Στόχος της εργασίας που ακολουθεί είναι να διερευνήσει τα χαρακτηριστικά του δείγματος εκπαιδευομένων τριών Σχολείων Δεύτερης Ευκαιρίας (ΣΔΕ): της Πάτρας, του Πύργου και του Αγρινίου. Το θεωρητικό πλαίσιο της έρευνάς μας βασίζεται στη θεωρία του κεφαλαίου του Pierre Bourdieu. Η συλλογή των δεδομένων έγινε με τη χρήση ερωτηματολογίου και η επεξεργασία τους με ανάλυση περιεχομένου. Από τα στοιχεία που συλλέξαμε, μελετάμε και παραθέτουμε τα χαρακτηριστικά της ομάδας – στόχου, τις εκφάνσεις του κοινωνικού και πολιτισμικού της κεφαλαίου, καθώς και την επίδραση που έχουν οι διαμορφωμένες «έξεις» των εκπαιδευομένων πάνω στις προσδοκίες και τις απόψεις τους για τη φοίτηση τους στα ΣΔΕ. / The aim of the following report is to examine the characteristics of a sample of trainees in three Second Chance Schools (SCS): in Patras, Pyrgos and Agrinio. The theoretical context of our survey is based on Pierre Bourdieu’s theory of capital. We gathered data through questionnaire and we processed them employing content analysis. Based on the gathered data, we study and array the characteristics of the target – group, the aspects of their social and cultural capital, as well as the effect of the trainees “habitus” on their expectations for and their opinions on their attendance of SCS.

This thesis explores the effectiveness of a professional education model that was specifically developed for on-the-job training to assist seven child care trainees in six Child Care Centres in Queensland, Australia, to develop the competencies, motives, strategies and processes required to become expert educarers of pre-school age children. The intervention, which took place over 65 days, was implemented by six expert educarers who had previously been trained in using the Zone of Proximal Development (socio-cultural theory) to extend both the adult and the child learner’s development. The educarers were asked to assist the trainees’ demonstration of motives, strategies, and processes during daily activities, and the educarers and trainees were asked to assist the children’s demonstration of competencies in daily activities through the Zone of Proximal Development. As mass training for child care workers in group child care is still a relatively new phenomenon in Australia, and as little research has addressed both an adult and child learner’s demonstration of competencies in the workplace with a permanent work-based instructor interacting through the Zone of Proximal Development, qualitative and quantitative approaches to analysing the data were chosen. These approaches present both a descriptive and a measured analysis of the day-to-day operations in which the training occurred. The study aimed to generate substantive theoretical ideas by extending socio-cultural theory (Tharp & Gallimore, 1988) with Activity Theory (Leont’ev, 1979), Legitimate Peripheral Participation (LPP) (Lave & Wenger, 1991) and Cognitive Apprenticeship (Brown, Collins & Duguid, 1989). Data collection occurred through questionnaires at three periods of the study, through pre- and post-training Semantic Differentials, through the trainees’ daily journals and the professional tutors’ comments, and the educarers’ weekly and monthly reports. The study provides a triangulated perspective of two foci. The primary focus was on the changing relationship of the trainees with the educarers during the training programme, and whether this led to a converging understanding and the development of an evolving, mutual meaning structure. The perspectives are the trainees, the educarers, and their joint interactions. The personal experiences of the trainees as observers and participants in the day to day activities of the centre are interwoven with the modelling and assistance of the educarers and demonstration of the children. The results revealed that some of the trainees’ relationships with some of the educarers changed over three phases. These changes demonstrated that, in Phase I, the trainees observed and practiced activities under the supervision of the educarers who instructed them what to do and why, and discussed parents, as they started to develop a mutual meaning structure. Their relationship reflected that of a novice-expert. In Phase II the seven trainees acted independently, planning and implementing minor activities, still under the educarer’s supervision however. In this phase the educarers modelled, observed, and commented on the trainees’ performance, as an evolving mutual meaning structure that reflected an aspiring expert-expert relationship developed. Three trainees attained only Phase II, while the other four continued into Phase III. In Phase III, the four trainees planned and implemented major activities independently while the educarers observed and commented on their performance and engaged jointly in tasks. Their relationships, which evidenced a developing and evolving mutual meaning structure reflecting a converging understanding, became collaborative for one dyad, one educarer perceived the relationship was collaborative and the trainee perceived it to be an aspiring expert-expert, while the other two dyads demonstrated an expert-expert relationship. It appears that the trainees, who experienced education motives with various strategies and processes implemented by the educarers through the ZPD in the training programme, demonstrated the greatest change in the relationships. For these trainees the peripherality of participation changed from Phase I, operating at the outer peripherality of the child care practice to operating closer to the centre of the practice in Phase II. The four trainees who transitioned to the centre of the practice in Phase III experienced educarers who exhibited consistent motives with flexible strategies and processes combining a wide variety of interactions through the ZPD. Emerging from the data, a dominant authentic activity, and a secondary aspect of this study was classroom management in general and morally acceptable behaviour (MAB) in particular. The dominance of this activity reinforces Tharp and Gallimore’s (1988) finding that classroom management was the most stressful activity for first year teachers. The trainees’ appropriation of the motives, strategies and processes in episodes of morally acceptable behaviour as modelled by the educarers, showed, over the study, a convergence of understanding and the development of an evolving mutual meaning structure between the dyads. The second focus of the study provides a triangulated perspective on the changes in the relationship between the trainees and children during the training programme. The trainees’ and children’s demonstration of competencies in morally acceptable behaviour is also addressed in this section: the perspectives are the trainees, the educarers and joint trainee-child interactions. The results reveal that the trainees’ relationship with children changed over the three Phases of the training programme. With a minor focus on children in Phase I, the trainees observed and practiced implementing activities demonstrating a novice-novice relationship. In Phase II, increasing their focus on children, the trainees took responsibility in minor activities demonstrating an aspiring expert-novice relationship. However in Phase III, with a dominant focus on children, expert-novice relationships were apparent. The four competencies developed for trainees to facilitate the children’s demonstration of competencies in morally acceptable behaviour, discussing feelings and discussing actions, and showing verbal and non-verbal empathy, were acquired and used by the trainees who experienced education motives in the training programme, in Phases II and III. Concurrently, the children developed and increased their competencies in verbal and non-verbal acceptance of the interventions, and showed increased understanding of cause and effect and the ability to formulate hypotheses. Changes were also evidenced in the trainees’ conceptual understanding of educaring children as they integrated the concepts of discipline and control with three other essentials of educaring (caring, teaching and learning), into their conceptual understanding of educaring over the study. The development of an evolving, mutual meaning structure of the authentic activities that were practiced in the child care centres, showed a converging understanding was being established between educarers, trainees and children. There was also evidence of reciprocal assistance. Influence, assistance and teaching were not a one-way process. They did not flow in one direction only, from professional tutor to educarer to trainee to child. The child in turn influenced the trainee who influenced the educarer who influenced the professional tutor.

Thesis advisor: Tarrell A. Portman. Includes bibliographic references (p. 140-155).

Thesis (Ph. D.)--University of Oregon, 2005. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 140-149). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 118-141). Also available on the World Wide Web.

Mičková, D. Trainee programs in the Czech business sphere. Diploma thesis. Brno: Mendel University in Brno, 2015. The thesis focuses on trainee programs as an option for cooperation between companies and university graduates. The thesis aims to evaluate the current status of trainee programs for graduates of Czech universities at companies that either run their trainee programs or did so in the past. To obtain up-to-date information, a questionnaire survey was performed and its results were used to propose a methodology for implementation of trainee programs within the Czech business sphere.

This essay aims to investigate the teacher trainees’ relation to gender equality and gender in education. The studie is based on surveys and interviews, where the results will be problematized based on feminist and gender theory.  The essay relies on three questions. The first question deals with how teacher trainees estimate their opportunity to work with gender equality and gender issues in their teaching, in accordance with the Swedish curriculum. The second and third question focuses on how teacher trainees believe they are given the right tools to work with issues of gender equality, as well if their personal opinions and interests effect their teaching about gender equality and gender.  The results show, that according to teaching trainees, the curriculum tends to provide opportunity for using an equality perspective in teaching. Furthermore it is revealed that the education has resulted in some tools for dealing with gender equality and gender issues. However it appears that they wish to have more tools which they can use to work with gender equality in their teaching. The final question deals with how teacher trainees’ own interests and personal opinions appear in their teaching. The analysis reveals that their own opinions could affect their teaching but that they always try to base their teaching on the values of the Swedish curriculum

O presente estudo teve como objetivo descrever e analisar relatos de jovens aprendizes e estagiários sobre condições de trabalho, escola e saúde após ingresso no primeiro emprego. Foram utilizados diferentes instrumentos para a coleta de dados. Os dados qualitativos foram obtidos por meio de entrevistas individuais e coletivas com roteiro semi-estruturado. As análises desses dados foram realizadas a partir da metodologia de análise de conteúdo. Foi aplicado um questionário para a obtenção dos dados sócio-demográficos, condições de saúde, sono, hábitos e estilos de vida. Esses dados foram tabulados em planilhas ExcelTM. Participaram deste estudo quarenta jovens, aprendizes e estagiários, entre 14 e 20 anos, que trabalhavam há pelo menos seis meses, em diferentes setores e ramos de empresas, com jornada entre seis e oito horas diárias de trabalho. Todos os participantes estudavam no período noturno, curso técnico, ensino médio, ou faculdade e que, concomitantemente ao estudo e trabalho, frequentavam os programas de aprendizagem e estágio em uma Organização Não Governamental situada na zona Sul de São Paulo, capital. Os resultados desse estudo apontam o ingresso de adolescentes no trabalho cada vez mais cedo em busca de melhores condições financeiras para si e para família. Os jovens relataram passar por muitos desafios para conciliar as atividades pessoais, profissionais e acadêmicas. A extensa jornada diária de trabalho somada ao período de estudo noturno comprometeu, na maioria dos casos, o desempenho acadêmico e a saúde dos participantes. Os principais fatores prejudiciais à saúde relatados pelos jovens foram: falta de tempo para dormir, para se alimentar adequadamente, para praticar atividade física e a redução do tempo de lazer e convívio social com amigos e família. Os aprendizes e estagiários também mencionaram a falta de treinamento e o desconhecimento da legislação pertinente ao seu trabalho como fatores que contribuíram para as dificuldades apresentadas nos relatos sobre a realização de suas atividades laborais, na identificação de acidentes e doenças relacionadas com o trabalho / This study aimed to describe and analyze reports of young apprentices and trainees on employment conditions, health and school after entering the first job. Different instruments were employed for data collection. Qualitative data were collected through individual and collective interviews with a semi-structured interview. The data analyzes were performed using the content analysis methodology. A questionnaire was applied to obtain the socio-demographic data, health status, sleep habits and lifestyles. Data were tabulated in ExcelTM spreadsheets. The study included forty young people, apprentices and trainees, ranging from 14 to 20 years old, who worked for at least six months in different sectors and branches of companies, with journey between six and eight hours of work. All participants studied in the evening, technical course, high school or college and, simultaneously to study and work, attending learning programs and educational work in an NGO located in the south of Sao Paulo, Brazil. The results of this study showed that getting better financial conditions for themselves and their families were the major reasons for start working earlier. One of the major challenges faced by the participants was dealing with work concomitantly to personal and academic activities. Long daily working hours in addition to the period of study undertaken at night had, in most cases, a reflex, upon academic performance and health of the participants. The main factors detrimental to health reported were: lack of time for sleeping, eating properly, for physical activity and for recreation and socializing with friends and family. Apprentices and trainees also have mentioned the lack of training, and/or not knowing the legislation regarding to their work as the main factors related to the difficulties for doing their task properly, identification of illnesses and work-related accidents

Made available in DSpace on 2017-07-10T17:55:49Z (GMT). No. of bitstreams: 1 Marlene Rodrigues da Silva.pdf: 1562729 bytes, checksum: 5cbcb77eb751d20cb91ec30c3ff1246f (MD5) Previous issue date: 2009-03-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has the objective of analyzing the work experiences and dynamics of banking trainees of Marechal Cândido Rondon. It is intended to understand how the trainees are interpreting their work, living and disputing the different uses and meanings of it. For such analysis, there were analyzed: interviews with the trainees from the Banco do Brasil and from Caixa Economica Federal; laws that are concerned to the bank work and its trainees; forms; newspaper and charges that express the dynamic of the work in banks in the last three decades. Taking this base, three basic elements are discussed: first, the changes occurred in the ways of doing and thinking the role as a bank trainee; second, an analysis in what consist the trainee activities, aiming to think about their work dynamic and, with this, looking for the understanding of their true role, that is, the trainee is an apprentice or a worker?; the last issue intends to discuss the meanings this work has to the trainees as well as to the agencies that are related to it. All these elements are analyzed with the intention of reflecting about the views presented to the young workers. The shape the work market seems to have nowadays, which is also lived by these temporary workers, is the temporality of the job and the difficulty of finding a permanent work. This issue is discussed in this text throughout the experience of the banking trainees, but it is related with the others forms of precarious and temporary work of the current work market / Este trabalho tem como objetivo analisar as experiências e dinâmicas de trabalho dos estagiários bancários de Marechal Cândido Rondon. Procurando compreender como os estagiários estão interpretando seu trabalho, o vivenciando e disputando seus usos e sentidos. Para tal análise foram analisadas entrevistas com os estagiários do Banco do Brasil e da Caixa Econômica Federal, leis que incidem sobre o trabalho dos bancários e estagiários, formulários, jornais e charges que expressam as dinâmicas de trabalho nos bancos nas ultimas três décadas. A partir disso são problematizados três elementos básicos: primeiro as mudanças ocorridas nas formas de se realizar e pensar o papel do estagiário no banco; segundo análise do que consistem as atividades do estagiário, procurando refletir sobre as dinâmicas de trabalho deles e com isso procurando compreender o seu verdadeiro papel, ou seja, aprendiz ou trabalhador?; o ultimo elemento problematiza os sentidos que esse trabalho possui para os estagiários e também para os órgãos que estão relacionados com o mesmo. Todos esses elementos são analisados na intenção de refletir sobre o cenário de trabalho apresentado aos jovens atualmente. O formato que o mercado de trabalho parece ter hoje e que também é vivenciado por esses trabalhadores temporários é a própria temporalidade do emprego e da dificuldade de se encontrar um trabalho permanente. Questão essa problematizada nesse texto na experiência dos estagiários bancários, mas que está relacionada com as demais formas de trabalho precário e temporário do atual mundo do trabalho

Doctor of Philosophy / Department of Family Studies and Human Services / Anthony Jurich / Within the field of medicine and clinical/counseling psychology, there has been an overabundance of research and literature devoted to specific areas of focus such as trainee impairment, remediation, and dismissal procedures. Although literature does exist in relation to the specific types of remediation methods being used by graduate training programs, no research to date, however, has addressed what types of remediation methods would be most effective in response to the various types of impairment experienced by therapists-in-training (Russell & Peterson, 2003; Forrest et al., 1997). Using a modified version of the Delphi method, the present study seeks to bridge this existing gap by exploring the types of remediation methods deemed most effective for the specific types of impairment experienced by trainees within master’s and doctoral level accredited Marriage and Family Therapy graduate training programs. The purpose of the study was to answer the following questions: 1. What, given a list of impairments and remediation methods would, supervisors and/or professors within MFT graduate training programs list as the most effective type of remediation method for a specific type of impairment? 2. Given the initial answers of experts, once they are provided the answers from their colleagues, can they come to a greater consensus about the most effective remediation methods for specific types of impairment? Those remediation methods chosen by panelists that had a median of 6.00 to 7.00 and interquartile range of 0.00 to 1.50 made the final profile. Results indicated that, given the initial answers of experts, the panel of experts was able to reach a greater consensus about which types of remediation methods they deemed most effective in responding to the corresponding types of impairment. Furthermore, during the first phase of questioning, the panel of experts also generated relevant commentaries with regard to responding to student impairment. Finally, limitations and directions for future research are discussed.