During the past fifteen years there has been increasing interest in the role of reflection in professional development, especially amongst teacher educators. Yet although many preservice programs now place considerable emphasis on encouraging and assisting student teachers to reflect on their practice, reflection remaings a problematic notion. There is little consensus, for example, about what constitutes reflection, how it might be identified, and whether it can be promoted. This thesis reports a longitudinal study conducted over four years which explored the above issues within the context of an early childhood teacher education program, in Sydney (NSW), Australia. The specific purpose of this study was to investigate changes in student teachers' reflection on their professional development and practice during their enrolment in the Guided Practice component of their preservice program. A strength of this study is its focus on reflection as a multidimensional phenomenon involving far more than the processes of analytical thought typically addressed by most previous research in this area. Drawing on an eclectic range of literature, this thesis argues that emotion, imagination, intuition, and contemplation can also play an integral role. As such, it asserts that reflection can be seen, in effect, as a complex and holistic search for meaning. Conceptualising reflection in this holistic manner raises numerous methodological challenges. These challenges and the methodological decisions made in response to them are outlined prior to developing profiles of the participants' reflection. These profiles indicated that there was little consistent change in the reflection of eight of the 18 participants. For four student teachers, on the other hand, there was some change, while for six, there was considerable change. Several factors which appeared instrumental in hindering or promoting these student teachers' reflection are identified. These include commitment (or lack of) to teaching and to reflection; an epistemological perspective of received or constructed knowing; and the extent to which the learning environment was perceived as supportive. The study concludes with a discussion of some of the implications for teacher educators and for those intending to undertake further research into reflection.

During the past fifteen years there has been increasing interest in the role of reflection in professional development, especially amongst teacher educators. Yet although many preservice programs now place considerable emphasis on encouraging and assisting student teachers to reflect on their practice, reflection remaings a problematic notion. There is little consensus, for example, about what constitutes reflection, how it might be identified, and whether it can be promoted. This thesis reports a longitudinal study conducted over four years which explored the above issues within the context of an early childhood teacher education program, in Sydney (NSW), Australia. The specific purpose of this study was to investigate changes in student teachers' reflection on their professional development and practice during their enrolment in the Guided Practice component of their preservice program. A strength of this study is its focus on reflection as a multidimensional phenomenon involving far more than the processes of analytical thought typically addressed by most previous research in this area. Drawing on an eclectic range of literature, this thesis argues that emotion, imagination, intuition, and contemplation can also play an integral role. As such, it asserts that reflection can be seen, in effect, as a complex and holistic search for meaning. Conceptualising reflection in this holistic manner raises numerous methodological challenges. These challenges and the methodological decisions made in response to them are outlined prior to developing profiles of the participants' reflection. These profiles indicated that there was little consistent change in the reflection of eight of the 18 participants. For four student teachers, on the other hand, there was some change, while for six, there was considerable change. Several factors which appeared instrumental in hindering or promoting these student teachers' reflection are identified. These include commitment (or lack of) to teaching and to reflection; an epistemological perspective of received or constructed knowing; and the extent to which the learning environment was perceived as supportive. The study concludes with a discussion of some of the implications for teacher educators and for those intending to undertake further research into reflection.

No description available.

A autoetnografia foi o viés metodológico escolhido nesta pesquisa para dar suporte ao objetivo da investigação, ou seja, a formação de formador de professores, na qual o papel do pesquisador se funde com sua atuação caracterizada pelo binômio sujeito/objeto de pesquisa. Este aporte metodológico proporciona ao pesquisador uma experiência incômoda, na qual sua intimidade é desvelada, ao passo que suas histórias de vida funcionam como um pano de fundo para caracterizar o objetivo da pesquisa. Neste sentido, busca-se por meio do papel do formador de professores/investigador e seus diversos contextos de atuação por meio de seus questionamentos impulsionados tanto por aportes teóricos quanto sua experiência em sala de aula e de mundo. Esta tese organiza-se da seguinte forma: no primeiro capítulo apresenta-se uma reflexão e discussão teórica acerca do processo metodológico escolhido nesta investigação, a autoetnografia, alinhavada com narrativas, que compõem uma das características desta investigação, prenunciando o lócus de enunciação. O capítulo II constitui-se por um mergulho no processo autoetnográfico focado na formação do formador de professores de língua inglesa, com narrativas que representam a algumas epifanias oriundas da história e experiência de vida do pesquisador no percurso de investigação, assim como pressupostos teóricos pautados pelo pensamento pós-moderno, pós-colonial, construção de sentidos, Novos Letramentos/Multiletramentos e Letramento crítico. No último capítulo são apresentados os desdobramentos deste processo autoetnográfico por meio da apresentação de Exercícios Espitemológicos e Ontológicos na/para a formação do formador de professores, retomando as reflexões dos capítulos anteriores e levantando questionamentos para futuras investigações nesta área.Por fim, nas considerações finais, apresenta-se uma análise geral do trabalho, considerações, ponderações, sentimentos e emoções causado pela necessária finalização desta proposta de investigação. / Autoethnography was chosen as the methodological perspective for this research to support the investigation aims, i.e., the teacher educator and the teacher education program, in which the research role merge with his attitudes as a teacher educator characterized by the binomial subject/object.This methodological contribution provides the researcher with an uncomfortable experience in which his intimacy is revealed, while his life histories function as a background to characterize the purpose of the research. In this sense, it is sought through the role of the teacher educator/ researcher and his various contexts of action through his inquiries driven by both theoretical contributions and his experiences in the classroom and in the world. This work is organized as follows: an introduction which shows work objectives and foreshadowing the researchers locus of enunciation. The first chapter presents a theoretical discussion and debate about the methodological process chosen in this research, the autoethnography, aligned with narratives, which make up one of the characteristics of this investigation. Chapter II consists of a dive into the autoethnographic process focused on the English-language teacher educator, with narratives that represent some epiphanies from the history and life experience of the investigator in the course of research, as well as theoretical presuppositions guided by the Postmodern thinking, postcolonial, meaningmaking, New Literacies / Multilitreacies, and Critical Literacy. In the last chapter the unfolding of this autoethnographic process is presented through the presentation of Espitemological and Ontological Exercises in the education of the teacher educator, resuming the reflections of the previous chapters and raising questions for future investigations in this area. Finally, in the final considerations, it presented a general analysis of the work caused by the necessary completion of this research proposal.

O presente estudo procura contribuir para as reflexões sobre o trabalho docente no ensino superior, no que se refere especificamente ao trabalho do professor formador. Nessa perspectiva, foi realizada uma investigação sobre as práticas de trabalho de uma professora do Curso de Licenciatura em Letras da Universidade Federal do Pará, no campus do município de Bragança. A pesquisa visa investigar como o trabalho da professora formadora se constitui, na articulação entre as esferas acadêmico-institucional e sociocultural nas quais se insere e a esfera da sala de aula. Intenciona também analisar como essa professora vem construindo sua (nova) trajetória profissional no contexto pesquisado, ou seja, como ela vem se tornando professora universitária, especificamente, formadora de professores nesse locus. Para isso foi desenvolvida uma investigação qualitativa, configurada como um estudo de caso e consubstanciada por meio da observação e do registro de práticas cotidianas de trabalho da professora formadora. A geração dos dados consistiu no acompanhamento das práticas docentes durante a efetivação da disciplina Estágio Supervisionado II, ministrada a uma turma cursando o sexto período da licenciatura. A observação e o registro dessas práticas ocorreram por meio do recurso a anotações em um diário de campo, gravações em vídeo (e/ou em áudio, em algumas situações) das interações com os alunos. Além disso, foram realizadas entrevistas com a professora, foi aplicado um questionário aos estudantes e foram coletados documentos escritos e digitalizados. Do ponto de vista teórico, a investigação mobiliza as noções de habitus e de campo, no âmbito dos estudos relativos às teorias da prática (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); estudos que abordam o trabalho docente (TARDIF; LESSARD, 2007; TARDIF, 2012); além de estudos que tematizam a docência no ensino superior (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, entre outros), o professor formador (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, entre outros) e a formação de professores (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, entre outros). O aporte teórico relativo ao conceito de contexto, conforme concebido por Hanks (2008), foi também mobilizado, para orientar os procedimentos de análise dos dados. O estudo constatou que, para desenvolver seu trabalho, a professora formadora precisa lidar com injunções de diversas ordens, relacionadas a fenômenos gerados tanto no âmbito da conjuntura institucional local quanto nas esferas mais amplas dos campos da educação superior, da formação de professores e das instituições escolares, requerendo a utilização de variadas estratégias a fim de acomodá-las e fazer acontecer o estágio. Isso revela como fenômenos gerados no plano institucional transformam-se em problemas com os quais a docente precisa lidar e acomodar no plano da relação pedagógica imediata. Evidenciou também que o processo de alinhamento da professora formadora ao habitus do novo campo profissional é atravessado pelas relações entre os processos de socialização anterior que, no âmbito da pesquisa, remetem principalmente à formação acadêmica e à trajetória profissional na educação básica e a socialização presente, no interior do novo campo de trabalho. / The present research searches to contribute to the reflections about the teachers work in higher education, related specifically to the work of the teacher educator. In this perspective, an investigation was done about the working practices of a professor from the teaching degree in Letters of Universidade Federal do Pará, at Bragança district campus. The research aims to investigate how the work of this teacher educator is constituted, in the interaction among the academic-institutional and sociocultural spheres in which it is inserted, together with the classroom sphere. It is also intended to analyze how this professor constructs her (new) professional trajectory in the researched context, that is, how she is becoming a university professor and, specifically, a teacher educator in this locus. A qualitative investigation was developed for this purpose, configured as a case study and embodied by the observation and register about the daily working practices of this teacher educator. The generation of data was based on the accompaniment of the teaching practices along the module of Supervised Internship II, applied to students from the 6th period of the teaching degree. The observation and register of these practices occurred by annotations in a field diary and video records (and/ or audio, in some situations) of the interaction with the students. Besides, interviews were done with the professor, a survey was applied to the students and written or digital documents were collected. From the theoretical point of view, the investigation mobilizes the notions of habitus and of field, in the scope of studies related to theories of practice (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); studies that approach the teachers work (TARDIF; LESSARD, 2007; TARDIF, 2012); besides studies that apprehend the teachers work in higher education (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, among others), teacher educator (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, among others) and the teacher education (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, among others). The theoretical approach related to the concept of context, as conceived by Hanks (2008), was also involved, to guide the procedures of data analysis. The study verified that, to develop her work, the teacher educator needs to deal with different types of injunctions, related to phenomena generated as in the scope of the local institutional situation, as in the wider spheres of higher education fields, of the teacher education and normal schools institutions, requiring the use of a variety of strategies to settle them and make the internship happen. This reveals how the phenomena generated in the institutional plan are transformed in problems with which the professor needs to deal and stabilize in the plan of the immediate pedagogical relation. It also evinced that the alignment process of the teacher educator to the habitus of the new professional field is crossed by the relations among former socialization processes which, in the scope of the research, are mainly referred to the academic formation and the professional trajectory in the basic education and the present socialization, in the interior of the new field of work.

The purpose of this research is to develop a deep understanding of Utah State University teacher educators' perceptions and lived experience with computer technology integration. Ten methods course instructors in secondary education participated. Data were collected using the phenomenological research method: (1) conducting one-on-one in-depth interviews, (2) classroom observations of the four participants, and (3) examining artifacts, such as syllabi and presentation evaluation forms used by the participants. The findings of this research show that the subjects regard computer technology as a powerful instructional tool. They also realize it is important to prepare preservice teachers with computer technology for their future careers. The study analyzes the positive and negative aspects of using computer technology in teaching and personal experiences, and how these influence the participants' computer technology integration. The results indicate four types of computer technology integration among the teacher educators: (1) Advanced Users, (2) Technical Users, (3) Reluctant Users, and (4) Resisters, as well as some advantages and disadvantages of using computer technology in educational settings. Based on the findings of the research, some strategies are suggested to improve the teacher educators' computer technology integration at Utah State University. These suggestions include aspects such as amending training procedures and building a supportive environment in the teacher educators' professional development. Future research perspectives are also proposed at the end of the dissertation.

The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE. The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching. A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.

The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE. The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching. A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.</p>

A autoetnografia foi o viés metodológico escolhido nesta pesquisa para dar suporte ao objetivo da investigação, ou seja, a formação de formador de professores, na qual o papel do pesquisador se funde com sua atuação caracterizada pelo binômio sujeito/objeto de pesquisa. Este aporte metodológico proporciona ao pesquisador uma experiência incômoda, na qual sua intimidade é desvelada, ao passo que suas histórias de vida funcionam como um pano de fundo para caracterizar o objetivo da pesquisa. Neste sentido, busca-se por meio do papel do formador de professores/investigador e seus diversos contextos de atuação por meio de seus questionamentos impulsionados tanto por aportes teóricos quanto sua experiência em sala de aula e de mundo. Esta tese organiza-se da seguinte forma: no primeiro capítulo apresenta-se uma reflexão e discussão teórica acerca do processo metodológico escolhido nesta investigação, a autoetnografia, alinhavada com narrativas, que compõem uma das características desta investigação, prenunciando o lócus de enunciação. O capítulo II constitui-se por um mergulho no processo autoetnográfico focado na formação do formador de professores de língua inglesa, com narrativas que representam a algumas epifanias oriundas da história e experiência de vida do pesquisador no percurso de investigação, assim como pressupostos teóricos pautados pelo pensamento pós-moderno, pós-colonial, construção de sentidos, Novos Letramentos/Multiletramentos e Letramento crítico. No último capítulo são apresentados os desdobramentos deste processo autoetnográfico por meio da apresentação de Exercícios Espitemológicos e Ontológicos na/para a formação do formador de professores, retomando as reflexões dos capítulos anteriores e levantando questionamentos para futuras investigações nesta área.Por fim, nas considerações finais, apresenta-se uma análise geral do trabalho, considerações, ponderações, sentimentos e emoções causado pela necessária finalização desta proposta de investigação. / Autoethnography was chosen as the methodological perspective for this research to support the investigation aims, i.e., the teacher educator and the teacher education program, in which the research role merge with his attitudes as a teacher educator characterized by the binomial subject/object.This methodological contribution provides the researcher with an uncomfortable experience in which his intimacy is revealed, while his life histories function as a background to characterize the purpose of the research. In this sense, it is sought through the role of the teacher educator/ researcher and his various contexts of action through his inquiries driven by both theoretical contributions and his experiences in the classroom and in the world. This work is organized as follows: an introduction which shows work objectives and foreshadowing the researchers locus of enunciation. The first chapter presents a theoretical discussion and debate about the methodological process chosen in this research, the autoethnography, aligned with narratives, which make up one of the characteristics of this investigation. Chapter II consists of a dive into the autoethnographic process focused on the English-language teacher educator, with narratives that represent some epiphanies from the history and life experience of the investigator in the course of research, as well as theoretical presuppositions guided by the Postmodern thinking, postcolonial, meaningmaking, New Literacies / Multilitreacies, and Critical Literacy. In the last chapter the unfolding of this autoethnographic process is presented through the presentation of Espitemological and Ontological Exercises in the education of the teacher educator, resuming the reflections of the previous chapters and raising questions for future investigations in this area. Finally, in the final considerations, it presented a general analysis of the work caused by the necessary completion of this research proposal.

O presente estudo procura contribuir para as reflexões sobre o trabalho docente no ensino superior, no que se refere especificamente ao trabalho do professor formador. Nessa perspectiva, foi realizada uma investigação sobre as práticas de trabalho de uma professora do Curso de Licenciatura em Letras da Universidade Federal do Pará, no campus do município de Bragança. A pesquisa visa investigar como o trabalho da professora formadora se constitui, na articulação entre as esferas acadêmico-institucional e sociocultural nas quais se insere e a esfera da sala de aula. Intenciona também analisar como essa professora vem construindo sua (nova) trajetória profissional no contexto pesquisado, ou seja, como ela vem se tornando professora universitária, especificamente, formadora de professores nesse locus. Para isso foi desenvolvida uma investigação qualitativa, configurada como um estudo de caso e consubstanciada por meio da observação e do registro de práticas cotidianas de trabalho da professora formadora. A geração dos dados consistiu no acompanhamento das práticas docentes durante a efetivação da disciplina Estágio Supervisionado II, ministrada a uma turma cursando o sexto período da licenciatura. A observação e o registro dessas práticas ocorreram por meio do recurso a anotações em um diário de campo, gravações em vídeo (e/ou em áudio, em algumas situações) das interações com os alunos. Além disso, foram realizadas entrevistas com a professora, foi aplicado um questionário aos estudantes e foram coletados documentos escritos e digitalizados. Do ponto de vista teórico, a investigação mobiliza as noções de habitus e de campo, no âmbito dos estudos relativos às teorias da prática (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); estudos que abordam o trabalho docente (TARDIF; LESSARD, 2007; TARDIF, 2012); além de estudos que tematizam a docência no ensino superior (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, entre outros), o professor formador (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, entre outros) e a formação de professores (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, entre outros). O aporte teórico relativo ao conceito de contexto, conforme concebido por Hanks (2008), foi também mobilizado, para orientar os procedimentos de análise dos dados. O estudo constatou que, para desenvolver seu trabalho, a professora formadora precisa lidar com injunções de diversas ordens, relacionadas a fenômenos gerados tanto no âmbito da conjuntura institucional local quanto nas esferas mais amplas dos campos da educação superior, da formação de professores e das instituições escolares, requerendo a utilização de variadas estratégias a fim de acomodá-las e fazer acontecer o estágio. Isso revela como fenômenos gerados no plano institucional transformam-se em problemas com os quais a docente precisa lidar e acomodar no plano da relação pedagógica imediata. Evidenciou também que o processo de alinhamento da professora formadora ao habitus do novo campo profissional é atravessado pelas relações entre os processos de socialização anterior que, no âmbito da pesquisa, remetem principalmente à formação acadêmica e à trajetória profissional na educação básica e a socialização presente, no interior do novo campo de trabalho. / The present research searches to contribute to the reflections about the teachers work in higher education, related specifically to the work of the teacher educator. In this perspective, an investigation was done about the working practices of a professor from the teaching degree in Letters of Universidade Federal do Pará, at Bragança district campus. The research aims to investigate how the work of this teacher educator is constituted, in the interaction among the academic-institutional and sociocultural spheres in which it is inserted, together with the classroom sphere. It is also intended to analyze how this professor constructs her (new) professional trajectory in the researched context, that is, how she is becoming a university professor and, specifically, a teacher educator in this locus. A qualitative investigation was developed for this purpose, configured as a case study and embodied by the observation and register about the daily working practices of this teacher educator. The generation of data was based on the accompaniment of the teaching practices along the module of Supervised Internship II, applied to students from the 6th period of the teaching degree. The observation and register of these practices occurred by annotations in a field diary and video records (and/ or audio, in some situations) of the interaction with the students. Besides, interviews were done with the professor, a survey was applied to the students and written or digital documents were collected. From the theoretical point of view, the investigation mobilizes the notions of habitus and of field, in the scope of studies related to theories of practice (BOURDIEU, 1983; 2003; 2004; HANKS, 2008; SETTON, 2002); studies that approach the teachers work (TARDIF; LESSARD, 2007; TARDIF, 2012); besides studies that apprehend the teachers work in higher education (PIMENTA; ANASTASIOU, 2012; ZABALZA, 2002; SGUISSARDI; SILVA JÚNIOR, 2009; CHAMLIAN, 2003, among others), teacher educator (ANDRÉ et al, 2010; HALU, 2014; NASCIMENTO, 2006, among others) and the teacher education (PIMENTA; LIMA, 2012; LÜDKE, 2009; GATTI; BARRETO, 2009, among others). The theoretical approach related to the concept of context, as conceived by Hanks (2008), was also involved, to guide the procedures of data analysis. The study verified that, to develop her work, the teacher educator needs to deal with different types of injunctions, related to phenomena generated as in the scope of the local institutional situation, as in the wider spheres of higher education fields, of the teacher education and normal schools institutions, requiring the use of a variety of strategies to settle them and make the internship happen. This reveals how the phenomena generated in the institutional plan are transformed in problems with which the professor needs to deal and stabilize in the plan of the immediate pedagogical relation. It also evinced that the alignment process of the teacher educator to the habitus of the new professional field is crossed by the relations among former socialization processes which, in the scope of the research, are mainly referred to the academic formation and the professional trajectory in the basic education and the present socialization, in the interior of the new field of work.