Research on employment in Canadian AIDS service and allied organizations (AASOs) should recognize the unique experiences of immigrant women workers of African descent given their transnational HIV histories, working roles, relationship and responsibilities, interconnected identities and senses of belonging, and intersecting systems of oppressions they navigate within their working lives. Guided by decolonizing, anti-colonial, and transnational feminist thoughts, the Because She Cares study aims to understand the experiences of African women living with HIV who are employed in the HIV sector in the province of Ontario, Canada. Using performance narrative methodologies, this inquiry explored HIV-related work as agential, cultural and social practices of caring work; and deciphered the local and transnational interconnections to African women’s sensemaking of their work as HIV caring work. Ten African women with employment histories in Canadian AASOs participated as the Narrators. Using performance narrative methods based on oral traditions, I gathered, interpret and shared their stories of HIV caring work. In collaboration with the Narrators, I poetically “retold” interview narratives to embody the emotive resonance of the original telling and evoke the theoretical and political relevance of the sharing. Study findings illuminate the multiple self, communal and social modes of caring that emerged in women’s HIV-related work, the shifting responsibilization of African women living with HIV as carers, the intersecting systems of oppression African woman navigate in Canadian work spaces and strategies of care-full work that translocates “back home”. This study documents work experiences of African women whose HIV-related engagement is notable yet, typically overlooked in Canadian research on HIV-related employment and civic engagement. Decolonizing, anti-colonial, and transnational feminist thinking allowed me to use culturally responsive methodologies that highlight how HIV caring work becomes processes of identity and belonging, and its corresponding rights and responsibilities, within and across local and transnational contexts. / Dissertation / Doctor of Philosophy (PhD) / Guided by decolonizing, anti-colonial, and transnational feminist thoughts, the Because She Cares study aims to understand the experiences of African women living with HIV who are employed in the HIV sector in Ontario, Canada. Study aims include better understanding HIV-related work as agential, cultural and social practices of caring work and deciphering its local and transnational interconnections. Ten African women with employment histories in Canadian AIDS service and allied organizations (AASOs) participated as the Narrators. Using performance narrative methods based on oral traditions, I gathered, interpret and shared their stories of HIV caring work and “retold” narratives as poems. Study findings illuminate the multiple self, communal and social modes of caring that emerged in women’s HIV-related work, the shifting responsibilization of African women living with HIV as carers, the intersecting systems of oppression African woman navigate in Canadian work spaces and strategies of care-full work that translocates “back home”.

This dissertation explores the life and works of eighteenth-century labouring-class poet Mary Leapor. Leapor’s ability to use everyday objects to write poetry that speaks to important social and cultural transformations of the period is one of the most remarkable and interesting aspects of her poetry, and it sets her apart from other labouring-class writers. Therefore, while this dissertation situates Leapor as a female laborer who writes poetry about the labour she performs, it is more interested in how she uses her poetry about the labour she performs—and particularly how she offers her own version of “thing theory”—in order to speak to a number of problems of which labour is just one. By spotlighting the complex role of objects in Leapor’s poetry, this dissertation shows how she uses those objects to articulate new conceptions of the labouring body’s relationship to authorship and authority, claim authorship as a form of useful labour, and legitimize her own gendered and class-inflected authority as a subject in literary and intellectual discourse. While acknowledging the context of material history, I focus on the ways Leapor uses particular things to rethink the possibilities of labouring-class life, identity, literary expression, and what it might have meant for her to imagine a new kind of human subjectivity that is itself inseparable from the concept of labour. Moreover, Leapor’s work shows that she identifies labouring individuals as part of a community whose experience is heavily organized socially around labour but argues that their lived experience has provided them with a particular identity and perspective. Ultimately, this dissertation works to decenter our own moment in the history of ideas by showing how Leapor was theorizing about forms of situated knowledge over two hundred years before it entered academic discourse in the 20th century through feminist theories of embodied ways of knowing. Leapor’s poetry is not just an object that should be studied through a theoretical lens; it should be understood as a theory of situated knowledge transmitting ideas from its own materially embedded position. Leapor’s poetry lives on as a labouring thing—changing, growing, and theorizing as living humans do—inviting its readers to contemplate the complex components of being an embodied thinker. / Thesis / Doctor of Philosophy (PhD) / This dissertation focuses on the life and works of Mary Leapor (1722-1746) and builds upon recent interest in the cultural work of particular literary forms by examining the emergence of the labouring-class writer and the rise of a new poetic mode, the labour poem. Existing scholarship has begun to explore the many ways these texts represent class-based and gendered oppression, hardship, and work, and how these writers were able to combine several literary traditions to speak out against adverse conditions. By emphasising the material history of inanimate objects and nonhuman animals found within labouring-class writing, my project seeks to demonstrate how Leapor and other labouring-class writers used their poetry about the labours they performed in order to speak to something more than labour, such as what it means to be a subject in a world that is circumscribed by things like status, class and gender.

This doctoral dissertation proposes a fuller, more inclusive account of practice than that which dominates current discourse on organizations, which typically turns upon occupations, professions and jobs as manifestations of publicly recognized roles or functions within organized activity, established as a function of prescribed divisions of labour and the application of skills and techniques, and assumes that people interact in the ways that their assigned roles and functions are planned to work as interrelated parts of a shared task. The approach here is a reflexive process akin to what Lévi-Strauss characterizes as ‘bricolage’, using ready-to-hand materials linking narrative, literature and argument, adding pieces iteratively in an open-ended building process over the course of the dissertation. The reflexive process entails (a) the act of writing narratives (derived from the author’s own management experiences in the private, public and voluntary sectors) so as to produce insights and themes of interest in relation to the broader theme of practice; and (b) readings of certain key works of the literature on organizations and organized activity (including Sarbin and Allen, Denzin, Wiley, Collins, Elias, Mead, Habermas, Stacey and Mintzberg) so as to expose practice-related themes relevant to the construction of an alternative account which proposes the following: (1) Practice in organizations is communicative in nature and entails the enactment of roles. Conventionally, enactment is taken to mean that the role-incumbent meets expectations set by decision-makers and premised on conformity to preset structures within a metaphorical organizational space. In an alternative account of practice, however, enactment can be more accurately framed as a dialectical process of co-emergence of role and organization by virtue of the local social interaction of the persons involved. (2) In active life the mutually-exclusive emergent process and the spatial organizational metaphor necessarily co-exist. Reframing role enactment opens a path to new understanding, such that role enactment and practice thus become problematized in that practitioners can be seen as holding a paradoxical position of some considerable relevance to practice. Today’s predominantly objectivist management thinking primarily stresses accountability for the communicative interaction of others within the organizational space. The reflexive processual approach contests the adequacy and exclusivity of this position, because managing as an emergent practice is more comprehensively communicative and open-ended. (3) The co-presence of both the objectivist and emergent accounts thus requires the manager paradoxically to hold both these views of role and organization at the same time in his or her experiences of managing. As paradox cannot be resolved, it is instead taken up by the manager-practitioner by virtue of the reflexivity central to all processes of communicative interaction. (4) It follows that acknowledging processes of enactment and the centrality of reflexivity in the practice of managing and bringing that to the attention of managers and management educators will enhance how managing sophisticated cooperation is understood and carried out.

Several issues have impacted on district nursing practice and education within the UK, which can be conceptualised within four main areas: national policy; local organisational structures and practice; professional and disciplinary theory; and practice of individuals (Bergen and While 2005). However, there has been a lack of direction in district nursing in recent years within the UK, with a decline in the number of district nurses being educated (Queen’s Nursing Institute 2014a) and the educational standards supporting district nurse education being over 20 years out of date (Nursing and Midwifery Council 2001). In addition to this, the standards of education for pre-registration nursing (Nursing and Midwifery Council 2010) have supported a graduate workforce with an increasing focus on nursing in the community. This was identified as a consideration for me as an educator when examining the future educational requirements of nurses beyond the point of registration in the community, and became the focus of this study. Knowing in practice is a key concept within this thesis, that is, the particular awareness that underpins the being and doing of a district nurse in practice (Chinn and Kramer 2008). This study explores the unique knowing of district nursing in practice, and how this professional knowing is developed. Understanding the knowing of district nurses and how this is developed will contribute to future educational frameworks and ways of supporting professional development within community nursing practice. A question that is often asked is what makes district nurse knowing different from nursing in inpatient settings, and this emerges in this thesis. A qualitative study using an interpretative approach within a case study design was adopted using three Health Boards within Scotland as the cases. Within each Health Board area, interviews were undertaken with key informants and also, group interviews with district nurses were undertaken using photo elicitation as a focussing exercise. The data were analysed using framework analysis (Spencer et al. 2003). This approach illuminated a depth and breadth of knowing in district nurse practice and how this knowing is developed. The study findings depict the complexity of knowing in district nursing, acknowledging the advancing role of district nursing practice, where the context of care is an essential consideration. The unique knowing can be described as a landscape that the district nurse must travel: crossing a variety of socio-economic areas; entering the private space of individuals, and the public space of communities; as well as acknowledging professional practice; navigating the policy agenda while maintaining clinical person-centred care; and leading others across the terrain of interprofessional working. The unique knowing in practice that characterises the expertise of district nurses is a matrix of elements that incorporates different aspects of knowing that contribute to leadership, as suggested by Jackson et al. (2009). The participants in this study recognised that due to the complexity of the district nurse role, and its continuing advancements, that district nurse education needs to move to a Master's level preparation and it needs to continue to be supported by a suitably qualified practice teacher. Furthermore, the findings within this study demonstrate that the development of the unique knowing in district nurses does not happen in isolation and it is very complex. It consists of networks, conversations, engagement with policy, understanding of professional contexts, adhering to organisational boundaries, and interaction with complex and challenging situations. Theory and practice are mutually dependent on each other; change is inevitable and is unpredictable; and practices change by having experiences, therefore change is integral to practice. Consequently, it was concluded that the interdependent elements, which interact, develop the unique knowing of district nurses in practice. Finally this thesis makes recommendations and discusses future implications for policy, practice and research.

The interest in this empirical study aims at assessment, more precisely feedback as part of ordinary activities within hairdressing education. The study investigates feedback practices related to assessment of knowing during production, with focus on communication between student and teacher. Communication is regarded as interactively constructed and is investigated through a multimodal social semiotic perspective which implies studying verbal as well as nonverbal resources in meaning making. Speech and body movements are not subordinate to each other and are studied as contributing in communication on their own terms. Video observations were used to investigate feedback practices in the hairdressing classroom, during a couple of lessons when last year’s students received customers for various treatments. From one hour recording, a selection was made showing communication between student and teacher with joint focus of attention during production. The selection is based on the assumption of feedback as interactively constructed and represented in a multimodal way. The analysis of the feedback practice shows a multifaceted result, since each interaction between a student and a teacher is unique. Nevertheless, a recurrent pattern of feedback construction could be discerned. Three important functions of feedback were distinguished, that of control, instruction and evaluation. Furthermore, these functions interact in temporal processes of cycles and loops. The core of feedback practice is found within the loop, where questions and wonders from the student are brought into a joint investigation. / Baksidestext: Cykler och loopar i Salongen handlar om återkoppling i yrkesgymnasiet, närmare bestämt på hantverksprogrammets frisörutbildning. Återkoppling studeras genom videoobservationer av kommunikation mellan lärare och elev under pågående undervisning, där elever arbetar med olika hårvårdsbehandlingar på kunder. Återkoppling görs genom olika meningsskapande resurser. Det verbalspråkliga är bara en del av kommunikationen. Kroppsrörelser, blickar och olika redskap används också för att kommunicera av både elev och lärare. Mönster i form av olika återkopplingsfunktioner och cykliska processer kan urskiljas i kommunikationen mellan lärare och elev. I det cykliska uppstår ibland loopar, som utgörs av händelser där något moment blir uppmärksammat i ett gemensamt utforskande. Looparna utgår från elevens frågor och funderingar och betraktas därför som centrala i återkopplingspraktiken. Studien bidrar med beskrivningar av den dagliga klassrumskommunikationen, där bedömning och undervisning är sammanvävda förlopp. Den riktar sig till forskare och lärare inom yrkesutbildning och andra skolformer, men också till övriga läsare med intresse för bedömningsfrågor och återkopplingspraktik. Licentiatuppsatsen är skriven inom ramen för Lic-forskarskolan i yrkesämnenas didaktik. / Intresset i denna studie är riktat mot klassrumsbaserad bedömning, närmare bestämt återkoppling som en del av den dagliga undervisningen. Studien undersöker återkopplingspraktik i frisörklassrummet relaterad till bedömning av kunnande under pågående arbete, med fokus på kommunikationen mellan lärare och elev. Kommunikationen betraktas som interaktivt konstruerad och studeras ur ett multimodalt perspektiv utifrån socialsemiotisk teori. Det innebär att återkoppling studeras både verbalt i samtalsform, men även icke-verbalt i form av bland annat gester, artefakter och blickar. De betraktas i detta perspektiv som jämbördiga resurser i meningskonstruktionen. Videoobservationer har därför varit ett lämpligt sätt att undersöka återkopplingspraktik i frisörklassrummet. Detta har gjorts under några lektionspass när elever i åk. 3 hade kundmottagning. Utifrån en timmes inspelningar, har urval gjorts som visar kommunikation mellan lärare och elev med gemensamt uppmärksamhetsfokus på ett pågående arbete. Urvalet baseras på grundantagandena om återkoppling som interaktivt konstruerad och multimodalt representerad. Analysen av återkopplingspraktiken visar på ett mångfacetterat resultat eftersom varje interaktion mellan lärare och elev är unik, således också deras kommunikation. Ändå har återkopplingspraktiken visat sig vara konstruerad enligt vissa återkommande mönster. Tre centrala återkopplingsfunktioner har kunnat urskiljas: den kontrollerande, den instruerande och den värderande, utgående från handlingar som kännetecknar dem. Vidare samspelar dessa över tid i cykliska processer och loopar. I looparna tas elevens frågor och behov tillvara i ett gemensamt utforskande. De kan betraktas som själva kärnan i återkopplingspraktiken.

La question de l’enseignement du nombre à l’école maternelle est abordée à travers les savoirs et les connaissances mathématiques spécifiques du professeur. Cette thèse s’inscrit dans le cadre de la théorie des situations didactiques. Une modélisation des savoirs mathématiques spécifiques pour l’enseignement du nombre à l’école maternelle est proposée afin d’étudier l’enseignement du nombre de dix enseignants. Le travail est complété par une micro formation relative à des savoirs spécifiques pour la quantité. La thèse étudie l’impact de nouveaux savoirs sur les connaissances mathématiques spécifiques de cinq professeurs. Enfin, les résultats de la recherche sont interprétés par rapport à la formation des enseignants / Teaching numbers in preschool is addressed though the specific mathematical knowledge of the teacher himself. This thesis work comes within theoretical didactical situations. A modeling system for specific mathematical knowledge is suggested in order to study the way ten teachers teach numbers. This work is completed by a short training course related to quantity knowledge. This thesis work analyses the impact of these new specific fields of knowledge for five amongst ten of these teachers. The final result of the research work is highlighted by teachers training.

O aprendizado é o resultado desejado do processo educacional. Quando um aluno é exposto a determinadas experiências de ensino e oportunidades de aprendizagem de vários conhecimentos durante um período e, ao final de todo o processo, não aprender sequer os conhecimentos mínimos ou conceitos fundamentais daquele curso é um exemplo de não aprendizado. O não aprendizado dos alunos do curso de graduação em Ciências Contábeis pode ser de-duzido pelo baixo índice de aprovação em todas as edições do Exame de Suficiência, reali-zado pelo Conselho Federal de Contabilidade - CFC. A proposta de pesquisa é aprofundar o entendimento dos erros cometidos pelos egressos que acarretam na reprovação em massa no Exame de Suficiência, com o intuito de classifi-cá-los e verificar se são padrões de erros conceituais em Contabilidade, buscando evidên-cias de que eles ocorrem com frequência, intensidade, recorrência e persistência. A base de dados dos Exames de Suficiência não pôde ser compartilhada pelo CFC, então adaptamos a pesquisa aos relatórios disponíveis do ENADE, exame nacional aplicado em larga escala também para os concluintes do curso de graduação em Ciências Contábeis. Foi feita uma análise minuciosa das questões dos ENADES de 2006 e 2009 que tiveram uma concentração de escolha pelos avaliados em uma das alternativas erradas, podendo superar a concentração da alternativa correta. Separamos as questões que tiveram este tipo de padrão de erro, combinamos com a per-cepção dos professores entrevistados e com a validação de professores consultores e sele-cionamos quinze questões que possuem padrões de erros conceituais em ao menos uma de suas alternativas. Estas questões foram respondidas por alunos ingressantes e concluintes de três Instituições de Ensino, para verificarmos a confirmação ou não dos padrões de erros conceituais. É um padrão de erro conceitual, se há maior concentração de escolha na alternativa con-tendo este tipo de erro, que competirá com a alternativa correta, revelando sua intensidade. A escolha será similar entre ingressantes e concluintes, indicando sua persistência, mesmo após o aluno ter sido exposto ao conteúdo durante o curso de graduação. Entre os demais tipos de erros, os padrões de erros conceituais são mais frequentes e per-meiam disciplinas diversas, por serem conceitos fundamentais para o entendimento da Contabilidade. O resultado é um forte indício da existência de um padrão de erro conceitual, que é a con-fusão entre os conceitos de regime de caixa e de competência. Esses conceitos são basila-res, não sendo admissível que o egresso do curso de graduação em Ciências Contábeis co-meta tais erros. O cálculo e raciocínio matemático permeiam os padrões de erros conceituais e a resolução de boa parte dos exercícios de todas as avaliações citadas nesse trabalho. São um padrão de erro, geralmente relacionados às quatro operações básicas de matemática: soma, subtração, divisão e multiplicação; o que também não é admissível para alunos que foram selecionados para ingressar em um curso superior e que saem ainda com estas deficiências. / The learning is the desired outcome of the educational process. When a student is exposed to certain learning experiences and opportunities for learning, and several skills during a period and at the end of the whole process, not learning even the minimum knowledge and fundamental concepts that course is an example of not learning. The non-student learning in the undergraduate program in accounting can be deduced by low approval ratings in all editions of Exame de Suficiência, realized by the Federal Ac-counting Council - CFC. The research proposal is to deepen the understanding of the errors committed by graduates who lead in the reprobation mass in the Exame de Suficiência, in order to classify them-here and check patterns are conceptual errors in Accounting, seeking evidences that they occur with frequency, intensity, persistence and recurrence. The database of the Exame de Suficiência could not be shared by the CFC, and we has to adapt the research reports available in the ENADE exam, a national test applied on a large scale also for graduating undergraduate in Accounting. We conducted a thorough analysis of the issues of ENADES 2006 and 2009 that had a concentration of choice for one of the alternatives evaluated in the wrong, and can over-come the concentration of the correct alternative. Separate the questions that had this type of pattern error, combined with the perception of the teachers interviewed and validated with teacher consultants, we selected fifteen questi-ons that have patterns of conceptual errors in at least one of its alternatives. These questions were answered by students in three educational institutions to verify the confirmation or not of patterns of conceptual errors. It\'s a misconception, if there is a higher concentration of an alternative choice in having this type of error, which will compete with the correct alternative, revealing its intensity. The choice will be similar between freshmen and indicating its persistence even after the student has been exposed to the content during the undergraduate degree. Among the other types of errors, misconceptions are more frequent and are related with diverse disciplines, because they are fundamental concepts for the understanding of Ac-counting. The result is a strong indication of the existence of a pattern of conceptual error, which is the confusion between the concepts of system of cash and accrual. These concepts are es-sential is not acceptable that the graduates of undergraduate degree in Accounting commit such errors. The calculation and mathematical reasoning pervade patterns of conceptual errors and resolution of most of the exercises all reviews quoted in this work. Are one standard error, usually related to the four basic math operations: addition, subtraction, multiplication and division, which is also not permissible for students who were selected to join a college and leaving even with these shortcomings.

Este estudo situa-se no âmbito das propostas sintonizadas com novos paradigmas de formação inicial de professores, onde a profissionalização docente é vista como um processo dinâmico e interativo que se apóia em saberes específicos. O contexto investigado foi a disciplina Estágio I do Curso de Ciências Biológicas de uma Universidade Federal, cuja estrutura baseou-se na perspectiva Ecológica de Formação, na qual o ambiente de supervisão leva em conta que a aprendizagem da docência implica redes de saberes, reconhecendo a importância dos contextos profissionalizantes significativos para o licenciando (a instituição de formação, a sala de aula e a escola). Partindo desses pressupostos, o foco dessa investigação visou compreender de que maneira os processos instaurados em um Ambiente de Supervisão, planejado em uma perspectiva Ecológica de formação, são capazes de confrontar as crenças dos futuros professores sobre a prática docente e contribuir para a elaboração de conhecimentos e saberes profissionais dos licenciandos. Utilizamos nesse estudo a estratégia metodológica do estudo de caso, analisando três sujeitos. Dividimos essa investigação em fases (pré-ativa, ativa e pós-ativa) visando facilitar o acesso ao pensamento do licenciando ao longo da disciplina. Durante este período, acompanhamos seus movimentos por meio de suas reflexões escritas sob forma de diário virtual, das reuniões entre supervisor e licenciando e entrevistas e apresentações gravadas em áudio e vídeo e, áudio, além de instrumentos específicos para crenças educacionais (DASTT) e para o aferimento de crenças de eficácia (STEBI). A análise dos dados foi realizada sob a perspectiva do interacionismo interpretativo, o que implica assumir a relação entre pesquisador, sujeitos e objeto de pesquisa como intrinsecamente subjetiva, onde a compreensão de um dado fenômeno só é possível a partir de processo mútuo e socialmente compartilhado, dos quais emergem os significados e os sentidos. Nossos resultados mostram que houve aprendizagem da docência na interação e adaptação dos indivíduos ao seu ambiente de atuação, no qual articularam, por meio do raciocínio pedagógico, suas crenças anteriores sobre seus professores, suas vivências como alunos, os dilemas experienciados em situações inesperadas na prática, acabando por definir sua posição didática durante a transposição do tópico de ensino em sala de aula. Evidenciaram assim, elementos relativos ao Conhecimento pedagógico do conteúdo, e conseqüentemente, os saberes docentes inerentes aos aspectos didáticos gerais e pessoais, disciplinares e sobre o contexto. Esse estudo demonstra que o diálogo entre teoria e prática dentro de um ambiente de supervisão ecológico viabiliza a concretização de processos reflexivos sistemáticos nas ações empreendidas pelos licenciandos, de forma que suas crenças educacionais possam ser acessadas, suas crenças de eficácia se fortaleçam, e sua articulação em um raciocínio pedagógico possa construir saberes docentes. Outra contribuição é auxiliar na definição de um nicho de pesquisa específico sobre as crenças educacionais dos futuros professores de Ciências e Biologia, de forma que outros estudos na mesma direção possam compor uma fundamentação sólida, que implique em programas de formação cuja visão holística tenha impacto no desenvolvimento inicial dos futuros professores, repercutindo na melhoria do ensino e da aprendizagem. / This study locates in the extent of the proposals attuned to new paradigms of teachers initial formation, where professionalization is seen as a dynamic and interactive process. The context of this study was the subject Estágio (Traineeship) I of the Course of Biological Sciences in a University, whose structure was based on an Ecological Training perspective, where the supervision environment takes into account that the learning to teach involves networks of knowledge and knowing, recognizing the importance of professional meaningful contexts for trainee (teacher formation institutions, the classroom and Traineeship schools). Assuming these assumptions, the focus of this research aimed to understand how the proceedings planned in a Supervision environment from the ecological training perspective are able to confront the preservice teachers beliefs on teaching practice, and contribute to elaboration of the future science teachers professional knowledge and knowing. Aiming to answer the proposed question, we used in this research the case study as a methodological strategy for examining three subjects. This investigation was structured in blocks, (Teaching Training, Workshop on Environmental Education (EE) Training, and Research Training), whose the structural core was the systematic reflection. It was divided into phases (pre-active, active and post-active), to facilitate access to the trainees thoughts along the course. During this period, we followed the trainees movements, through their reflections written in the virtual diary form, meetings between supervisor and trainee, presentations and interviews recorded in audio, video and audio only, as well as specific tools to educational beliefs (DASTT), and for efficacy measures benchmarking (STEBI). The data analysis was performed from the perspective of interpretive interactionism, thereby assuming the relationship between researcher, subject and object as inherently subjective, in which the understanding of a particular phenomenon is only possible through mutual process socially shared of which emerge from the meanings and senses. Our results show that has been teaching learning in the individuals interaction and adaptation to their environment of acting, in which articulated through the pedagogical reasoning, their prior beliefs about their teachers, their experiences as a student, the dilemmas experienced in unexpected in practical situations, and ultimately define their teaching position at the didactic transposition in the classroom. Thus, they revealed issues related to pedagogical content knowledge (PCK), and, consequently, the teacher\'s knowledge inherent to personal and general instructional aspects, disciplinary action and the context. This study shows that the dialogue between theory and practice within an ecological supervision environment, enables the implementation of systematic reflexive processes in actions taken by trainees, in such a way that their educational beliefs can be accessed, their efficacy beliefs can be improved, and, their articulation in a consistent pedagogical reasoning can build their knowledge and teachers experiences. Another contribution is to assist in defining a specific research niche on the preservice science teachers educational beliefs, so that other researches in the same direction can compose a solid foundation, involving training programs, whose impact on a holistic view will enable the professional development of trainees, resulting in improvements in teaching and learning.

Several studies have been made in the field of second language acquisition (SLA) regarding incidental vocabulary acquisition through reading. However, the majority have focused on the meaning of a word to measure complete acquisition. Nation (2001) argues that there are three main criteria for knowing a word, namely form, meaning and use, and it is not until all three criteria are met that one acquires new vocabulary. Therefore, we chose to create a study which focuses on incidental vocabulary acquisition through reading, but that focuses on three sub-criteria of Nation’s three main ones, namely recognition, association and collocation. In a previous study (Erlandsson and G. Wallgren 2017) we concluded that higher vocabulary knowledge contributes to better reading comprehension. Additionally, researchers (Horst et al. 1998; Day et al. 1991; Zahar et al. 2001; Waring and Takaki 2003; Pigada and Smith 2006, and Zhao et al. 2016) have also brought up several factors, such as learners’ prior proficiency level and word frequency, that can affect the outcome of incidental vocabulary acquisition. Therefore, we decided to investigate what impact these two factors have as well.  Our research questions are: How much vocabulary is learnt incidentally through reading, and how do proficiency and word frequency affect incidental vocabulary acquisition? These questions were answered through a study made in a classroom environment with students in the 8th grade. We were inspired by a study made by Waring and Takaki (2003) who focused on two main criteria for knowing a word, form and meaning. Our study was done through reading nine chapters from the novel Holes by Louis Sachar (2001) and to determine the degree to which rate word frequency played a part in incidental vocabulary acquisition, 24 words were chosen within four different ranges of word frequency (ranging between two occurrences to 39 occurrences in the text). These 24 words were then replaced with substitute words to ensure that each test word was new to the participants. First, the participants completed a reading comprehension test to establish the participants’ reading proficiency levels in English. They were later asked to read the chapters containing the substitute words. Directly after the reading exercise, the participants completed a vocabulary acquisition test. The vocabulary acquisition test consisted of three parts that focused on recognition (word recognition), association (multiple choice) and collocation (putting the target words in a context). Results show that words are acquired incidentally through reading. Our findings show a positive correlation between high reading proficiency levels and a higher amount of words acquired. The findings also indicate a positive correlation between words within a higher frequency range with a higher chance of being acquired. Furthermore, we also observed that substitute words with low frequency in some situations had a higher uptake than those words with a higher frequency. After this observation we tried to explain the anomaly by looking into the textual context of the surrounding words and found a potential explanation in the fact that the low frequency words had very descriptive surroundings.

Este estudo situa-se no âmbito das propostas sintonizadas com novos paradigmas de formação inicial de professores, onde a profissionalização docente é vista como um processo dinâmico e interativo que se apóia em saberes específicos. O contexto investigado foi a disciplina Estágio I do Curso de Ciências Biológicas de uma Universidade Federal, cuja estrutura baseou-se na perspectiva Ecológica de Formação, na qual o ambiente de supervisão leva em conta que a aprendizagem da docência implica redes de saberes, reconhecendo a importância dos contextos profissionalizantes significativos para o licenciando (a instituição de formação, a sala de aula e a escola). Partindo desses pressupostos, o foco dessa investigação visou compreender de que maneira os processos instaurados em um Ambiente de Supervisão, planejado em uma perspectiva Ecológica de formação, são capazes de confrontar as crenças dos futuros professores sobre a prática docente e contribuir para a elaboração de conhecimentos e saberes profissionais dos licenciandos. Utilizamos nesse estudo a estratégia metodológica do estudo de caso, analisando três sujeitos. Dividimos essa investigação em fases (pré-ativa, ativa e pós-ativa) visando facilitar o acesso ao pensamento do licenciando ao longo da disciplina. Durante este período, acompanhamos seus movimentos por meio de suas reflexões escritas sob forma de diário virtual, das reuniões entre supervisor e licenciando e entrevistas e apresentações gravadas em áudio e vídeo e, áudio, além de instrumentos específicos para crenças educacionais (DASTT) e para o aferimento de crenças de eficácia (STEBI). A análise dos dados foi realizada sob a perspectiva do interacionismo interpretativo, o que implica assumir a relação entre pesquisador, sujeitos e objeto de pesquisa como intrinsecamente subjetiva, onde a compreensão de um dado fenômeno só é possível a partir de processo mútuo e socialmente compartilhado, dos quais emergem os significados e os sentidos. Nossos resultados mostram que houve aprendizagem da docência na interação e adaptação dos indivíduos ao seu ambiente de atuação, no qual articularam, por meio do raciocínio pedagógico, suas crenças anteriores sobre seus professores, suas vivências como alunos, os dilemas experienciados em situações inesperadas na prática, acabando por definir sua posição didática durante a transposição do tópico de ensino em sala de aula. Evidenciaram assim, elementos relativos ao Conhecimento pedagógico do conteúdo, e conseqüentemente, os saberes docentes inerentes aos aspectos didáticos gerais e pessoais, disciplinares e sobre o contexto. Esse estudo demonstra que o diálogo entre teoria e prática dentro de um ambiente de supervisão ecológico viabiliza a concretização de processos reflexivos sistemáticos nas ações empreendidas pelos licenciandos, de forma que suas crenças educacionais possam ser acessadas, suas crenças de eficácia se fortaleçam, e sua articulação em um raciocínio pedagógico possa construir saberes docentes. Outra contribuição é auxiliar na definição de um nicho de pesquisa específico sobre as crenças educacionais dos futuros professores de Ciências e Biologia, de forma que outros estudos na mesma direção possam compor uma fundamentação sólida, que implique em programas de formação cuja visão holística tenha impacto no desenvolvimento inicial dos futuros professores, repercutindo na melhoria do ensino e da aprendizagem. / This study locates in the extent of the proposals attuned to new paradigms of teachers initial formation, where professionalization is seen as a dynamic and interactive process. The context of this study was the subject Estágio (Traineeship) I of the Course of Biological Sciences in a University, whose structure was based on an Ecological Training perspective, where the supervision environment takes into account that the learning to teach involves networks of knowledge and knowing, recognizing the importance of professional meaningful contexts for trainee (teacher formation institutions, the classroom and Traineeship schools). Assuming these assumptions, the focus of this research aimed to understand how the proceedings planned in a Supervision environment from the ecological training perspective are able to confront the preservice teachers beliefs on teaching practice, and contribute to elaboration of the future science teachers professional knowledge and knowing. Aiming to answer the proposed question, we used in this research the case study as a methodological strategy for examining three subjects. This investigation was structured in blocks, (Teaching Training, Workshop on Environmental Education (EE) Training, and Research Training), whose the structural core was the systematic reflection. It was divided into phases (pre-active, active and post-active), to facilitate access to the trainees thoughts along the course. During this period, we followed the trainees movements, through their reflections written in the virtual diary form, meetings between supervisor and trainee, presentations and interviews recorded in audio, video and audio only, as well as specific tools to educational beliefs (DASTT), and for efficacy measures benchmarking (STEBI). The data analysis was performed from the perspective of interpretive interactionism, thereby assuming the relationship between researcher, subject and object as inherently subjective, in which the understanding of a particular phenomenon is only possible through mutual process socially shared of which emerge from the meanings and senses. Our results show that has been teaching learning in the individuals interaction and adaptation to their environment of acting, in which articulated through the pedagogical reasoning, their prior beliefs about their teachers, their experiences as a student, the dilemmas experienced in unexpected in practical situations, and ultimately define their teaching position at the didactic transposition in the classroom. Thus, they revealed issues related to pedagogical content knowledge (PCK), and, consequently, the teacher\'s knowledge inherent to personal and general instructional aspects, disciplinary action and the context. This study shows that the dialogue between theory and practice within an ecological supervision environment, enables the implementation of systematic reflexive processes in actions taken by trainees, in such a way that their educational beliefs can be accessed, their efficacy beliefs can be improved, and, their articulation in a consistent pedagogical reasoning can build their knowledge and teachers experiences. Another contribution is to assist in defining a specific research niche on the preservice science teachers educational beliefs, so that other researches in the same direction can compose a solid foundation, involving training programs, whose impact on a holistic view will enable the professional development of trainees, resulting in improvements in teaching and learning.