Published Article / This article questions current philosophies and practices in translator training in South Africa against the background of the international debate on translator training. It puts up for discussion the notion of a competent translator as the basis for departure in a discussion on translator training. The context within which translator training takes place is discussed, with specific reference to the South African context. The choice for a particular theory of teaching and learning, as well as assessment in translator training receives attention. The article puts forward various research questions that should be addressed in order to enhance translator training.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-22T12:13:27Z No. of bitstreams: 1 Sirlei Alves.pdf: 1473806 bytes, checksum: 8caacd0bf58e851e6c5c99e7e3cf0552 (MD5) / Made available in DSpace on 2016-09-22T12:13:28Z (GMT). No. of bitstreams: 1 Sirlei Alves.pdf: 1473806 bytes, checksum: 8caacd0bf58e851e6c5c99e7e3cf0552 (MD5) Previous issue date: 2015-12-15 / Although Nursing adopts the notion of care in accordance with contemporary debates on mental health and although care is naturally associated to the feminine, instrumental practices which impact how Nursing performs this care are still prevailing. In this context, this dissertation intends to explore the senses which are attributed to care and the nexus with a gender perspective in the Nursing context from public domain documents. The dissertation is a qualitative research in Social Psychology anchored on socio-constructivist perspective with focus on real events socio-historically built as well as on language effects on social practices. Discursive practices and creation of meaning in daily life have been used as analysis methodology. The analyzed documents convey different meanings regarding care and indicate it is polissemic. Among the different conceptions, two positions from different origins of thoughts have excelled: a more holistic perspective, which accesses a comprehension of relational, integral, and human care, in which repertoires, meanings and notions associated to the language of Human Rights paradigm coexist. The other matrix, a more biological perspective, accesses a technicistic, hospitalocentric, and pathological care, which is influenced by biological sciences paradigm, demonstrating that this discursive field is marked by controversies. In relation to the intersection between care, Nursing, and gender, in one hand, Nursing has gained visibility as the profession of care in the health field; on the other hand, this care is often underestimated when it is historically associated to the feminine. Those discussions are also pertinent in an attempt to break off stigmas, bias, and prejudices which involve the insertion of the man in the Nursing profession. The care, intertwined to the historically built social relations established between men and women, positions the woman, the nurse, in a place of inferiority and subordination in relation to the man, the doctor. / Embora a enfermagem adote a noção de cuidado em consonância com os debates mais contemporâneos em saúde mental, e apesar de o cuidado ser naturalmente associado ao feminino, ainda prevalecem práticas instrumentais que impactam a forma como a enfermagem performa esse cuidado. Nesse contexto, pretende-se, nesta dissertação, explorar os sentidos atribuídos ao cuidado e aos nexos com a perspectiva de gênero no contexto da enfermagem a partir de documentos de domínio público. Trata-se de uma pesquisa qualitativa em Psicologia Social, ancorada na perspectiva socioconstrucionista com foco nos acontecimentos/realidade construídos sócio-historicamente, tal como nos efeitos da linguagem nas práticas sociais. Tem como metodologia de análise as práticas discursivas e a produção de sentidos no cotidiano. Os documentos analisados veiculam diferentes sentidos acerca do cuidado, indicando que ele é polissêmico. Dentre as distintas concepções sobressaíram duas posições, que vêm de matrizes distintas de pensamentos: uma perspectiva mais holística, que dá acesso a um entendimento do cuidado relacional/integral/humanizado, no qual coexistem repertórios, sentidos e noções associados à linguagem do paradigma dos Direitos Humanos. A outra matriz, mais biológica, dá acesso ao cuidado tecnicista/hospitalocêntrico/patológico, que recebe influência do paradigma das ciências biológicas, demonstrando que esse campo discursivo está sob disputa. Em relação à intersecção entre cuidado, enfermagem e gênero, se, por um lado, no campo da saúde, a enfermagem ganhou visibilidade como a profissão do cuidado, por outro esse cuidado é por vezes desvalorizado quando se associa, historicamente, ao feminino. Essas discussões são pertinentes, ainda, na tentativa de romper com os estigmas e preconceitos que envolvem a inserção do homem na profissão de enfermagem. O cuidado, entrelaçado às relações sociais historicamente construídas que se estabelecem entre homens e mulheres posiciona, a enfermagem, em um lugar de inferioridade e subalternidade.

This qualitative interpretive research study of students participating in online discussion forums explores how the socio-constructivist nature of online discussion forums fosters the development of historical thinking. The study also focuses attention on the development of the historical understandings of students as they participant in online discussion forums in particular significance, empathy and agency. Set within the context of discussion forums and framed by socio-constructivism and historical thinking, the study uncovered what it means for students to “do history” and how students construct their own historical narratives as they interact with their peers online. Data collection included transcripts of online discussion forums, interviews with participants and the collection of other related artifacts. Findings suggest that the online discussion forums facilitate socio-constructivism in the classroom by providing students with extended opportunities to engage with their peers ideas and assumptions. Additionally, the findings also conclude that students understanding of significance, empathy and agency are related to their interactions with both the official and unofficial curriculums and the temporal and physical proximity of examples to students lived experiences. / text

Les éducateurs se demandent souvent ce qui était l’impact des programmes qu’ils offrent aux élèves. Cette recherche explore les perceptions des finissants du Programme du diplôme de l’International Baccalaureate une fois qu’ils ont terminé la première année d’études universitaires. Dans ce contexte, cette étude vise la participation de cinq diplômés du Programme au Manitoba et emploie une méthodologie qualitative de l’étude de cas (Yin, 2002) basée dans le socioconstructivisme (Vygotsky, 1978) afin d’explorer les perceptions de ces diplômés. Les principes et les méthodes de la Théorisation ancrée (Charmaz, 2006) ont guidé la collecte des données, l’analyse, et l’interprétation. Les résultats de cette étude offrent un aperçu du vécu des participants dans le Programme afin de comprendre leur motivation à choisir le Programme, l’atmosphère du Programme, le rôle des éducateurs dans le Programme ainsi que l’impact du Programme au-delà des études secondaires. Il serait recommandé de continuer l’exploration des perspectives de divers anciens élèves du Programme – finissants ou pas - provenant d’autres pays et d’une variété d’écoles.   Educators often wonder about the impact of the programs they offer their students. This study explores the perceptions of the graduates of the International Baccalaureate Diploma Programme once they have finished the first year of university studies. The study centres on the participation of five Manitoba graduates. A qualitative case study methodology (Yin, 2002) based on socio-constructivism (Vygotsky, 1978) was used to explore the perceptions of these graduates while the principles and methods of Grounded Theory (Chamaz, 2006) guided the collection, analysis, and interpretation of data. The results of the study offer an insight into the motivation for selecting the Diploma Programme, the atmosphere within the Programme, the role of educators in the Programme as well as the impact of the Programme beyond the high school level. Recommendations include further exploration of the perceptions of former students of the International Baccalaureate Diploma Programme, be they graduates or not, from diverse countries and a wide variety of schools.

Mots-clés : Compétence(s), curriclum, (socio) constructivismes, inter/transdisciplinarité, enseignement / apprentissage, intégration, déontologie, équité.Panacée, dernière innovation en sciences de l’éducation pour les uns, chimère, « mode » et/ou relais du néolibéralisme pour les autres, l’approche par compétences, auréolée de l’appui d’un certain nombre de bailleurs de fonds, d’organisations éducatives et d’ « experts » internationaux, s’est répandue comme une traînée de poudre dans bon nombre de systèmes éducatifs (BRONCKART, J.-P, 2009). Sa généralisation au nom d’un certain nombre d’idéaux, dont le sacro-saint principe de la lutte contre l’échec scolaire, de l’égalité des chances et de la référence à des valeurs humanistes et citoyennes, n’est toutefois pas sans susciter moult interrogations quant à sa pertinence, sa faisabilité et son efficacité dans certains contextes. Ainsi, à l’épineux volet épistémologique, en raison du statut fragile d’un certain nombre de ses concepts et paradigmes de références, dont la notion de compétence(s) et le constructivisme, entre autres, n’en sont que la parfaite illustration, se greffent voire s’imposent d’autres problématiques et débats d’ordre axiologique mais encore praxéologique. La présente thèse se veut, par l’étude de la mise en place et en œuvre dans l’enseignement du français au niveau secondaire de cette nouvelle « doctrine pédagogique » (HIRTT, N.,2009), une réflexion sur la pertinence et l’efficacité voire la faisabilité de l’APC dans le contexte algérien et par delà un retour réflexif, par une démarche de déconstruction, sur ses soubassements épistémologiques, politico-idéologiques et praxéologiques. Une occasion aussi de renouer avec, relancer, le débat sur l’éthique en didactique des langues étrangères et pointer du doigt un certain nombre de dysfonctionnements liés aux bouleversements engendrés par l’importation/ implantation de ce nouveau « mythe normatif » (TEHIO, V., 2009) dans l’enseignement apprentissage des langues étrangères dans un certain nombre de pays. / Keywords: Competence(y/ies), curriculum, (socio) constructivism, inter/trans-disciplinarity, teaching/learning, integrationBacked up by innovation in research in education on one hand, seen as a chimera, a fashion, and / or a push of neoliberalism on the other hand, Competency Based Approach (es) (CBA), sponsored by various international organisations and education experts, has been implemented within a few years in a considerable number of education systems all over the world FRATTERCh. (2004). Hence the generalization of CBA, enforced on behalf of a number of principles such as the consecrated fight against school failure, providing equal opportunities and the enhancement of humanistic and citizenship-related values, is nonetheless raising a number of issues relating to its relevance, feasibility and effectiveness in different contexts. The thorny epistemological aspect originating from the fragility of concepts and paradigms like competence (ies) and constructivism on which CBA is based, stands as perfect illustration of issues pertaining to politico-ideological as well praxeological issues. The present thesis aims, through a study of the implementation and the development of CBA as a “new education dogma” for teaching French at the secondary school level, HIRTT, N. (2009), at investigating the relevance, the effectiveness and even feasibility of CBA in the Algerian context. It also, attempts to rethink CBA’s epistemological, politico-ideological, and praxiological underpinnings following deconstruction stance. This provides an opportunity to launch once again the debate on ethics in foreign language education and to shed light on a number of dysfunctions brought about by the implementation of this novel “normative myth” TEHIO,V., (2009) in the teaching/learning of foreign languages in many countries.

Cette recherche s'appuie sur deux considérations majeures : l'importance du français, particulièrement de l'écrit pour les lycéens algériens, et la situation d'échec à l'épreuve du français du baccalauréat. Parce que beaucoup d'élèves sont censés lire en français à l'université, il est indispensable de les préparer, dès les cycles antérieurs, à posséder des compétences en compréhension de l'écrit.Cette thèse explore en particulier les capacités d'un groupe de lycéens à lire finement des textes variés de langue française, dans le dessein de construire du sens de manière autonome et ce par le biais de la stratégie du questionnement. L'hypothèse axiale est que ces élèves échouent en lecture car on ne leur a pas appris à questionner des textes. Cette hypothèse centrale génère deux sous-hypothèses. D'abord, afin que les élèves atteignent cette zone de développement rarement sollicitée à savoir le questionnement autonome, l'étayage explicitatif de cette stratégie par l'enseignant s'avère incontournable. C'est de l'inter-questionnement que les élèves apprennent l'intra-questionnement. Ce changement de représentation dans l'acte de lire induit une réflexivité qui, à son tour, développe l'activité métacognitive. D'où le fait que cette recherche est arrimée à un ancrage théorique résolument socioconstructiviste.Sur le plan méthodologique, cette recherche s'inscrit dans une perspective de didactique expérimentale. Deux groupes, l'un expérimental et l'autre contrôle, ont participé à une expérimentation de classe. Les élèves des deux groupes ont été invités à questionner les mêmes textes de manière interprétative, sur les implicites et sur les informations essentielles. Deux épreuves, l'une extraite de PISA 2000 et l'autre construite par nous appelée « questionnement synthétique » ont constitué un pré-test et un post-test pour vérifier le niveau des deux classes en compréhension de l'écrit (surtout en compréhension fine) et ce en amont et en aval de l'expérimentation. Celle-ci a été réalisée suite à une enquête extensive préalable portant sur les représentations de la lecture-compréhension et constituant une toile de fond relative au contexte de l'enseignement-apprentissage de celle-ci dans les lycées algériens. Ont participé à cette enquête 44 enseignants et 305 élèves appartenant à une wilaya (un département) d'Algérie.Les résultats obtenus à l'enquête et à l'expérimentation didactique montrent que l'enseignement-apprentissage du questionnement pour permettre une compréhension fine des textes est possible. Ces conclusions méritent d'être confortées par d'autres recherches sur d'autres populations et d'autres types de textes que ceux utilisés dans cette recherche. Une entreprise vivement souhaitable car elle permet de doter les élèves d'une stratégie efficace et d'en faire des lecteurs autonomes et responsables. / This research leans on two major considerations: the importance of French, particularly written French, for Algerian high school students, and the high failure rate for the written French exam for the high school diploma. As many pupils are supposed to read in French at university, it is crucial to prepare them, during high school, to possess the necessary skills to understand written comprehension.This thesis investigates the capacity of a group of high school students to read thoroughly, varied French texts, with the objective to construct meaning in an autonomous way and it is by means of using the strategy of questioning. The principal hypothesis is that these pupils fail in reading because they were not taught to question texts. This central hypothesis generates two sub-hypotheses. At first, in order for pupils to reach this zone of development, rarely required (knowing how to question autonomously), the support of this strategy by the teacher proves to be unavoidable. It is with inter-questioning that the pupils learn intra-questioning. This change of representation in the act of reading leads to a reflection that, in turn, develops the meta-cognitive activity. As such this research is theoretically anchored no a determinedly socio-constructivist perspective.On the methodological plan, this research is incorporated in an experimental didactic perspective. Two groups, the one experimental and the other, the control, participated in a class experiment. The pupils of both groups were invited to question the same texts in an interpretative way, on implicit and on essential information. Two tests; the one extracted from PISA 2000 and the other one we created called" synthetic questioning " constituted a pre-test and a comment-test to verify the level of both classes in understanding written comprehension (especially in thorough comprehension) and it before and after to the experiment. This was realized further to a preliminary extensive investigation concerning the representations of reading-comprehension and establishing a foreground in the teaching - learning context in Algerian high schools. 44 teachers and 305 pupils from wilaya in Algeria, participated in this investigation.The results obtained in the Survey and in the didactic experiment; show that the teaching - learning of questioning to allow a thorough comprehension of texts is possible. These conclusions merit to be consolidated by the other studies on the other populations and the other types of texts than those used in this research. A much needed endeavour that allows the pupils to be endowed with an effective strategy and to make them autonomous and responsible readers.

This study investigated the interaction of mathematics teachers with learners’ mathematical errors. The teachers’ verbal interaction with learners’ errors during learning periods and their written interaction in assessment tasks were explored. The study was contextualized in grade 9 secondary school classrooms in the Gauteng province of South Africa. The investigation was epistemologically underpinned by constructivism/socio-constructivism. The investigation was qualitatively approached through four case studies. Structured and semi-structured interviews, classroom observations and learners’ written assessment tasks were employed as sources of data. The participating teachers were described in terms of their beliefs about mathematics, their beliefs about learners’ mathematical errors, their observed prevalent teaching approach and their professed and enacted interaction with learners’ mathematical errors. Within-case and cross-case comparisons ensued. The findings proposed that when teachers believed that the value of learners’ errors was vested in the corrections thereof, rather than employing these opportunities for discussion, valuable opportunities for learners to develop and improve their meta-cognitive abilities might potentially be lost. The findings further indicated that a focus on the mere correction of learners’ errors probably denied learners opportunities to develop a mathematical discourse. The results of the investigation illuminated that an emphasis on achievement during assessment, together with a disapproving disposition towards errors among teachers and learners, were hindrances. They acted as barriers to engendering a socio-constructivist learning environment in which interactions with learners’ errors could enhance learning and establish a negotiating mathematical community. A concurrence between the teachers’ prevalent teaching approach and their mathematical beliefs was confirmed. However, in two of the four cases, a dissonance was revealed between their prevalent teaching approach and their interaction with learners’ errors. Interaction with learners’ mathematical errors was hence identified as a separate and discrete component of a teacher’s practice. The findings suggest the explicit inclusion of error-handling in reform-oriented teacher-training and professional development courses to utilize learners’ mathematical errors more constructively. / Dissertation (MEd)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

The purpose of the research was to determine how educators could be motivated to implement internet technology in education. The literature study highlighted the need for e-learning while suggesting that educator support would not be achieved easily. The empirical study, however, revealed that at the international school examined, educators accept internet learning and demonstrate a willingness to introduce it into their pedagogy, were a blended approach to be adopted. Technological and psychological barriers had already been breached, as e-learning was taking place in a non-threatening environment. Educators were being empowered to experiment with e-learning in their subject areas. The study revealed that, having already embraced e-learning methodology educators would continue to do so if they could clearly perceive the benefits to be achieved. The study also showed that given a technologically nurturing environment, it would not be difficult to motivate educators to introduce internet technology into their pedagogy. / Educational Studies / M.Ed. (Adult Education)

The purpose of the research was to determine how educators could be motivated to implement internet technology in education. The literature study highlighted the need for e-learning while suggesting that educator support would not be achieved easily. The empirical study, however, revealed that at the international school examined, educators accept internet learning and demonstrate a willingness to introduce it into their pedagogy, were a blended approach to be adopted. Technological and psychological barriers had already been breached, as e-learning was taking place in a non-threatening environment. Educators were being empowered to experiment with e-learning in their subject areas. The study revealed that, having already embraced e-learning methodology educators would continue to do so if they could clearly perceive the benefits to be achieved. The study also showed that given a technologically nurturing environment, it would not be difficult to motivate educators to introduce internet technology into their pedagogy. / Educational Studies / M.Ed. (Adult Education)

Dans le contexte social actuel, l’identification et la compréhension de la représentation que les intervenants ont des soins palliatifs constituent l’un des points d’ancrage de l’agir professionnel, de la formation et des modifications de structures de soins. Le but de cette étude était de décrire et de comprendre la représentation qu’un groupe d’intervenants travaillant en CLSC a des soins palliatifs, puis de proposer des interventions éducatives et organisationnelles susceptibles de favoriser une plus forte adhésion à la philosophie qui sous-tend ce type particulier de soins. Des entretiens semi dirigés et une analyse de contenu ont révélé un univers de représentations à la fois similaires et différents dans chaque sous-groupe. On constate que chaque thème exploré peut prendre des sens divers. On peut dire que la représentation des soins palliatifs chez le groupe de professionnels de CLSC ayant participé à la présente étude constitue un ensemble de savoirs à portée pratique très élevée faisant intervenir en grande majorité des savoirs de sens commun. Un point se révèle crucial : celui de la formation dans l’appropriation de la philosophie des soins palliatifs qui devrait être à la base de cette pratique; une formation qui doit prendre en compte les multiples composantes non scientifiques et les ambiguïtés du travail quotidien en soins palliatifs comme faisant partie intégrante des dynamiques du processus d’appropriation de la philosophie des soins palliatifs. / In the present social context, the identification and the comprehension of palliative care workers representations is at the base of their professional education and behaviours as well as of the many changes occurring in health care institutions. The aim of the present research is to describe and better comprehend the representations of a group of health care professionals working in a continuum of palliative care services in the Quebec health care and social services network. It is also to propose educational and organizational interventions in order to bring workers closer to the palliative care philosophy. Semi directed interviews and a content analysis revealed a large variety of representations that were both similar and different in each group as well as in the different groups. Many different meanings were given to each theme explored. The health care workers palliative care representations contain a variety of highly practical knowings and knowledges that bring together a vast majority of common sense meanings. One point is crucial: palliative care philosophy education should be at the base of palliative care interventions. The education content should take into account the multiple non scientific and ambiguous components of daily work in a palliative care settings since they are part of the process conducting to the appropriation of the palliative care philosophy.