Jugendliche, die eine Berufsausbildung beginnen, unterscheiden sich zum Teil stark hinsichtlich des Alters, schulischer und motivationaler Voraussetzungen (Lerneinstellung und -verhalten, Lernpotentiale, Sozialverhalten, Vorbildung) sowie hinsichtlich ihrer Berufs-, Arbeits- und Lebenserfahrung. Diese Heterogenität der Lernenden in der (dualen) Berufsausbildung, sowohl in der Berufsschule als auch im Betrieb, ist kein neues Phänomen . Aufgrund von Umbrüchen auf dem Ausbildungsmarkt gelingt es jedoch immer weniger, durch Selektionsmechanismen „eine Strategie der Homogenisierung [von Lern- und Auszubildendengruppen] umzusetzen“. Dies gilt besonders für Ausbildungsbetriebe. Zudem führt eine gestiegene „Sensibilität für Besonderheiten aufgrund gesellschaftlich-kultureller Veränderungen“ dazu, dass solche Homogenisierungsbestrebungen zunehmend weniger gewollt sind. Daher wird Heterogenität von Lernenden und ein adäquater Umgang mit heterogenen Lerngruppen in der beruflichen Bildung seit circa 2010 vermehrt von berufsbildungspolitischer und wissenschaftlicher Seite diskutiert. Dies gilt insbesondere für die Berufsschule, in deutlichem geringerem Maße für ausbildende Betriebe. Dabei sind Ausbildungsbetriebe gleichermaßen mit heterogenen Lerngruppen konfrontiert, wenn auch anders geartet als Berufsschulen. Besonders Betriebe, die in weniger attraktiven Ausbildungsberufen ausbilden oder in Regionen mit schwierigen Ausbildungsstellen-Nachfrage-Relationen (z. B. Regionen mit hoher Abwanderung oder in einigen Ballungsräumen mit hohem Fachkräftebedarf) ansässig sind, können ihre Ausbildungsplätze oftmals nicht mit ihren Wunschkandidaten1 oder generell sehr schwer besetzen. Sie sind folglich zunehmend gefordert, auch bisher weniger beachtete Bewerbergruppen bei der Entscheidung über die Besetzung betrieblicher Ausbildungsplätze zu berücksichtigen. Ferner gibt es seit 2014 mit dem Programm „JOBSTARTER plus“ verstärkt staatliche Bemühungen um eine bessere Integration von Studienabbrechern und Jugendlichen mit Migrationshintergrund in die duale Berufsausbildung. Daher ist davon auszugehen, dass Auszubildende hinsichtlich ihrer Lernvoraussetzungen sowie hinsichtlich sozialer, kultureller und sprachlicher Gesichtspunkte zunehmend heterogener werden bzw. Unternehmen eine zunehmende Heterogenität ihrer Auszubildenden wahrnehmen.

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Syftet med detta arbete är att bidra med mer kunskap om hur lärarstudenterförbereds för att kunna bedriva sin kommande undervisning i de naturvetenskapliga ämnena utomhus. I en kvalitativ studie med semistrukturerade intervjuer som metod för insamling av data har vi undersökt hur lärarutbildare uppger att de implementerar de centrala innehållspunkterna som berör utomhusundervisning i Lgr22, samt hur lärarstudenter uttrycker att dessa punkter behandlas i deras NO-kurs. Samtliga lärarutbildare i denna studie tycker det är viktigt med utomhusundervisning och framhåller att de har höga ambitioner med sin undervisning men att tiden är ett hinder som begränsar dem. Alla lärarstudenter i studien har en positiv syn på utomhusundervisning men anser att de inte känner sig tillräckligt förberedda för sin egen undervisning utomhus. De eftersöker mer konkreta verktyg för undervisning som lektionstips, planeringar och anpassningar. / The purpose of this work is to contribute with more knowledge about how student teachers are prepared to be able to conduct their upcoming teaching in the natural science outdoors. In a qualitative study using semi-structured interviews as a method of data collection, we have investigated how teacher educators state that they implement the central content points concerningoutdoor education in the primary school curriculum, as well as how teacher students express that the same has been addressed in their course on the natural science subjects. All teacher educators in this study think it is important to teach outdoors and emphasize that they have high ambitions for their teaching, but time constraints limit them. All student teachers in this study have a positive attitude towards outdoor education but feel inadequately prepared for their own outdoor teaching. They ask for more concrete tools for teaching such as lesson tips, plans, and adaptations.

Bakgrund: Fitnessbranschen har under senare tid expanderat snabbt och PT erbjuds idag på de flesta anläggningar. Träning med PT har positiva effekter fysiskt men även på beteenden kopplat till träning. För ett positiv utfall av träningen krävs det en god interaktion mellan klient och coach. Syfte: Syftet med studien var att undersöka vad klienter som tränar eller har tränat med en PT det senaste året anser är viktiga egenskaper och faktorer hos en PT. Design och metod: Studien har en kvalitativ deskriptiv design. Datainsamling genomfördes med hjälp av semistrukturerade intervjuer. Kvalitativ innehållsanalys användes för databearbetning. Resultat: Vid dataanalysen framkom 3 teman, 6 kategorier och 17 subkategorier. De teman och kategorier som framkom var: Framstå som kompetent - Utseende och uppvisad erfarenhet, Ge känsla av bred kunskap Coachingstil- Närvaro här och nu, Individanpassning Pedagogiska strategier - Verktyg för att uppnå resultat, Trygghetsskapande Konklusion: Bakgrundsinformation om alla PT bör finnas tillgänglig på hemsida eller anläggning i syfte att klienten ska kunna välja sin en PT utifrån deras personliga önskemål. Detta skulle kunna skapa goda grundförutsättningar för en fungerande arbetsallians. Forskning inom detta område är begränsat och det är därför av intresse att fler större studier genomförs. / Background: During the last years the fitness industry has expanded fast. Today PT is offered at almost every health club. Training with a PT have positive physical effects but it has also shown an influence on behaviour associated with training. A good relation between client and coach is needed for a positive outcome of the training. Purpose: The aim of the study was to investigate what the clients that are training or has trained with at personal trainer during the last year consider as important factors and personal qualities related to personal trainers. Design and method: A qualitative descriptive design was used. Data collection was done by semi-structured interviews. Data was analysed with qualitative content analysis. Results: The analyses resulted in 3 themes, 6 categories and 17 sub categories. The themes and categories were: To appear as competent: Appearance and displayed experience ,Give a feeling of a broad knowledge. Coaching style: To be present here and now, To personalize Pedagogical strategies: Tools to reach results, To create a secure feeling, Conclusion: Background information of the PT should always be available at the health club or on the website. The client should have the opportunity to choose a PT based on their personal requests. This may result in good preconditions for a strong and effective working alliance. Reserach in this area are limited therefor further studies are needed.

Personliga tränare befinner sig otaliga timmar på gymmet där samhällets hälsointresse och normerna kring hälsa och träning är påtagliga. Dessa normer, ideal och förväntningar som finns i denna kontext villkorar lärandet och kan därmed forma och påverka de personliga tränarna. Syfte: Studiens syfte är att belysa hur personliga tränare talar om normer i gymkontext och hur dessa normer påverkar dem. Teoretisk referensram: Den teoretiska referensramen är en kombination av ett sociokulturellt perspektiv på lärande där teorierna om praktikgemenskaper och symboliskt kapital är en del av. De två synsätt på hälsa som presenteras är ett holistiskt hälsoperspektiv samt ideologin hälsism. Metod: Studiens metod är av kvalitativ karaktär där insamling av material skett genom två semistrukturerade fokusgruppsintervjuer med totalt fem yrkesverksamma personliga tränare. Studien har utgått från ett abduktivt arbetssätt och resultatet analyserades och sammanställdes genom en konventionell kvalitativ innehållsanalys. Resultat: Resultatet visade att normer kring hälsa är tudelade. De personliga tränarna talade om att gymdeltagarnas syn på hälsa är en strävan efter att uppnå extrema kroppsideal. Samtidigt talade de personliga tränarnas om att deras egen hälsosyn var mer övergripande och med tyngdpunkt på välbefinnande. Det framkom även att personliga tränare förväntas “leva som de lär” då gymdeltagarna har förväntningar på att de ska leva hälsosamt och ha en hög fysisk förmåga och kunskap kring träning och hälsa. Det framkom även att normer skapas av olika aktörer på gymmet, både personliga tränare, gymägare och gymdeltagare. Slutsats: De personliga tränarna talade om att normer kring hälsa, kroppsideal och träning på gymmet är skilda gymdeltagare och personliga tränare åt. Ytterligare en slutsats är att både personliga tränare, gymdeltagare och gymägare påverkar kulturen och därmed är alla tre aktörer skapare av normerna som villkorar det informella lärandet. / Personal trainers are spending countless of hours at the gym where the society's health interests and the norms around health and fitness are obvious. These norms, ideals and expectations that exists in this context reserve the learning conditions and can therefore shape and affect personal trainers. Aim: The study aims to illustrate how personal trainers talk about norms in gym context and how these norms affect them. Theoretical framework: Thetheoretical framework is a combination of a socio-cultural perspective on learning, where the theories of communities of practice and symbolic capital are an extension. The health theories presented is a holistic health perspective and healthism. Method: The studies method is of qualitative character where the collection of materials made by two semi-structured focusgroup interviews with five professional personal trainers. The study is based on an abductive approach and the results were analysed and compiled by a conventional qualitative contentanalysis. Results: The result showed that the norms around health is bisectional. The personal trainers talked about gym attendants approach to health as of a pursuit of extreme body ideal. At the same time the personal trainers talked about that their own view of health was comprehensive with an emphasis on wellness. It also emerged that personal trainers are expected to "live as they learn" when the gym attendants have expectations of them to live healthy and have a high physical ability and knowledge about exercise and health. It also emerged that the standards created by various participants in the gym, both personal trainers, club owners and gym attendants. Conclusion: The personal trainers talked about norms concerning health, body ideal and exercise at the gym as a difference between gym participantand personal trainers. Another conclusion is that both personal trainers, gym participants and club owners affects the culture and thus all three actors are creators of norm conditioning informal learning

Abstract A STUDY OF A PROFESSIONAL DEVELOPMENT INITIATIVE TO INCREASE CULTURAL COMPETENCY By Jennifer Crowe Coleman, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: Charol Shakeshaft, Ph.D. Professor, Department of Educational Leadership School of Education While there are broad, societal forces that contribute to achievement gaps, the professional development of teachers is one way educational leaders have sought to improve schools, improve teacher performance, and increase teacher knowledge and skills. Given the achievement and cultural gaps that exist between teachers and students, professional development that targets the development of teacher cultural competence in an effort to reach all students is necessary. The purpose of this study is to describe the implementation of a cultural competency professional development program across 62 schools in a large, suburban school district in central Virginia, comparing and contrasting implementation activities and outcomes over the 2-year period of its implementation with the initial expectations for the professional development initiative. This quantitative, nonexperimental study was carried out in two phases. The purpose of Phase 1 was a content analysis of the professional development plans of each of the district’s schools. Phase 2 consisted of a multiple choice, electronic survey of those who were trainers of the cultural competency professional development initiative in order to examine the implementation of the cultural competency professional development program and the relationship between the intended goal and the actual outcomes of the initiative. The survey was also used to collect demographic data, such as race and years of experience in education, in order to determine what, if any, impact these factors may have had on the implementation of the professional development initiative. Descriptive and inferential statistics were used to generalize the results to the population the sample represents. As this initiative was not designed to provide the training necessary to expect changes in classroom practice, this survey and its analysis focused on the trainers’ perspectives on the implementation of the professional development initiative. The results of this research were offered to frame a discussion around the fidelity of implementation; the factors that affected implementation; the relationship between the intended goals of the initiative and the actual outcomes of the initiative; and suggested next steps for the district as it moved toward a goal of a more culturally proficient workforce.

Diploma thesis "Psychomotricity in swimming education of preschool children" focuses on the use of psychomotor activities when teaching preschool children swimming. The theoretical part describes in detail, all according to available sources, the terms related to psychomotricity, development and swimming of a preschool child. The practical part of thesis focuses on the fact, whether it is beneficial and appropriate to apply psychomotor activities in swimming education. Further it strives to find out how big is the psychomotor awareness of Czech swimming instructors.

Cette thèse s’intéresse à l’activité des formateurs en soins infirmiers utilisant la simulation clinique pleine échelle dans leur dispositif de formation. Ce format, basé sur l’apprentissage expérientiel et la réflexivité sur l’action, est considéré comme innovant et complexe à utiliser. Il requiert notamment une remise en question des pratiques pédagogiques habituelles. Notre contribution cherche à identifier ce qui détermine l’engagement des formateurs dans cette activité, et à comprendre comment et selon quelles logiques celui-ci se manifeste dans les pratiques. La recherche croise les cadres théoriques de la théorie sociocognitive de Bandura (1977) et de la didactique professionnelle (Pastré, 1997, 2002) et utilise des modèles de l’engagement et de l’agir enseignant. Notre étude a une visée descriptive des profils d’engagement dans l’activité et une visée compréhensive de leurs manifestations. Le matériau empirique a été obtenu au moyen d’entretiens semi-directifs, d’observations en situation suivies d’entretiens d’autoconfrontation. Il a été traité selon des méthodes qualitatives et quantitatives. Nos résultats montrent un profil dominant, privilégiant des logiques dialogique et herméneutique, et un second profil, sous-tendu par des logiques personnelle et techniciste, ce qui nous permet de proposer une typologie des profils d’engagement dans l’activité. Les pratiques observées et explicitées montrent l’influence du profil d’engagement sur la posture pédagogique. Nous objectivons une forte tension entre une posture de contrôle et une posture de lâcher-prise, cette dernière étant le révélateur d’une transformation en cours dans les pratiques et dans les croyances. / This thesis in education science focuses on the nurse trainers using full-scale clinical simulation in their training plans. This educational tool, based on experiential apprenticeship and reflexivity on the practice, is considered both innovative and complex to use. It especially requires questioning the customary practices of teaching. The author’s has tried to identify what determines and characterizes the commitment of the trainers in this activity, and to understand how and according to which logics that commitment manifests itself at the heart of their practices. The search crossed the sociocognitive theoretical framework of Bandura (1977) and the vocational didactics (Pastré, 1997, 2002); it also used models of commitment and of teaching practice. This study has a descriptive approach of the commitment profiles in the activity and a comprehensive approach of their demonstrations. The empirical material was obtained from semi-directive interviews, observations in situation followed by self-confrontation interviews. It was handled according to qualitative and quantitative mixed methods. The results highlight a dominant profile, favouring the dialogical and hermeneutic logics, and a second profile, underlined by logics rather personal and technical; hence allowing the author to propose a typology of commitment profiles in the activity. The observed and analysed practices reveal the influence of the commitment profile on the educational perspective. A strong tension between a control position and a “let it go” position was identified, the latter being the sign of a transformation in the implementation of learning beliefs.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2019-02-11T18:14:17Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Thamiris Christine.pdf: 3689663 bytes, checksum: 14899fa9652b879de5e45212212635b1 (MD5) / Made available in DSpace on 2019-02-11T18:14:17Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Thamiris Christine.pdf: 3689663 bytes, checksum: 14899fa9652b879de5e45212212635b1 (MD5) Previous issue date: 2018-11-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa tem como objeto de investigação a identidade do professor formador de professores. Tendo como premissa o fato de que é possível identificar uma cultura comum entre osprofessores formadores, que revela umaprofissionalidade docente e que identidade se constrói e se transmite, a investigação teve como objetivo principal analisar quais características desvelam a configuração identitária de professores formadores de docentes uma universidade estadual do Paraná. O referencial teórico encontra respaldo na perspectiva sociológica da identidade de Dubar, além de fundamentar-se em conceitos relacionados à educação superior brasileira e à docência universitária. Desse modo, é uma pesquisa empírica de abordagem predominantemente qualitativa, com ancoragem em pressuposto da hermenêutica. Os participantes são docentes formadores de professores que lecionam nos cursos de licenciatura da Universidade Estadual de Ponta Grossa, Paraná. A coleta dos dados foi composta por três etapas: 1) questionário via formulário online (N=46); 2) entrevista semiestruturada (N=21), e 3) grupo focal (N=10). Como metodologia de organização, tratamento e análise de dados, contamos com apoio quantitativo a Análise de Clusters(ACl) e também utilizamos a Análise Textual Discursiva (ATD) para organização qualitativa. O processo de clusterização dos dados originados pelo questionário indicou três agrupamentos ou cluster de professores por semelhança de perfil: I - Professores efetivos, II – Professores mistos, e III – Professores colaboradores. A análise dos dados demonstrou que, independentemente das suas trajetórias pessoais, os professores pesquisados evidenciaram características identitárias e expressaram desejos que são comuns entre eles, permitindo-nos afirmar que existe uma cultura comum partilhada entre professores formadores de docentes da UEPGquefoi se delineandono processo desocializaçãoprofissional,confirmando apremissa de que a identidade docente se constrói e se transmite, sendo resultado da interação entre sujeitos, suas experiências pessoais e profissionais. Os resultados indicaram ainda que as características de identidade dos formadores pesquisados relacionam-se intimamente com a vinculação que possuem com a IES e o regime de trabalho, o que também é determinante das atividades (ensino, pesquisa e extensão) que realizam na mesma. Concluímos que há diferenças significativas entre ser professor universitário e ser professor universitário formador de docentes, pois ao formador são exigidos conhecimentos e saberes relacionados ao ensinar a ensinar e experiência escolar, os quais, por sua vez, não são necessários ao docenteuniversitáriodoscursosdebacharelado. / The aim of this research is to investigate teacher trainers´ identity. The premise is that it is possible to identify a common culture among teacher trainers that reveals a teaching professionality and that an identity is built and transmitted. The investigation aimed at analyzing the characteristics that reveal the identitary configuration of teacher trainers in a public university in Paraná. The theoretical framework is based on the sociological perspective of identity proposed by Dubar, in addition to the concepts related to Brazilian higher education and higher education teaching. It is an empirical research that follows a qualitative approach based on the presuppositions of hermeneutics. The participants are teacher trainers that teach at the teaching degree courses at the State University of Ponta Grossa – UEPG. The data collection was carried out in three stages: 1) an online questionnaire (N=46); 2) a semi structured interview (N=21), and 3) a focal group (N= 10). The methodology used to organize, treat and analyze the data included the quantitative support of Clusters Analysis (CA) and Discursive Text Analysis (DTA) for the qualitative organization.The process of clustering thequestionnaire data indicated three groups or cluster of teachers according to profile similarity: I - Permanent teachers, II – Permanent and Temporary Teachers and III – Temporary teachers. The data analysis demonstrated that despite their personal trajectories, the teachers studied show identity characteristics and share common wishes. This allow us to affirm that there is a common culture shared among teacher trainers at the UEPG; a culture that has been developed during the process of professional socialization, confirming the premise that teachers´ identity is built and transmitted as a result of the interaction among teachers, their personal and professional experiences. The results also indicated that the characteristics of teacher trainers´ identity are closely related to the link they have with the Higher Education Institution and their work contract, which is also a determining factor to the activities (teaching, research and outreach projects) they carry out at their institutions. The conclusion is that there are significant differences between being a university professor and a university teacher trainer because teacher trainers should have knowledge related to teaching to teach and school experience, which in turn are not necessary touniversityprofessorsfrom bachelordegrees.