Orientador: Sonia Maria Pessoa Pereira Bergamasco / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Agricola / Made available in DSpace on 2018-08-15T07:50:47Z (GMT). No. of bitstreams: 1 Nogueira_LuizClaudioAntonio_D.pdf: 20143008 bytes, checksum: ad16e129fbaaff8cbe2d1be67049bee1 (MD5) Previous issue date: 2009 / Resumo: O presente trabalho de pesquisa analisou a importância de uma Escola Técnica estar inserida no próprio meio rural para atender às necessidades da comunidade. A Escola Técnica de Agricultura Familiar - ETAF - Pedro Pomar está localizada no assentamento Pirituba, área III, Bairro de Água Azul, no município de Itaberá - SP. A Escola atende aos jovens provenientes do assentamento Pirituba, áreas I, IV e VI pertencentes ao município de Itapeva - SP, e áreas II, III e V situadas no município de Itaberá - SP e também filhos de agricultores familiares desses municípios. A ETAF está localizada em área predominantemente de agricultura familiar, onde é considerado agricultor familiar tanto o que é dono da chamada propriedade pelos habitantes do lugar, de "lotes", sendo seus proprietários os "lotistas", quanto por áreas de assentamentos, ou os denominados "assentados". Como agricultura familiar entende-se aquela em que os trabalhos em nível de unidade de produção são exercidos predominantemente pela família, preservando se a iniciativa, o domínio e o controle do que e do como produzir, havendo uma relação estreita entre o que é produzido e o que é consumido, mantendo também um alto grau de diversificação produtiva, tendo alguns produtos relacionados com o mercado. Entre os considerados agricultores(as) familiares, destacam-se os agricultores familiares tradicionais e as famílias assentadas por programas de Reforma Agrária. A Escola é uma parceria entre o Centro Paula Souza e o ITESP, e oferece a habilitação Técnica em Agricultura Familiar. Para realização da pesquisa foram aplicados questionários aos alunos ingressantes em julho de 2004 - quando da inauguração da Escola - e em fevereiro de 2005 e 2006, totalizando três turmas. Procurou-se neste momento definir o público jovem e saber dentro de quais limites e parâmetros se encontra. As questões levantadas para os alunos ingressantes referem-se aos dados dos alunos e família, características da propriedade e segurança alimentar. Novo questionário foi aplicado, a esses alunos, aproximadamente dois anos após a conclusão do curso em que além das perguntas iguais as que já tinham sido respondidas quando ingressaram na Escola, outros questionamentos referentes aos resultados que o estudo proporcionou em que aparecem questões como as referentes à situação atual do jovem, o ensino na ETAF e as conseqüências no jovem formado. O corpo docente também respondeu questionário de avaliação sobre o curso, alunos, resultados esperados e seu próprio desempenho. Durante esse período, alem dos questionários, realizou-se entrevista informal e observação participante, como complementação na obtenção dos dados e também, para auxiliar na discussão dos resultados obtidos. Pela análise dos dados constatou-se que a ETAF trouxe benefícios para a comunidade, por atender a jovens que dificilmente conseguiriam prosseguir nos estudos, devido às distancias entre suas propriedades e Escolas Técnicas mais próximas. Observou-se também melhoras na estrutura da propriedade, e oportunidades profissionais, tanto dentro como fora da propriedade. Percebeu-se, porém, alguns entraves que precisam ser suplantados para que a ETAF continue a atender dignamente os atores sociais do campo, na qual ela é parte importante para o processo de desenvolvimento rural sustentável / Abstract: The present work analyzed the importance of a Technical School inserted in the rural area to attend to the needs of the community. The Technical School of Family Agriculture - Escola Técnica de Agricultura Familiar - ETAF - Pedro Pomar is located in the settlement Pirituba, area III, Água Azul Suburb, in Itaberá town, State of Sao Paulo. The school attends to the youths originating from the settlement Pirituba, areas I, IV and VI belonging to Itapeva town - State of Sao Paulo, and areas II, III and V situated in Itaberá town, as well as the farmers' children in these towns. ETAF is located in a predominantly family farming area, where is considered a family farmer whoever owns a real estate, who are called "lotistas" (one who owns an area of land), or lives in the settlements, named "settled". As family farming is understood that the works are exercised predominantly by the family, preserving the initiative, the domain and the control of the know how of the production, narrowing the relation between what is produced and what is consumed, maintaining a high rank of productive diversification, with products related to the market. Among those considered family farmers, the traditional family farmers and the families settled by programs of land reform are highlighted. The School is a partnership between the Paula Souza Center and the ITESP, and offers technical fitting for family farming. For achievement of the research questionnaires were applied to the freshmen students in July of 2004 - the inauguration of the School - and in February of 2005 and 2006, totaling up three groups. The research tried to outline the public and to discover the limits and the parameters. The questions for the freshmen students refer to the students and family's facts, features of the estate and security feed. New questionnaire was applied to those students, approximately two years after the graduation, with the same questions and others regarding the results that the study provided towards the present situation of the youth, the education in the ETAF and the consequences in the formed youth. The faculty also answered questionnaire of evaluation about the course, students, and the results expected by their own performance. During that period, besides the questionnaires, informal interview and participant observation were carried out as a complement to the facts and for helping in the argument of the obtained results. By the analysis of the facts it was established that ETAF brought benefits for the community, by attending the youth that would hardly continue the studies, due to the distance between their homes and the nearest Technical Schools. It was also observed that there were improvements in the structure of the estate, as in professional opportunities within or outside the area. It was perceived; however, some obstacles that need to be supplanted so that ETAF continues to attend with dignity the social actors of the field, in which it is an important part for the process of sustainable rural development / Doutorado / Planejamento e Desenvolvimento Rural Sustentável / Doutor em Engenharia Agrícola

Orientadores: João dos Reis Silva Junior, Marcia de Paula Leite / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-10T18:58:50Z (GMT). No. of bitstreams: 1 Almeida_AdaMariade_D.pdf: 1012463 bytes, checksum: b60da0fea61d440309df998e35590efc (MD5) Previous issue date: 2008 / Resumo: Esta tese tem como objetivo apreender o processo de inserção do estudante de ensino médio e da escola técnica no mercado de trabalho por meio de estágios sócio-culturais. A metodologia da pesquisa, de caráter qualitativo e que se caracteriza como estudo de caso, compreende análise da documentação institucional e entrevistas semi-estruturadas com diretores e alunos/estagiários de duas escolas públicas estaduais do município de Araraquara-SP. Verifica-se a percepção dos diretores das escolas e de jovens sobre educação, trabalho e estágios considerando, estes últimos, parte de um movimento mais amplo de universalização do capitalismo e de reformas do Estado em que empresas públicas e privadas utilizam uma mão-de-obra jovem, escolarizada, qualificada e disposta a desempenhar, com total dedicação e sem questionamentos, diversas atividades no geral precarizadas, mal-remuneradas e destituídas de direitos, como forma de adquirir experiência e manter-se vinculada ao mercado de trabalho. Detecta-se que, nesse processo, a escola cumpre, ao lado das agências de emprego, um papel ativo de intermediária e agenciadora de estudantes para empresas indicando e encaminhando, para os estágios, aqueles já pré-aprovados pela instituição de ensino em comportamentos e atitudes - que se caracterizam como competências sociais em detrimento do saber escolar - úteis ao desempenho do trabalho. Percebe-se ainda que o jovem estudante tem uma visão extremamente otimista, idealizada, fetichista e alienada sobre os estágios sócio-culturais, não compreendendo sequer as bases sob as quais estão se realizando os estágios e, assim, está reproduzindo e legitimando os vínculos que se estabelecem entre escola/empresa no processo de inclusão da juventude brasileira, atualmente um dos segmentos sociais mais vulneráveis e afetados pelo desemprego e pela precariedade, de forma subordinada, degradada, marginal, que pode ser entendida como uma ¿inclusão excludente¿, no mercado de trabalho. Este jovem, embora denuncie viver em condições materiais de existência instáveis e sonhe, para o futuro, com uma estabilidade profissional que possibilite o acesso à sociedade do consumo e à constituição da própria família, está, hoje, adaptado à instabilidade da vida e do trabalho e incorporou o discurso dominante empresarial, escolar e da mídia, de educação contínua como único meio de atingir a mobilidade social / Abstract: This thesis is aimed at apprehending the process of inserting the high school education and technical school student in the work market by means of socio-cultural internships. The research methodology, of a qualitative nature and which is characterized as a case study, consists of institutional documentation analysis and semi-structured interviews with principals and interns/students of two state public schools of the municipality of Araraquara-SP. It was examined the perception of the schools principals' and the youngsters' on education, work and internships considering, the latter ones, part of a wider movement of capitalism universalization and of State reforms in which private and public companies utilize a young workforce, educated, qualified, and willing to perform, with total dedication and without questioning, several activities in general precarious, badly paid and deprived of rights, as a way to acquire experience and remain connected to the work market. It was found that, in this process, the school plays, along with the employment agencies , an active role as intermediary and students recruitment agencies for compani-es indicating and sending, to internships, those already pre-approved by the educational institution in behaviors and attitudes - which are characterized as social competences to the detriment of school knowledge - useful to work performance. It was also found that the young student has an extremely opti-mistic view, idealized, fetishistic and alienated on the sociocultural in-ternships, not even understanding the bases on which they are doing them and, this way, they are reproducing and legitimating the links that are establi-shed between school/company in the process of Brazilian youth inclusion, now-adays one of the most vulnerable and affected by unemployment and by precariousness social segments in a subordinate way, degraded, marginal, that can be understood as an "excluding inclusion", in the work market. This youngster, although denounces living in unstable existence material conditions and dreams, for the future, about a professional stability that makes it possible the access to the consumer society and to the constitution of the own family, is, today, adapted to the unsteadiness of life and of work and incorporated the business, school and media dominant discourse of continuous education as the only way to achieve social mobilization / Doutorado / Educação, Sociedade, Politica e Cultura / Doutor em Educação

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-07-25T18:34:23Z No. of bitstreams: 1 Dissertação - Anderson C. L. Bentes.pdf: 2087036 bytes, checksum: a1fa7117ea91014b5bc511effd33c648 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-07-25T18:35:03Z (GMT) No. of bitstreams: 1 Dissertação - Anderson C. L. Bentes.pdf: 2087036 bytes, checksum: a1fa7117ea91014b5bc511effd33c648 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2016-07-25T18:35:38Z (GMT) No. of bitstreams: 1 Dissertação - Anderson C. L. Bentes.pdf: 2087036 bytes, checksum: a1fa7117ea91014b5bc511effd33c648 (MD5) / Made available in DSpace on 2016-07-25T18:35:38Z (GMT). No. of bitstreams: 1 Dissertação - Anderson C. L. Bentes.pdf: 2087036 bytes, checksum: a1fa7117ea91014b5bc511effd33c648 (MD5) Previous issue date: 2015-09-23 / Não informada / The Federal Government has implemented a cost system to meet legislation and get some information on the budgetary execution, however this system does not always meet expectations to the Federal Institutes and universities want to although they are indirect Administration also has the obligation to determine the costs of its activities, the presented work propose a model for calculation of cost/student using the methodology of the activity-based costing-ABC under the IFAM CMZL technology courses in Agroecology and Agricultural technician Integrated Mode in the year 2014. Aiming developing the control of public expenditure and the knowledge of how public institutions spend in performing its activities, the cost of these institutions cannot be measured only with the accompaniment of the budget, you have to know how they are divided such expenditures and that costing systems are used, the following work aims to offer a method of calculation of costs for the IFAM-CMZL and so follow the behavior and composition This cost in the year 2014, in order to ascertain what activities consume more resources and thus manage the expenses for activities that consume resources in the case of IFAM-CMZL, the enrolled students demand the activities and generate the cost of the student through the allocation of resources consumed by activities, using cost drivers to assign values to the courses. The methodology used was a quantitative approach, so the research is quantitative, being this a case study, the sample universe are Students of Technology courses in Agroecology and Integrated Agricultural Technician of the Year 2014, servers and the budget of the Federal Institute of education of Amazonas-IFAM, on Campus and East zone in Manaus Dean 2014 period, the purpose of the research is explanatory. The results of this research are a model of calculation of cost, the cost of the students of the courses that consume resources on Campus, East zone of Manaus. / O Governo Federal implantou um sistema de custos para atender a legislação e obter algumas informações sobre a execução orçamentária, todavia este sistema `nem sempre atende as expectativas dos Institutos e Universidades Federais que apesar de serem da administração indireta também tem a obrigação de apurar os custos de suas atividades, o trabalho ora apresentado propõe um modelo de apuração de custos/aluno utilizado a metodologia do custeio Baseado em Atividades – ABC no âmbito do IFAM CMZL nos Cursos de Tecnologia em Agroecologia e Técnico em agropecuária modalidade Integrado no ano de 2014. Visando desenvolver o controle dos gastos públicos e o conhecimento de o quanto as instituições públicas gastam na execução de suas atividades fins, os gastos dessas instituições não podem ser mensurados apenas com o acompanhamento do orçamento, é preciso se saber como estão divididos tais dispêndios e para isso são utilizados os sistemas de custeio, o trabalho a seguir tem como objetivo, oferecer um método de apuração de custos para o IFAM - CMZL e assim acompanhar o comportamento e a composição desse custo no ano de 2014, a fim de verificar quais atividades consomem mais recursos e assim gerenciar os gastos por atividades, pois, são as atividades que consomem recursos, no caso do IFAM CMZL os alunos matriculados demandam as atividades e geram o custo do aluno através da alocação dos recursos consumidos pelas atividades, utilizando-se direcionadores de gastos para atribuir valores aos cursos. A metodologia utilizada tem uma abordagem quantitativa, sendo este um estudo de caso, o universo de amostra são os alunos dos cursos de Tecnologia em Agroecologia e Técnico em Agropecuária integrado do ano de 2014, servidores e o orçamento do Instituto Federal de Educação do Amazonas – IFAM, no Campus Manaus Zona Leste e Reitoria no período de 2014, a finalidade da pesquisa é explicativa. O resultado desta pesquisa é um modelo de apuração de custo, o custo dos alunos dos cursos de Tecnologia em Agroecologia e Técnico em Agropecuária integrado do Campus Manaus Zona Leste no ano de 2014 além de análise das atividades que consomem recursos dentro do Campus Manaus Zona Leste.

Orientador: Ana Archangelo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T19:27:14Z (GMT). No. of bitstreams: 1 Guimaraes_SandraLopes_M.pdf: 1163194 bytes, checksum: b1342650adff68481803d40347e75837 (MD5) Previous issue date: 2012 / Resumo: Este trabalho apresenta um estudo de caso referente a uma experiência bem sucedida, realizada pelos professores e pela coordenação do curso Superior de Tecnologia em Mecatrônica Industrial do Instituto Federal de Santa Catarina (IF-SC), Campus Florianópolis, no período de março de 2007 a dezembro de 2009. A experiência, denominada Contrato de Trabalho Pedagógico, acontece a partir da Entrevista de Acolhimento, realizada no primeiro módulo desse curso, com cada novo aluno, individualmente. Ela faz parte de um conjunto de ações integradas no curso e no Instituto Federal de Santa Catarina (IF-SC). Estas ações dizem respeito a um projeto institucional de acesso, permanência e êxito escolar. Ao mesmo tempo em que busca entender os sentidos dados à Entrevista de Acolhimento e ao Contrato de Trabalho Pedagógico, pelos professores, no Curso da Mecatrônica, a partir de seu efeito na diminuição da "Evasão Escolar" nesse curso, esta pesquisa destaca a importância desse tema tanto pelo custo social da evasão como pela falta de produção acadêmica na área que supere as questões estatísticas/indicadores. A hipótese desta pesquisa é de que a relação que se estabelece entre professor e aluno, a partir da Entrevista de Acolhimento e do Contrato de Trabalho Pedagógico, pode ser analisada à luz da Psicanálise como sendo efeito de um laço transferencial. Ou seja, entendemos que os efeitos da Entrevista de Acolhimento e do Contrato de Trabalho Pedagógico para a diminuição do índice de evasão no curso podem ser explicados, ao menos parcialmente, a partir do conceito de transferência. / Abstract: This paper presents a case study of a successful experiment, which was carried out by professors and course coordinator of Technology in Industrial Mechatronics Course at the Federal Institute of Santa Catarina (IF-SC), Campus Florianópolis, from March 2007 to December 2009. The experiment, which was called the Educational Contract Work, it occurs from the acceptance interview, held from the first module of this course, with each new student individually. It is part of a set of integrated actions in the course of Industrial Mechatronics at the Federal Institute of Santa Catarina. These actions relate to a project of institutional access, retention and academic success. At the same time it seeks to understand the meanings of the acceptance interview and Educational Contract Work, by the professors in the Course in Mechatronics, from its effect in reducing the "Dropouts" in this course, in addition this research highlights the importance of this issue by both the social cost of school evasion and the lack of academic researches in the area that exceeds statistical issues / indicators. This research hypothesis is that the established relationship between professors and students by the acceptance interview and the educational contract work can be analyzed in light of psychoanalysis as an effect of transference bond. Thus, we understand that the effects of acceptance interview and the contract work for decreasing the dropout rate in the course can be explained, at least partially, from the concept of tranference. / Mestrado / Psicologia Educacional / Mestre em Educação

D.Ed. / The research has been done under the leadership of the Rand Afrikaans University with the co-operation of the National Training Board. Apprentice training in South Africa developed from the traditional journeyman route to a more advanced competent modular based training system. The existing competent modular based training for apprentices consists of on the job training, institutional training, offered by an accredited training centre and theoretical training away from the work environment, offered at a Technical College. The existing apprentice training scheme is controlled by legislation (Act No 56 of 1981). The research has been undertaken to determine whether the existing apprentice training scheme complies with the developing needs of the industry and the individual learner. A literature study about the development of the apprentice training system in South Africa is compiled. The study includes an examination of vocational education and training systems of eight different countries. The literature study is compiled to create an holistic picture concerning vocational education and training, focusing on the training of apprentices. Other countries' vocational education and training models are also evaluated to see what South Africa can learn from other countries and to incorporate the transferable strengths to the alternative routes for artisan training developed by this research. With the aid of scientifically designed questionnaires and interviews, the existing apprentice training scheme is examined. The existing training scheme is evaluated against the following criteria: an integrated approach to education and training; effective human resources development according to the technological and manpower, as well as the individual needs; access to artisan training and flexibility of training scheme; recognition of prior learning; career guidance of learners; mobility between industries, employers and institutions, that the training scheme provide; The results of the questionnaires and interviews have shown that the existing apprentice training scheme is outdated and needs to adapt to comply with new challenges for developing competent tradesmen and -women in South Africa. This study addresses the problem surrounding the existing artisan training scheme by developing alternative routes for artisan training. As the results of artisan training should be outcome based. The first step of designing the alternative routes is to formulate the skills and knowledge needed to be a competent artisan. The alternative routes for artisan training is then designed to develop and enhance the skills as formulated.

M.Ed. (Education) / Ever since its inception, the technical college has had the task of providing vocational education. In fact, it would not be incorrect to say that the provision of vocational education to the broad mass of the South African population has always been the raison d'etre of the technical college. The call for our education system to become more relevant and more oriented towards the world of work is becoming increasingly persistent. Consequently the contribution of the technical college towards relevant vocational education has recently been intensively researched in an attempt to establish the following: * its role in the provision of vocational education, and * whether it is in fact equipped to perform this very challenging function, taking into account the economic realities and manpower requirements of South Africa. It has been established beyond any doubt that an educational system which places the emphasis on teaching technical and vocational skills, from the primary to the secondary and tertiary levels, that would lead to meaningful employment, needs to be devised. Various investigations have been carried out, as overseas and different vocational education Urgent attention is being given to vocational. Towards this end locally as well systems studied. Education within the wide education family and all the vocational education experts of the various departments, in conjunction with commerce and industry and other interested parties, are at present fully involved in the joint planning and/or renewal of vocational education in the RSA. The concept of partnership, which has obtained a new meaning in education, has been a logical outcome of all these investigations, simposia, conferences and talks. Apart from the natural partnership of education, which include the organised teaching profession and the parent community, a new and powerful partnership is developing which includes the private as well as the public sector. A study· into the role and function of all the parties in this partnership has established that each partner has a particular place, role and function to fulfil in order to achieve a common goal, namely the provision of a relevantly trained manpower for South Africa. This study has made it abundantly clear that the contribution of each partner towards education and training is of vital importance and that not one of them can afford it any longer to remain uninvolved in vocational education which has become a national priority. The study has furthermore identified the technical college as a very significant partner in this partnership, along with the schools, the technikon, the university and the various training boards.

M.Ed. / There is a great need for technical artisans in South Africa. Unfortunately the previous educational dispensation did not do much to remedy the situation, and now education, especially in the technological field, suffers a crisis as far as credibility, provision and relevance are concerned. Technology is changing every day, and to keep up to date, one must realise that learners do not choose technical subjects at school, or for that matter, do not pursue a career in technology. A qualitative approach was followed, interviews conducted at selected schools, and the result analysed to find out what the perceptions of learners are for not choosing technical subjects. The data yielded four categories, namely experience, ambition, status and technology. It seems that past experiences of parents cause learners not to go into technical careers for the perception exists that it entails is called "dirty work"; these jobs also have no status and learners would prefer to pursue university careers. Some recommendations are made, one being that the government of the day should take up the responsibility to get involved to make the technological field more attractive to prospective job seekers. Better salaries, especially for teachers, upgrading of schools and technical centres, better job opportunities and fighting perceptions of prejudice might solve this problem.

Submitted in fulfillment of the requirements for the degree Master of Management Sciences (Marketing), Durban University of Technology, Durban, South Africa, 2017. / Marketing higher education is a growing field of expertise in many developing countries. However, little research has been done on marketing Technical Vocational Education and Training (TVET) Colleges in South Africa. Evidence suggests that it may suffer from a lack of expertise to provide direction to the practical aspects of marketing TVET Colleges. Most of the marketing practices of Higher Education are underdeveloped and lack a strategic focus when it comes to Technical Vocational Education and Training (TVET). For TVET Colleges marketing communication plays an important role in students’ recruitment. The aim of this study is to analyse the influence of marketing communication towards students’ decisions to enrol at Technical Vocational Education and Training Colleges (TVET). The objectives of this study is to determine factors that influence students in the selection of a TVET College. Additionally, the study strives to identify students’ perceptions towards TEVT Colleges, and investigate marketing communication practices that contributes toward improving students’ perceptions at TVET. The study was conducted in KwaZulu-Natal where the targeted TVET colleges are based. This is a quantitative, descriptive, and cross-sectional study conducted among a sample of 400 TVET College students. Data was analyzed using SPSS. The results of this study reveal the need for marketing communication in TVET Colleges to be addressed urgently in order to improve public perception and enrolment rates at TVET Colleges. Both students and TVET Colleges will benefit from the study because marketing and communication as a source of information will assist when selecting a college of choice. In addition, this will also assist TVET Colleges in the selection of appropriate marketing communication media to enable proper allocation of marketing budget and resources The findings of this study will then act as guidelines to determine a more appropriate marketing communication strategy to improve the public perceptions of TVET Colleges to make TVET Colleges a students’ first choice. / M

M.Ed. / Please refer to full text to view abstract

M.Ed. (Education) / Lecturers at technical colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, beginner lecturers are put directly into class and are expected to teach. Although these lecturers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, beginner lecturers experience unique problems that place them under tremendous pressure and stress. The aim of this study was focused on the grounding of guidelines that could be used in designing an induction programme for beginner lecturers at a technical college. The methods used in grounding these guidelines for induction at a technical college were: * a relevant study of literature that was conducted into three induction programmes used in various sectors of the industry, to enquire more knowledge with regard to the design and function of these programmes; a literature and empirical study of the experienced needs and problems of beginner lectures when entering the teaching profession. A qualitative research approach was used to conduct a study in which the needs and problems of beginner lecturers in a specific technical college were identified by means of structured interviews. The lecturers that participated in this inquiry were asked to describe their experiences related to their needs and problems when they entered the teaching profession. From the analysed data the following needs and problems were identified:...