Orientador: Mara Regina Martins Jacomeli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T13:48:12Z (GMT). No. of bitstreams: 1 Xavier_Caroline_M.pdf: 887284 bytes, checksum: 8b93da31baafe685d5fdbe25b28770f5 (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa tem como objetivo analisar as Políticas de Formação de Professores dos anos de 1990, tomando como expressão destas reformulações, o curso de Pedagogia da Faculdade de Educação da Universidade Estadual de Campinas. A partir da referência de estudos já realizados entre pesquisadores e movimentos de educadores envolvidos historicamente com ao curso de Pedagogia, nossas análises recorreram à uma retomada da trajetória histórica do curso de Pedagogia, perpassando o momento de sua criação, até a década de 1990, discutindo questões relacionadas à problemática da formação do pedagogo, identificando os fundamentos teórico-metodológicos da formação e as relações entre Educação, Política e as Políticas de Formação de Professores. Assim, recorremos à organização curricular e institucional e o perfil do Curso de Pedagogia da Faculdade de Educação da Universidade Estadual de Campinas, observando, a partir de posições distintas, um conjunto significativo de conflitos, com as políticas de formação de professores, e entre os grupos envolvidos nas reformulações desse Curso. Para tanto, utilizamos fontes primárias e secundárias que expressaram o debate interno do Curso na FE e a legislação educacional geral. / Abstract: This research has the objective to analyze the Professors Forming Policy in the nineties, having as an icon of such reformulations the pedagogy course from Faculdade de Educação da Universidade Estadual de Campinas (Educational State College of the State University of Campinas). From the reference of studies already performed among researchers and educationists' movement involved historically in the pedagogy course, our analysis retraced a retaking of the historical trajectory of the Pedagogy Course, going through the moment of its creation up to the nineties decade, discussing matters related to the problems of the pedagogues formation, identifying the theoricmethodologic fundaments of this formation and the relation among Education, Politics and the Professors Forming Policies. Therefore, we go back to the institutional and curricular organization and the profile of the Pedagogy Course from the Educational State College of the State University of Campinas, observing, from distinct positions, a group of significant conflicts, with the Professors Forming Policies and among other groups involved in this course's remodeling. For that we used primary and secondary sources that expressed the internal debate of the course in the State University and the general educational legislation. / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

Este trabalho objetivou identificar a associação entre cultura organizacional e estresse ocupacional em docentes de Instituições privadas do ensino superior do município de Guarulhos. Realizou-se uma pesquisa descritiva, cuja abordagem foi de natureza quantitativa. A amostra pesquisada foi de 281 professores. Foram utilizados como instrumentos para a coleta de dados: o Questionário de Identificação da Amostra (QIA); o Questionário de Cultura Organizacional e o Questionário Esforço e Recompensa no Trabalho-ERI. Foi utilizado o programa Excel 2003, para tabulação e análise de dados. Para o cálculo do teste qui-quadrado, teste t e para o cruzamento dos dados foi utilizado o software Minitab V 15. Na pesquisa predominou o sexo masculino (67,3%); a idade média dos professores variou de 36 a 50 anos (58%); 58,7% eram casados; o número de horas trabalhadas por semana é de 51 horas ou mais (30%) e 51% tem 21 anos ou mais de serviço na Instituição. A área de atuação foi a de ciências humanas (75,4%). A titulação acadêmica da maioria é mestrado (52%). A cultura (real) percebida, por ordem de classificação, foi: cultura grupal; racional; hierárquica e inovativa. Quanto ao estresse ocupacional em relação ao desequilíbrio esforço e recompensa no trabalho identificou-se que 30% estão fora de risco e que 70% obtiveram pontuação para o risco. Quanto ao Supercomprometimento no Trabalho, observou-se que em relação aos professores: pessoas próximas dizem que se sacrificam demasiadamente pelo trabalho, 164 (58,4%); raramente conseguem libertar-se do trabalho, fica na cabeça quando deitase, 133 (47,3%); assim que levantam, de manhã, começam a pensar nos problemas do trabalho, 131 (46,6%) e quando chegam em casa não conseguem relaxar e desligar-se do trabalho,120 (42,7%). Com os resultados do teste t para as culturas real e Ideal, evidenciou-se que o estresse não é causado pela diferença dos pontos destas culturas, portanto, não há associação entre a cultura organizacional e o estresse ocupacional para amostra de docentes que responderam os questionários, já os resultados do teste qui-quadrado permitiu concluir que há associação entre a cultura ideal e o supercomprometimento no trabalho. / This report aimed to identify the association between organizational culture and occupational distress in higher education professors of private institutions in Guarulhos. It was made a descriptive research which approach was quantitative. The sample researched was of 281 professors. They were used as tools to collect data: the Sample Identification Questionnaire (SIQ), the Organizational Culture Questionnaire and the Effort and Reward at Work Questionnaire ERW. It was used the program Excel 2003 to tab the data. It was employed the Minitab V 15 software to calculate the qui-quadrado and t test and to match the data. In this research the amount of males interviewed was predominant (67,3%); the average age is from 36 to 50 years old (58%); 58,7% of the interviewed professors were married; the number of worked hours is of 51 hours or more a week and 51% have been working for 21 years or more at the Institution. The practice field was Human Science (75,4%). The most part of them has got a masters degree (52%). The observed culture (real), by classification order, was: group; rational; hierarchical and innovative cultures. As for occupational distress toward the effort and reward at work imbalance, it was identified that 30% are out of risk and 70% got scoring to be included in the risk group. As for Over Commitment at Work , it was observed that toward the professors: close people claim they put themselves out because of their jobs, 164 (58,4%); hardly ever they disconnect from their jobs, they keep thinking of it even when they go to bed, 133 (47,3%); as soon as they get up, in the morning, they start thinking of their problems at work again, 131 (46,6%) and when they get home they cant relax and disconnect from work, 120 (42,7%). With the test results for the ideal and real cultures, it was evinced that stress is not caused by the difference of the points in these cultures, therefore, theres no association between organizational culture and occupational stress for the sample of professors who answered the questionnaires but the qui-quadrado test results allowed us to conclude that theres an association between the ideal culture and over commitment at work.

Made available in DSpace on 2016-07-18T17:54:18Z (GMT). No. of bitstreams: 1 Patricia Zaccarelli Oliveira - world - 2012 disssertacao publicar.pdf: 909677 bytes, checksum: 314f11551dcf5a00058534722f46fe9d (MD5) Previous issue date: 2012-11-29 / The actual research was intended to contribute in the reflection on the work of the Law Professional and his use in the faculty action. It is already known that Law schools foment the participation of professors who are Law Professionals (lawyers, judges, prosecutors among others) because they certainly know how important it is for students, the experience and forensic practices emanated from jurist professors. However, it is questioned: is the knowledge originated from academic education and the knowledge gained from experience alone able to transform good Law professionals in good professors? How does such knowledge articulate with pedagogical practice? Is the pedagogical training important for the professor, specially the Law professor? What are the problems and motivations for the professors practice? Facing all these questions, the main target of this research was to investigate the way the professional action of professors configure itself in the Law area when acting in the superior education. It was necessary to identify the conceptions that Law professors have concerning teaching, through the analysis of their pedagogical practices, verifying the limits and possibilities for their teaching performance. The study was centered on the qualitative approach, with the study of a case. The methodological procedures involved gathering of data, through interviews with a semi structured script and documental analysis. The research allowed us to outline the profile of ten professors from a Law course and from a private institution of education and to comprehend how they develop their work in the classroom, what their conceptions about teaching are and also what their opinions about pedagogical education for the practice of their functions are. The analysis of data allowed us to assert that this group of professors believe in the importance of pedagogical training for the actual teaching, they realize the importance of continuous training, updating and socialization in the classroom. / A presente pesquisa visou contribuir para a reflexão sobre o trabalho do profissional do Direito e sua prática na ação docente. Sabe-se que as escolas de Direito fomentam a participação dos professores que são profissionais do Direito (advogados, juízes, promotores de justiça e outros) pois, certamente, vislumbram o quão importante é para seus alunos as experiências e práticas forenses emanadas pelos juristas professores. Porém, questiona-se: Apenas os saberes da formação acadêmica e os saberes da experiência são capazes de transformar bons profissionais do Direito em bons professores? Como tais saberes se articulam com a prática pedagógica? É importante a formação pedagógica para o exercício da docência, em especial para o professor de Direito? Quais são as dificuldades e as motivações para o exercício da docência? Diante destes questionamentos, a pesquisa teve como objetivo central investigar como se configura a ação docente do profissional da área do Direito para atuação no ensino superior. Procurou-se identificar as concepções que os professores juristas têm sobre a docência, por meio da análise de suas práticas pedagógicas, verificando-se os limites e as possibilidades para o exercício da docência. O estudo centrou-se na abordagem qualitativa, configurando-se como um estudo de caso. Os procedimentos metodológicos envolveram coleta de dados, por meio de entrevistas com roteiro semiestruturado e análise documental. A pesquisa permitiu delinear o perfil de dez professores de um curso de Direito de uma instituição privada de ensino e compreender como desenvolvem seu trabalho em sala de aula, quais são suas concepções acerca do exercício da docência, e o que pensam sobre a importância da capacitação pedagógica para o exercício de suas funções. A análise dos dados permitiu afirmar que este grupo de professores acredita na importância da formação pedagógica para o exercício da docência, percebe a importância da formação continuada, da atualização e da socialização em sala de aula.

Academia is facing a shortage of administrators. Because the foundation of counseling is in its counselor education prep programs, the future of counseling is impacted by issues in higher education. Counselor educators have an opportunity to make a broad systemic impact on the future of the counseling profession through success as a leader in higher education institutions. We will examine the characteristics, knowledge, and skills of counselors against those of successful department chairs.

The purpose of this qualitative case study was to examine the experiences of instructional designers and professors during the online course development process and to determine if their experiences had an effect on the process itself. To gain an understanding of their experiences, open-ended interviews were conducted, seeking descriptions of participants’ interactions with project partners and their perspectives on technical aspects and current best practice guidelines. Five instructional designers and five professors from Utah State University (USU) who met selection criteria were purposefully selected and were recommended by an administrator from USU. Instructional designers included one female and four males, ranged from 2 to 6 years of development experience at USU. Professors, all male, had relatively little development experience, ranging from one to five courses, and had at the most, three years of online teaching experience. Data analysis revealed five emergent themes: communication, commitment to quality online courses, commitment to building robust working relationships, mutual respect for one another's time and talents, and satisfaction in working with online course development. Communication was the most prevalent factor identified as having a positive effect on the development process. Lack of time was most prevalent as an impediment to the process. In conclusion, a workplace culture that fostered good experiences and the opportunity to interact in a supportive environment was beneficial to the online course development process. Managers and others involved in the process should be mindful of the workplace culture and consider dedicating effort and resources to preserve its integrity.

In master's thesis analyzed the impact of academic mobility on the formation and development of intellectual capital of University lecturers. The aim of the research is to study the features and results of the impact Program support academic mobility of Ural Federal University on development of the main components of the intellectual capital of its lecturers. The author has developed recommendations for improving the programs of academic mobility, optimization of the organizational work of the Centre academic mobility of the Ural Federal University. / В магистерской диссертации проанализировано влияние процесса академической мобильности на формирование и развитие интеллектуального капитала преподавателей университета. Цель исследования – изучение характера и результатов влияния Программы поддержки академической мобильности Уральского федерального университета на развитие основных компонентов интеллектуального капитала его сотрудников. Автор разработал рекомендации по совершенствованию программы академической мобильности, оптимизации организационной работы Центра академической мобильности Уральского федерального университета.

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Universities and colleges are embracing and utilizing technology to a rapidly increasing extent, responding to its cost-effectiveness and efficiency as well as the regularity with which 21st century students rely upon it in their everyday lives. Chief amongst the technology used in higher education are Learning Management Systems (LMS), such as Blackboard, Sakai, and CANVAS. Urban community colleges have also embraced LMS, but with student bodies that often lack regular access to or extensive experience with using technology for socio-economic or generational reasons, the outcomes from using LMS can be very different to those experienced at four-year institutions that generally serve a more affluent, traditionally-aged demographic. In particular, students in developmental courses, or those courses designed for individuals who could not test into college-level courses, can be particularly challenged when it comes to using LMS in their studies as it is an additional component to which they must acculturate in higher education whilst attempting to rectify their skills deficiencies. For faculty teaching developmental students, this can raise the question of whether it is important to acclimate students to the technology they will be called upon to use in the 21st century classroom or whether the sole focus should be remediating students’ lacking academic skills. This qualitative, interpretivist, constructivist-activist/pragmatic study uses interviews with urban community college professors who use or reject the college’s LMS (i.e. CANVAS) to varying extents in their classrooms, non-participant observations of the course components those professors who use CANVAS post online, and course artifacts to examine and reflect upon professors’ experiences with employing or eschewing such technology with their students. / Urban Education

Made available in DSpace on 2016-12-12T20:29:42Z (GMT). No. of bitstreams: 1 123064.pdf: 3887095 bytes, checksum: e3ead572b8dc7139f741b28ef5c163c8 (MD5) Previous issue date: 2015-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Pesquisa aplicada que visa propor e adequar produtos e serviços nas bibliotecas do IFSC em relação às necessidades informacionais do corpo docente do ensino superior, quanto às atividades de docência. O referencial teórico aborda à educação superior no Brasil, as bibliotecas universitárias e conceitos de informação e de conhecimento. O instrumento de coleta de dados foram dois questionários distintos, aplicados aos bibliotecários e docentes do ensino superior do IFSC. Os resultados demonstraram que os docentes investigados pouco se utilizam dos recursos informacionais disponíveis nas bibliotecas para o desenvolvimento das atividades de docência. Ficou evidente que a interação entre bibliotecários e docentes do ensino superior precisa ser incentivada nas bibliotecas do IFSC. A análise dos resultados permitiu apontar propostas e adequações de serviços para as bibliotecas do IFSC que atendam às necessidades de informação dos docentes e contribuam para o processo de interação entre bibliotecários e docentes do ensino superior.