exist within academic and professional development and through existing border subjects of curriculum, reflection, professional ethics and evaluation. I am grateful for the guidance I have received to create this analysis of my written work. From this it is possible to position myself academically as a developer.

The overall aim of the presented work is the enhancement of the student experience through creating conditions where excellent learning can occur both individually and through working in communities of practice. There was a mixed method approach taken within the studies, with a bias towards a more qualitative slant. Each study had an action research focus through the use of small scale case studies of teaching and learning in practice. A criticism of qualitative research and particularly case studies, is in relation to generalisation of the findings. However, case studies in teaching and learning are context specific and explore the activity as it happens and therefore can contribute to the broader picture, through examples but they cannot provide incontrovertible best practice. The work presents two research objectives, the first being an exploration of the ways in which teaching and learning interventions can create conditions to support excellent learning. Within the studies presented in this thesis, the following are key headlines. PDP was found to be a positive addition to the curriculum in particular the activities of goal-setting and reflection. The intensive and bespoke transition programme delivered to the new students facilitated and enhanced student engagement. The module re-design which focused on authentic assessment, engagement, real-world learning and employability enhanced the student skill set. In addition to interventions to support students, the thesis also contains staff development activity. The two articles based on peer review found that, knowing and developing teacher immediacy plays a part in teacher development and can help create better connections with students. Although different each of the articles presents examples which others might find useful in enhancing practice. The second research objective considered how communities of practice for staff and students can support the conditions to enable excellent and purposeful teaching and learning. One of the articles focuses on an organisation set up to support teaching in higher education. It found that a support network can enhance knowledge and experiences and that a community of practice is one way of creating and maintaining groups of staff interested in teaching and learning. The articles on peer review show that this also has value at a more local level where teaching staff felt that by working together they had developed their individual approaches. This did not work for all staff and the study showed that this type of approach to staff development is very personal. Trust, honesty and commitment came out as important factors, which need to be fostered in a community of practice. For the students, working in peer learning groups (PLGs), connecting with each other very early on in their programme and sharing metaphors was found to have value. Learning in a university has been shown to be an isolating experience and working together has merits for both staff and students. This thesis has been based on small scale case studies and has evidenced developments at a local level, which I contend is the only way to change and develop practice. However, from a knowledge and generalisation perspective my research now needs to broaden, to determine cultural and subject differences, as this will make the evidence more compelling across the sector. Two specific areas from this study that would benefit from further research are, PLG groups in different subject contexts and staff working in communities of practice to support teaching and learning.

Este estudo buscou conhecer a satisfação profissional de enfermeiros docentes de cursos de graduação em Enfermagem do Município de São Paulo e identificar os fatores relacionados à sua satisfação e insatisfação no trabalho. Trata-se de uma pesquisa exploratória, descritiva, com abordagens quantitativa e qualitativa dos dados. O projeto foi submetido à apreciação do Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, obtendo aprovação Parecer n° 1539. A amostra constituiu-se de 90 enfermeiros docentes, que exerciam suas atividades profissionais em dez das 23 universidades que disponibilizavam o curso de graduação em Enfermagem no Município de São Paulo, em 2007. Para a abordagem quantitativa, foi utilizado o Job Satisfaction Questionnarie for Teachers e a análise foi realizada segundo os parâmetros da estatística descritiva. Na abordagem qualitativa, foram realizadas entrevistas, estas submetidas à análise de conteúdo preconizada por Bardin. Ambas as análises foram norteadas por referenciais da educação e pautadas nos pressupostos dos estudos de Herzberg, no que se referem aos fatores de satisfação e insatisfação no trabalho. Os resultados quantitativos mostraram que o trabalho direto com os alunos, a relação com eles e a realização pessoal são fatores relevantes à satisfação do docente de enfermagem, bem como os fatores de natureza político-sociais propiciam a insatisfação. Na análise qualitativa, a satisfação surgiu relacionada às categorias Gostar de ensinar, Busca por novos conhecimentos, Relação entre os pares, Relação professor-aluno, Ser reconhecido, Interesse do aluno pelo aprendizado e Desenvolvimento do aluno. No que se refere à insatisfação, emergiram como categorias a Baixa gestão, o Déficit de conhecimentos do aluno ingressante, o Déficit de recursos para o ensino, a Pesquisa em detrimento do ensino de graduação, a Sobrecarga de trabalho e o Baixo salário e instabilidade no emprego. Em síntese, o estudo mostrou que os docentes apresentam baixos níveis de satisfação, provenientes do equilíbrio entre os fatores de satisfação e insatisfação mencionados. Em ambos os sentidos, foram verbalizados pontos a serem trabalhados ante todos os fatores, em diferentes graus, para que o docente possa elevar seus níveis de satisfação. / This study aimed to know the professional satisfaction of teaching staff nurses from undergraduate nursing courses at the municipal district of São Paulo and identify the factors related to their satisfaction and dissatisfaction at work. It is a descriptive, exploratory research with quantitative and qualitative data approach. The project was submitted to the appreciation of the Ethics Committee in Research from the Federal University of São Paulo, receiving the approval number 1539. The sample was made up of 90 teaching staff nurses that followed their professional activities in 10 of the 23 universities that offered the undergraduate nursing courses in the municipal district of São Paulo in 2007. For the quantitative approach the Job Satisfaction Questionnaire for Teachers and the analysis made according to the framework of the descriptive statistics was used. In the qualitative approach, interviews were made, which were submitted to content analysis according to Bardin. Both analyses were guided by educational referentials and followed by the line of study of Herzberg which referred to satisfaction and dissatisfaction factors at work. The quantitative results showed that working directly with students, the relationship with work and personal achievement are all relevant factors to the satisfaction of the nursing teaching staff, as well as social political factors which were prone to dissatisfaction. In the qualitative analysis, satisfaction was evident in the following categories: Enjoying Teaching, Search for New Knowledge, Relationship between Pairs, Teacher Student Relationship, Being Acknowledged, Students Interest in Learning and Students Development. Regarding the dissatisfaction, the categories that came up were Poor Management, Deficient Knowledge from the Starting Student, Deficit of Resources for Teaching, Research on the Detriment of Undergraduate Teaching, Work Overload and the Low Salary and Instability in the Job. In short, the study showed that the teaching staff members presented low levels of satisfaction resultant because of the balance between the satisfaction and dissatisfaction factors aforementioned. In conclusion, it was expressed, in view of all factors that points needed to be worked on in different degrees in order for the staff members to be able to improve their satisfaction levels.

Este estudo buscou conhecer a satisfação profissional de enfermeiros docentes de cursos de graduação em Enfermagem do Município de São Paulo e identificar os fatores relacionados à sua satisfação e insatisfação no trabalho. Trata-se de uma pesquisa exploratória, descritiva, com abordagens quantitativa e qualitativa dos dados. O projeto foi submetido à apreciação do Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, obtendo aprovação Parecer n° 1539. A amostra constituiu-se de 90 enfermeiros docentes, que exerciam suas atividades profissionais em dez das 23 universidades que disponibilizavam o curso de graduação em Enfermagem no Município de São Paulo, em 2007. Para a abordagem quantitativa, foi utilizado o Job Satisfaction Questionnarie for Teachers e a análise foi realizada segundo os parâmetros da estatística descritiva. Na abordagem qualitativa, foram realizadas entrevistas, estas submetidas à análise de conteúdo preconizada por Bardin. Ambas as análises foram norteadas por referenciais da educação e pautadas nos pressupostos dos estudos de Herzberg, no que se referem aos fatores de satisfação e insatisfação no trabalho. Os resultados quantitativos mostraram que o trabalho direto com os alunos, a relação com eles e a realização pessoal são fatores relevantes à satisfação do docente de enfermagem, bem como os fatores de natureza político-sociais propiciam a insatisfação. Na análise qualitativa, a satisfação surgiu relacionada às categorias Gostar de ensinar, Busca por novos conhecimentos, Relação entre os pares, Relação professor-aluno, Ser reconhecido, Interesse do aluno pelo aprendizado e Desenvolvimento do aluno. No que se refere à insatisfação, emergiram como categorias a Baixa gestão, o Déficit de conhecimentos do aluno ingressante, o Déficit de recursos para o ensino, a Pesquisa em detrimento do ensino de graduação, a Sobrecarga de trabalho e o Baixo salário e instabilidade no emprego. Em síntese, o estudo mostrou que os docentes apresentam baixos níveis de satisfação, provenientes do equilíbrio entre os fatores de satisfação e insatisfação mencionados. Em ambos os sentidos, foram verbalizados pontos a serem trabalhados ante todos os fatores, em diferentes graus, para que o docente possa elevar seus níveis de satisfação. / This study aimed to know the professional satisfaction of teaching staff nurses from undergraduate nursing courses at the municipal district of São Paulo and identify the factors related to their satisfaction and dissatisfaction at work. It is a descriptive, exploratory research with quantitative and qualitative data approach. The project was submitted to the appreciation of the Ethics Committee in Research from the Federal University of São Paulo, receiving the approval number 1539. The sample was made up of 90 teaching staff nurses that followed their professional activities in 10 of the 23 universities that offered the undergraduate nursing courses in the municipal district of São Paulo in 2007. For the quantitative approach the Job Satisfaction Questionnaire for Teachers and the analysis made according to the framework of the descriptive statistics was used. In the qualitative approach, interviews were made, which were submitted to content analysis according to Bardin. Both analyses were guided by educational referentials and followed by the line of study of Herzberg which referred to satisfaction and dissatisfaction factors at work. The quantitative results showed that working directly with students, the relationship with work and personal achievement are all relevant factors to the satisfaction of the nursing teaching staff, as well as social political factors which were prone to dissatisfaction. In the qualitative analysis, satisfaction was evident in the following categories: Enjoying Teaching, Search for New Knowledge, Relationship between Pairs, Teacher Student Relationship, Being Acknowledged, Students Interest in Learning and Students Development. Regarding the dissatisfaction, the categories that came up were Poor Management, Deficient Knowledge from the Starting Student, Deficit of Resources for Teaching, Research on the Detriment of Undergraduate Teaching, Work Overload and the Low Salary and Instability in the Job. In short, the study showed that the teaching staff members presented low levels of satisfaction resultant because of the balance between the satisfaction and dissatisfaction factors aforementioned. In conclusion, it was expressed, in view of all factors that points needed to be worked on in different degrees in order for the staff members to be able to improve their satisfaction levels.

Thesis (M. Ed.(CIE))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Made available in DSpace on 2016-08-03T16:15:33Z (GMT). No. of bitstreams: 1 MARCIA DE OLIVEIRA TORRES VANDERLEI.pdf: 884902 bytes, checksum: 69d0e729845efb1aa34eaf2e3946d4e2 (MD5) Previous issue date: 2012-03-08 / This research quested to analyze how universities Professors graduates that do not possess the pedagogical training, rending their academician practices and their trainer route. The target was to identify the representations of the practices from these professors and the impact of habitus on field in its formative process. It was initially considered that these professionals who teach technical subjects, have no specific training (educational) to conduct such classes, but may have inventive teaching practices that were holding during their academic and professional career, and that through them, mediate learning. The methodology option for the development this work was to conduct qualitative research through a questionnaire profile and semi-structured interviews with professors without pedagogical training from two higher education institutions. These tools aim to capture the representation of a group of professors of humanities and Exact on their teaching practices, teacher training and their careers. The author presents the theoretical framework that question issues related to teacher education within higher education with emphasis on: Cunha (2007), Perrenoud (2002), Tardif (2002), Pimenta and Anastasiou (2002) and Nóvoa (1997). For the interviews analyses with the prospect to understanding the representation and the teaching practices, we used part of the theorist framework developed by Pierre Bourdieu, and also the discussion of the instrumental view of Curriculum and pedagogical training. This study enabled us to demonstrate that professors on higher education who participated in this study using a set of techniques, practices, knowledge and behaviors they have learned in specific courses for training teachers, or even pedagogy, especially since not attended. Their development as teachers occurs largely from its past and its coexistence school professional. / Esta pesquisa buscou analisar como os professores universitários formados bacharéis e não possuidores da formação pedagógica, interpretam suas práticas docentes e o seu percurso formador. O objetivo foi identificar as representações das práticas destes professores e o impacto do habitus e do campo no seu processo formativo. Foi considerado inicialmente que estes profissionais, que ministram aulas de disciplinas técnicas, não apresentam formação específica (pedagógica) para a condução de tais aulas, porém podem possuir práticas docentes inventivas que foram apreendidas ao longo de sua trajetória acadêmica e profissional e, que por meio delas, mediam o aprendizado. A opção metodológica para o desenvolvimento deste trabalho foi o de realização de pesquisa qualitativa por meio de aplicação de questionário de perfil e entrevista semi-estruturada com os professores sem a formação pedagógica de duas Instituições de Ensino Superior. Estas ferramentas objetivaram captar a representação de um grupo de professores da área de Humanas e de Exatas sobre suas práticas pedagógicas, de sua formação docente e trajetória profissional. O referencial teórico apresenta autores que problematizam as questões relacionadas à formação docente no âmbito do Ensino Superior com destaque para: Cunha (2007); Perrenoud (2002), Tardif (2002), Pimenta e Anastasiou (2002) e Nóvoa (1997). Para a análise das entrevistas, com a perspectiva de compreender a representação e as práticas docentes, foi utilizada parte do corpo teórico desenvolvido por Pierre Bourdieu e, ainda, a discussão sobre a visão instrumental da Didática e da formação pedagógica. O estudo possibilitou demonstrar que os professores do Ensino Superior que participaram desta pesquisa utilizam um conjunto de técnicas, práticas, conhecimentos e formas de conduta que não aprenderam em cursos específicos de formação de docentes. Seu desenvolvimento como professores ocorre, em grande medida, a partir de seu passado escolar e da sua convivência profissional.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-23T18:32:30Z No. of bitstreams: 1 Renato F. Khalil.pdf: 685577 bytes, checksum: 718fb8b0066f735a69f3b9e954746e99 (MD5) / Made available in DSpace on 2015-04-23T18:32:31Z (GMT). No. of bitstreams: 1 Renato F. Khalil.pdf: 685577 bytes, checksum: 718fb8b0066f735a69f3b9e954746e99 (MD5) Previous issue date: 2013-11-28 / Universidade Católica de Santos - Católica de Santos / Under the assumption that participation, integration and student engagement are fundamental to the learning process, this work present the research results that studied the use of simulation software in teaching practice. The research, a qualitative approach, was performed with higher education teachers and aimed to know what they think about the use of simulation software in the classroom. Among the theoretical foundations of the research are studies of Moran (2012) about technology as a pedagogical tool, also Pimenta and Anastasiou (2002), Pimenta and Ghedin (2002), which studied about higher education and teaching practice. For data collection Focus Group techniques were used, whose data were collected in meetings with the research¿ participants, focusing on the teachers¿ reflections about the possibilities and challenges of using simulation technologies in the learning process. The results indicated that the use of simulation as a pedagogical tool in the current context is quite positive and necessary, since it provides the teacher and the student look at reality from a different perspective. Also showed the possibilities and the difficulties of using this technology, mostly due to many teachers do not have training for the construction and use of the software in the classroom. This research allowed to understand that the use of simulation can contribute to build a dynamic class that can promote meaningful learning and motivate the student to construct new knowledge through reflection, research and collaboration. The conclusions signaled it is an innovative learning tool, and it is necessary the institutional support for training teachers so they can engage in these practices. / Partindo do pressuposto de que a participação, a integração e o envolvimento do aluno são fundamentais no processo de aprendizagem, o presente trabalho traz resultados da pesquisa que estudou a utilização de softwares de simulação na prática docente. A pesquisa, de abordagem qualitativa, foi realizada com professores do ensino superior e teve por objetivo conhecer o que os sujeitos pensam sobre a utilização de software de simulação nas aulas. Entre os fundamentos teóricos da pesquisa estão os estudos de Moran (2012) sobre as tecnologias como recurso pedagógico, além de Pimenta e Anastasiou (2002), Pimenta e Ghedin (2002), que trataram do ensino superior e da prática docente. Para a coleta dos dados foram utilizadas técnicas de Grupo Focal, cujos dados foram colhidos em reuniões realizadas com os participantes da pesquisa, tendo como foco as reflexões dos professores sobre as possibilidades e os desafios da utilização da tecnologia de simulação no processo de aprendizagem. Os resultados indicaram que o uso da simulação como ferramenta pedagógica no contexto atual é bastante positivo e necessário, visto que proporciona ao professor e ao aluno olhar a realidade sob outra perspectiva. Mostraram, também, as possibilidades e as dificuldades na utilização dessa tecnologia, principalmente pelo fato de muitos professores não terem formação para a construção e a utilização do software nas aulas. A pesquisa possibilitou compreender que o uso da simulação poderá contribuir para a construção de uma aula dinâmica que possa promover um aprendizado significativo, além de motivar o aluno à construção de novos conhecimentos por meio da reflexão, da pesquisa e da colaboração. As conclusões sinalizaram se trata de uma ferramenta de aprendizagem inovadora, e que é necessário o apoio institucional para a formação de docentes que possam envolver-se nessas práticas.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 89-96).