Studiens utgångspunkt är mina egna frågeställningar kring reflektion i relation till lärande. Studien syftar till att undersöka hur elever inom en gymnasial frisör- och stylistutbildning beskriver reflektion som metod i utbildningen. Inom ramen för det här arbetet belyses fem elevers beskrivningar av reflektion i relation till lärande för yrkesprofessionen. Mina huvudsakliga forskningsfrågor är: Kan ökad reflektion leda till ett mer utvecklat lärande? Vad krävs av läraren för elevers ökade reflektioner? Det finns uppfattningar om att vissa utbildningar är teoretiska och andra är praktiska. Istället menar Schön att det för mer förståelse och utvecklat lärande krävs reflektion för att binda samman dikotomierna som inte är motsatser utan beroende av varandra. Studiens teoretiska utgångspunkt är framförallt hämtad från John Deweys teorier kring kunskapsutveckling genom reflektion. Studien är empirisk samt kvalitativ och uppbyggd genom fallbeskrivningar med utvecklingsarbete. Individuella intervjuer och observationer av fem olika elever har använts för att samla in mitt datamaterial. I resultatet beskriver eleverna att reflektion bland annat kan användas för ökad delaktighet och ökat självförtroende samt att reflektion ger möjlighet till förståelse för handlingen i förhållande till resultatet. Metoder för elevers ökade reflektion beskrivs genom att läraren visar, ger tips och ställer frågor vilket leder till diskussion, samt möjlighet för elever att reflektera över sina val och sitt arbete. I användandet av reflektion inom utbildningen är det väsentligt att vara medveten om betydelsen av att reflektera kring de faktorer som leder fram till resultatet och inte bara resultatet i sig, vilket bland andra även Dewey argumenterar för. Även lärarens medvetenhet om dennes förhållningssätt och frågeställningar för att uppmuntra elevers reflektion, delaktighet och självförtroende är betydande. / The study's starting point is my own questions about reflection in relation to learning. The study aims to investigate how students in an upper secondary hairdresser and hairstylist education describe reflection as a method of education. In the framework of this study, five pupils' descriptions of reflection in relation to learning for the profession are highlighted. My main research questions are: Can increased reflection lead to a more developed learning? What is required by the teacher for students increased reflections? There are perceptions that some educations are theoretical and others are practical. Instead, Schön says that more understanding and developed learning requires reflection to link these dichotomies that are not opposites but mutually dependent. The study's theoretical basis is mainly taken from John Dewey's theories of knowledge through reflection. The study is empirical and qualitative and built up through case studies and development project. Individual interviews and observations of five different students were used to collect my data. In the result students describe that reflection can be used for, among other things, increased participation and self-confidence, and that reflection allows understanding of the action in relation to the result. Methods for increasing students' reflections describes as when the teacher is showing, giving advice and asking questions, leading to discussion and an opportunity for students to reflect on their choices and their work. When using reflection in education, it is essential to be aware of the importance of reflecting over the factors that leads to the result, and not just the result itself, which among others also Dewey argues. Even the teacher’s awareness of the attitudes and questions to encourage students' reflection, participation and self-confidence is significant.

This thesis examines the extent to which the 1960s process art strand of post-Minimalism can provide an analytical template for critical writing around contemporary ceramic art. A dearth of critical writing is an acknowledged problem in all types of ceramics practice and some of the reasons for this situation will be explored. In the past decade frequent calls have been made by artists, critics, academics, and curators for a body of critical writing to underpin contemporary work and connect with wider cultural debates. During this period, artists have begun to use the process of making the work to form part of the content. Such work has no relationship to traditional studio pottery, and critics have described it as difficult to write about and classify in normative ceramic terms. However, this area of ceramic practice shares characteristics with post-Minimalism, a movement of the 1960s that emphasised the behaviour of materials and the act of making. In The Archaeology of Knowledge the French philosopher Michel Foucault suggests that a new critical language may emerge from the appropriation of other discourses, providing new interpretations for subject areas not yet theoretically mapped out. Foucault’s notions on the formation of discourse are used as a methodological approach to investigate how process-led sculptural ceramics may be articulated by an understanding of post-Minimalist critical writings. A substantial body of critical writing developed around post-Minimalist process art, providing a context for radical new approaches which broke with modernist traditions and which expanded and changed traditional definitions of sculpture. Key post-Minimalist texts are investigated as an analytical template for a new critical discourse for process-led ceramic art. A study of the sculptural ceramics of Richard Deacon and Kosho is undertaken as a means of identifying process-led tendencies and the possibility of a re-conceptualisation from a post-minimalist perspective. An analysis of the role of process within my own practice is used to provide visual evidence of contemporary ceramic work that can be re-conceptualised from a post-Minimalist perspective. After twenty years of stagnant debate in the ceramics field, this research might provide a new critical context for process-led ceramic art. The project shows a way that artists may be empowered to develop a critical literacy in a field that has traditionally lacked a research based approach. It is hoped that it may well encourage other ceramics practitioners to explore new ways of presenting an academic critique of their own area of practice. The contribution to knowledge identifies a new critical context and approach to writing for the process-led area of ceramics practice that is currently described as being difficult to write about, as having no appropriate critical language of its own, and of being difficult to categorise in standard ceramic terms.

Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.

Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.

Made available in DSpace on 2014-06-11T19:28:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-10-18Bitstream added on 2014-06-13T19:36:26Z : No. of bitstreams: 1 trevisan_prtc_me_rcla.pdf: 1749343 bytes, checksum: c7d29ad42736156323738369dadf49a7 (MD5) / Este estudo, de natureza qualitativa, teve por objetivo investigar como a expressão criativa está sendo inserida no contexto dos processos de ensino e aprendizagem da dança, para além das técnicas específicas, na visão de professores-coreógrafos e participantes de academias de dança, no âmbito do lazer. Para tanto, o estudo foi dividido em duas etapas complementares, sendo a primeira relativa a uma pesquisa bibliográfica e a segunda, uma pesquisa exploratória, para a qual foi utilizado como instrumento para coleta de dados um questionário misto, contendo perguntas abertas e fechadas. O instrumento foi aplicado a uma amostra intencional de 20 sujeitos, composta por professores-coreógrafos e bailarinos, maiores de 18 anos, com experiência de mais de um ano na prática de dança. Os dados foram analisados de maneira descritiva, utilizando-se a técnica de Análise de Conteúdo Temático e os resultados evidenciam que a criatividade é uma capacidade que tem suas características e qualidades amplamente reconhecidas como essenciais ao processo de ensino-aprendizagem na dança pelos sujeitos da pesquisa. Para esses, estas expressões criativas apresentam extensos conceitos e significados, permitem aos sujeitos descobrirem diferentes formas de expressar seus sentimentos e emoções, sendo as características individuais e a personalidade, apontadas como agentes de grande influência. Embora acarretem, para alguns indivíduos, circunstâncias muitas vezes constrangedoras, com o tempo e ações pedagógicas adequadas, acontecem com maior naturalidade e se tornam uma fonte inesgotável de descobertas e conhecimentos, contribuindo, assim, com diversos contextos condizentes com os aspectos subjetivos, bem como, com a percepção de uma maneira mais prazerosa de se compreender os sentidos de dançar. Entretanto, os dados referentes à dimensão curricular para a formação nestes cursos... / This study, of qualitative nature, aimed at investigating how the creative expression has been placed within the context of teaching and learning of dance beyond the specific techniques vision teachers, choreographers and dance academies participants in leisure scope. Thus, the study was divided into two complementary stages, the first relating to a literature review and the second is an exploratory research for which it was used for data collection a mixed questionnaire containing open and closed questions. The instrument was administered to a purposive sample of 20 subjects composed of teachers, choreographers and dancers, over 18 years, with experience of more than a year in the practice of dance. Data were descriptively analyzed, using the Thematic Content Analysis technique and the results show that creativity is a skill that has its own characteristics and qualities widely recognized as essential to the process of teaching and learning in dance for the subjects of this research. For them, these creative expressions have extensive concepts and meanings, and enable individuals to discover different ways of expressing their feelings and emotions, and individual characteristics and personality was identified as agents of great influence. While entailing some individuals embarrassing circumstances with time and appropriate pedagogical actions, this happens more naturally and become an inexhaustible source of discoveries and knowledge, thus contributing to several contents consistent with the subjective aspects as well as the perception of a more pleasant way to understand the meanings of dance. However, data concerning the scale curriculum for training in these technical courses in dance, revealed priority in acquiring knowledge depicting the characteristics and technical qualities as well as developing the skills and physical abilities and motor functions. The creativity was associated... (Complete abstract click electronic access below)

Orientador: Gisele Maria Schwartz / Banca: Afonso Antonio Machado / Banca: Yara Aparecida Couto / Resumo: Este estudo, de natureza qualitativa, teve por objetivo investigar como a expressão criativa está sendo inserida no contexto dos processos de ensino e aprendizagem da dança, para além das técnicas específicas, na visão de professores-coreógrafos e participantes de academias de dança, no âmbito do lazer. Para tanto, o estudo foi dividido em duas etapas complementares, sendo a primeira relativa a uma pesquisa bibliográfica e a segunda, uma pesquisa exploratória, para a qual foi utilizado como instrumento para coleta de dados um questionário misto, contendo perguntas abertas e fechadas. O instrumento foi aplicado a uma amostra intencional de 20 sujeitos, composta por professores-coreógrafos e bailarinos, maiores de 18 anos, com experiência de mais de um ano na prática de dança. Os dados foram analisados de maneira descritiva, utilizando-se a técnica de Análise de Conteúdo Temático e os resultados evidenciam que a criatividade é uma capacidade que tem suas características e qualidades amplamente reconhecidas como essenciais ao processo de ensino-aprendizagem na dança pelos sujeitos da pesquisa. Para esses, estas expressões criativas apresentam extensos conceitos e significados, permitem aos sujeitos descobrirem diferentes formas de expressar seus sentimentos e emoções, sendo as características individuais e a personalidade, apontadas como agentes de grande influência. Embora acarretem, para alguns indivíduos, circunstâncias muitas vezes constrangedoras, com o tempo e ações pedagógicas adequadas, acontecem com maior naturalidade e se tornam uma fonte inesgotável de descobertas e conhecimentos, contribuindo, assim, com diversos contextos condizentes com os aspectos subjetivos, bem como, com a percepção de uma maneira mais prazerosa de se compreender os sentidos de dançar. Entretanto, os dados referentes à dimensão curricular para a formação nestes cursos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study, of qualitative nature, aimed at investigating how the creative expression has been placed within the context of teaching and learning of dance beyond the specific techniques vision teachers, choreographers and dance academies participants in leisure scope. Thus, the study was divided into two complementary stages, the first relating to a literature review and the second is an exploratory research for which it was used for data collection a mixed questionnaire containing open and closed questions. The instrument was administered to a purposive sample of 20 subjects composed of teachers, choreographers and dancers, over 18 years, with experience of more than a year in the practice of dance. Data were descriptively analyzed, using the Thematic Content Analysis technique and the results show that creativity is a skill that has its own characteristics and qualities widely recognized as essential to the process of teaching and learning in dance for the subjects of this research. For them, these creative expressions have extensive concepts and meanings, and enable individuals to discover different ways of expressing their feelings and emotions, and individual characteristics and personality was identified as agents of great influence. While entailing some individuals embarrassing circumstances with time and appropriate pedagogical actions, this happens more naturally and become an inexhaustible source of discoveries and knowledge, thus contributing to several contents consistent with the subjective aspects as well as the perception of a more pleasant way to understand the meanings of dance. However, data concerning the scale curriculum for training in these technical courses in dance, revealed priority in acquiring knowledge depicting the characteristics and technical qualities as well as developing the skills and physical abilities and motor functions. The creativity was associated... (Complete abstract click electronic access below) / Mestre

Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.

Orientador: Mariley Simões Floria Gouveia / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T05:38:31Z (GMT). No. of bitstreams: 1 Beraldo_TaniaMariaLima_D.pdf: 13787637 bytes, checksum: e0375a50571337a81994ac2d98e97c00 (MD5) Previous issue date: 2005 / Resumo: O propósito desta investigação foi analisar a relação teoria-prática na efetivação da proposta de formação do curso de Licenciatura Plena em Pedagogia: Magistério das Séries Iniciais do Ensino Fundamental, modalidade parcelada, oferecida pela UFMT como estratégia para expandir suas ações pelo interior do Estado de Mato Grosso. Tal modalidade de formação caracteriza-se pelo desenvolvimento do currículo de modo presencial e intensivo em módulos ministrados em período das férias escolares para profissionais da educação, já integrados ao sistema público de ensino. O curso investigado foi desenvolvido na cidade de Primavera do Leste, de julho de 1997 a julho de 2000. O amparo teórico foi buscado na literatura que permite estabelecer relações entre trabalho, conhecimento e formação docente. A análise foi orientada pela busca de compreensão das possibilidades e limites de fundamentar a formação do professor no diálogo entre conhecimento acadêmico e exercício profissional, conforme previsto no projeto do curso como princípio basilar. Os dados foram gerados das experiências que vivenciei como professora do curso e de produções discentes cujos trabalhos tiveram caráter de síntese dos estudos realizados no curso, bem como das minhas observações do trabalho pedagógico realizado por um grupo de professoras egressas do citado curso. Os resultados indicam que os cursos de Pedagogia na modalidade parcelada desempenham um papel determinante na formação de profissionais em exercício na rede pública de ensino do interior de Mato Grosso e na democratização do ensino superior de Mato Grosso. Em relação à materialização do pressuposto do diálogo entre conhecimento acadêmico e exercício profissional como forma de dar unidade entre teoria e prática, os seguintes aspectos foram evidenciados por parte dos participantes do curso: compreensão mais abrangente da educação como práxis social, aparecimento de sentimento de autoridade para participar de processos de discussão das questões educacionais, aquisição do léxico do campo profissional e compreensão mais abrangente da própria prática pedagógica. No entanto, a UFMT precisa adotar uma política de interiorização que assegure condições infra-estruturais adequadas para a realização dos cursos parcelados bem como os princípios da construção coletiva ¿ interinstitucional ¿ de propostas de formação docente. Há necessidade também de melhor explicitação do que significa adotar o trabalho pedagógico como base da formação. Isso torna imperativa a instalação de debates, reflexões e estudos sobre a relação que o(a) professor(a) universitário(a) estabelece com a próprio trabalho pedagógico na execução de projetos de formação docente fundamentados no diálogo permanente entre teoria e prática, como foi o caso do curso aqui estudado / Abstract: The aim of this investigation has been to analyze the relationship between theory and practice in the implementation of a teacher education proposal for the course ¿Licenciatura Plena em Pedagogia: Magistério das Séries Iniciais do Ensino Fundamental¿ (University Degree in Education for teachers in lower grades of elementary public schools) provided by the Federal University of Mato Grosso as a strategy to expand its actions across the interior of the state of Mato Grosso. Such a proposal has been designed to provide education for those who are already working in the elementary public school system without having a university degree. These courses are developed by means of intensive courses given during the period of vacation. The course investigated was developed in the city of Primavera do Leste from July 1997 to July 2000. The theoretical support was related to the relationship between work, knowledge and teacher education. The analysis was guided by the search for comprehension regarding the possibilities and limits to ground teacher education in the dialogue between academic knowledge and professional practices professed as the basic principal in the course proposal. Data were generated from the experiences that I lived and observed as a teacher of the course as well as from the teachers¿ assignments considered to be a synthesis of the studies carried out during the course. I also observed how a group of teachers who finished the course implemented their subsequent pedagogical practice. Results showed that the intensive courses in the interior of Mato Grosso have an important role in the formation and development of in-service teachers in public schools in the interior of Mato Grosso helping out the necessary process of democratization of higher education in Mato Grosso. With respect to the fulfillment of the postulation of dialogue between theory and practice the following aspects were noticed on the part of the participants of the course: ample comprehension about the education process as a social praxis, awakening of a sense of authority to participate in the process of discussion on the subject of education issues, acquisition of specialized vocabulary related to their professional field, and ample understanding of their own pedagogical practice. Nevertheless, the Federal University of Mato Grosso needs to adopt an educational policy regarding the process of expansion towards the interior of Mato Grosso that guarantees better structural conditions for the implementation of the intensive courses as well as the principles of interinstitucional collective construction. There is also a need for putting in practice more clearly what it means to adopt the pedagogical practice as the basis for teacher education. This pushes for the need to call for debates, reflections and researches about the relationship that university professors establish with their own pedagogical practice in the execution of projects of teacher education grounded in the permanent dialogue between theory and practice, as it was the case of the teacher education course here investigated. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação

This practice-led research identifies parallels between drawing and writing as tools that wonder, articulate and remark experiences. The research devises a drawing/writing hybrid Drawing Vignettes that interweaves wonder and its articulation through various methods of remarking by bringing together four methods; drawing/writing, the use of sound, phenomenological bracketing and ekphrasis. In both theory and practice Drawing Vignettes unites drawn and written conventions, and appears in the thesis text as a drawing/writing hybrid. Through practice-led explorations the research questions the relationship between theory and practice, the nature of understanding and interpretation by fusing reading and looking activities through the Drawing Vignettes outputs. The research challenges writing and drawing conventions as distinct forms of theory and practice, and asks if by redrafting the boundaries of drawing and writing an original vocative poetic practice can emerge. The research aims to make explicit the relationships between the knower and the known by examining what is readable, understandable and how Drawing Vignettes is presented as a practice-led methodology that fosters the acquisition of knowledge through the participant s experience(s) and interpretation(s) allowing understanding to emerge via these exchanges. The research privileges Philip Fisher s (1998) wonder as a poetics of thought and Martin Heidegger s assertion of poetry as a projective utterance (1935) to examine how wonder impacts upon our observation(s), articulation(s) and interpretation(s) of experience(s) as a type of open-ended poetic dialogue. This investigation utilises debates from Nicolas Davey s theoria (2006) that revises the dualism of theory and practice, maintaining they are mutually engaged in dialogue. This research engages in various poetic dialogues to redraft theory practice boundaries, evaluating Drawing Vignettes as a critical revision that query s how philosphical exploartions can interpreate histories and contexts in various verbalised forms. Wonder is evaluated through this practice-led research as inherentley dialogic. It is reviewed as interweaving amongst hermenuitics, ambiguity, doubt and poetics. It is associated with knowledge generation through the hermeneutic circle , as a type of dialogue that circles back and forth between presumption and surprise and renders knowledge structures as incomplete. The research revises the embodied tacit knowledge generated through Drawing Vignettes, and philosophising is argued as an event that engages in wonder as both pensive and participatory. The embodied and autobiographical nature of inscribing, fundamental to a hybrid practice is employed as a method that allows the self to emerge, as a type of activity that traces life amplifying a sense of being in the act of viewing/speaking. The poetic attitude is a term developed by the research to describe a type of dialogic occurrence where an encounter with wonder takes place becomes projected using drawing/writing methods and relocated in the practice outcomes. The research asserts the four methods of Drawing Vignettes enables and perpetuates the poetic attitude where vocative practice outputs can be understood as a type of phenomenological text that revisits presuppositions by enveloping, documenting, analysing and perpetuating wonder. In turn Drawing Vignettes is reasoned as fostering understanding, as it articulates and traces experiences by describing and mapping their structures, empowering die sachen or matters to arise.

Den svenska sjuksköterskeutbildningen har genomgått flera förändringar under historien. Idag får lärosätena själva utforma utbildningen så länge målen uppfylls. Efter examen förväntas den nyutexaminerade sjuksköterskan ha den kunskap som sjuksköterskearbetet kräver. Sjuksköterskans arbete innebär ett stort ansvar för andra människor i relation till liv och hälsa. Dock har inte nyutexaminerade sjuksköterskor tillräckligt med kunskap för alla situationer de kan förväntas möta. Ett bra stöd kan underlätta övergången. Dock visar forskning att nyutexaminerade sjuksköterskor fortfarande upplever hög arbetsbelastning och stress. Övergången från student till sjuksköterska kan således ses som problematisk. Studenter upplever blandade känslor inför att anta rollen som sjuksköterska. Syftet med studien var att belysa sjuksköterskestudenters förväntningar inför kommande yrkesroll. Data samlades in genom åtta semistrukturerade intervjuer. Informanterna var sjuksköterskestudenter i termin fem på högskolan i Borås. Intervjuerna analyserade utifrån en innehållsanalys med induktiv ansats. Resultatet presenterades genom två huvudkategorier; Positiva förväntningar och Negativa förväntningar, med sex subkategorier; Mötet med människan, Rollen som sjuksköterska, Utveckling av kunskap, Brist på erfarenhet, Hög arbetsbelastning och Brist på stöd. Resultatet visar att sjuksköterskestudenters förväntningar till stor del stämmer överens med nyutexaminerades upplevelser. De negativa förväntningarna ses kunna bero på omfattande problem avseende sjuksköterskeprofessionen i förhållande till sjuksköterskeutbildningen samt vårdverksamheten. Författarna uppmanar till att stärka forskning om sjuksköterskestudenters förväntningar. Såväl sjuksköterskeutbildningen som vårdverksamheten har ett ansvar för att gemensamt hitta en lösning. Politiker måste också ta sitt ansvar. Sjuksköterskestudenter måste ges optimala förutsättningar för en god hälsa i övergången samt anständiga arbetsvillkor, vilket också kan öka förutsättningarna för en patientsäker vård.