La présente thèse étudie le processus de professionnalisation, pour l’heure inabouti, d’un groupe, les formateurs en travail social, qui n’est pas vraiment parvenu à s’adapter aux mutations de son environnement.Sur la base d’une vaste enquête nationale croisant étude des archives, investigations quantitative et qualitative, nous avons repéré les évolutions du métier, ses atermoiements, les difficultés rencontrées par ces professionnels.Nés dans les années 1920, en parallèle de l’invention du travail social, les formateurs, pour la quasi totalité issus des terrains professionnels, sont devenus rapidement incontournables dans toutes les écoles missionnés pour préparer des hommes et des femmes à exercer, qui le métier d’éducateur, qui celui d’assistantes de service social, etc. Pour autant, l’extension massive et rapide du secteur social a généré l’arrivée, au sein de ces centres de formation, d’acteurs issus d’autres horizons tels que le champ de la formation professionnelle et celui de l’université. Ces nouveaux venus vont interroger les compétences des professionnels déjà dans la place, qui ont construit leur légitimité sur leur expérience, refusant le passage par la qualification et l’obtention d’un titre de formateur. Subissant de plein fouet les logiques de rationalisation managériale et budgétaire, les formateurs ont pu en mesurer les conséquences : évolutions des pratiques professionnelles, dérégulation du cadre d’exercice, identités professionnelles mises à mal. Cependant, l’absence de collectif tangible en capacité de défendre les intérêts de ses membres renforce les stratégies individuelles et les identités liées à son lieu d’emploi. L’étude de ce groupe professionnel en proie même à un processus de déprofessionnalisation s’inscrit dans une dynamique plus globale qui touche les formateurs des métiers de la relation.Le cadre théorique et disciplinaire de cette thèse est principalement celui de la sociologie des groupes professionnels, mais il emprunte aussi à la sociologie des identités et aux sciences de l’éducation et de la formation. / In considering the situation of social work trainers, this thesis studies the process by which a group that has not managed to adapt to changes in its environment has become professionalized. On the basis of a wide-ranging national survey using quantitative and qualitative approaches and involving examination of archive material, we have identified the movements to which these professionals have been subjected. Born during the 1920s, at the time when social work was in its infancy, trainers whose experience was acquired in the field became key figures in training colleges. The speed and scale of the social sector's expansion caused an influx of people with professional qualifications or university degrees. These newcomers began to question the competence of those professionals whose claim to legitimacy was founded in their experience and who refused to go through official qualification channels to obtain trainer status. The trainers suffered the full force of the priority accorded to managerial and budgetary rationalization and its consequences: evolution of professional practice, deregulation of their practice framework, disrepute brought to their professional identity. The absence of any substantial representative body capable of defending its members' interests has reinforced individual strategies and identities defined by the place of work.The study of this professional group and the process of deprofessionalization it is undergoing is relevant to a wider movement affecting trainers in relational professions in general. The theoretical and disciplinary framework of this thesis is principally that of the sociology of professional groups, but reference is also made to the sociology of identity as well as to education and training sciences.

Made available in DSpace on 2016-04-27T16:58:52Z (GMT). No. of bitstreams: 1 Sandra Regina Lima dos Santos Silva.pdf: 490186 bytes, checksum: 059a0c9f24abb3ac7e993a0e02231ce0 (MD5) Previous issue date: 2009-04-23 / Secretaria da Educação do Estado de São Paulo / This study aims to contribute to a reflection on the work of the trainer teacher who works in the courses of Degree in Mathematics. The study was initially justified by the importance of the work of those teachers who have direct involvement with the training of professionals who will work in elementary school, and also because of the small number of academic researches about this issue. When trying to understand the process of building these professional trainers, the study sought to answer the following questions: Who is the trainer teacher of the course of Degree in Mathematics? What are the challenges faced in their teaching as a trainer? What knowledge needed to face these challenges according to the trainer teachers? For this study was used the qualitative approach as a methodological procedure, and the main instruments for data collection used were interviews, observation and analysis of documents. The research subjects were four trainer teachers of a course of Degree in Mathematics from a private school of Greater São Paulo. The research has allowed to outline the profile of those teachers, to understand how they develop their work, to identify their professional knowledge and skills and the conditions under which the teaching is carried out. The theoretical assumptions, which anchored the study, relate to the professionalization of teachers, to the professional development and the knowledge mobilized by the trainers in the course of teaching. In general, the analysis of information obtained allows to say that this group of teachers has been devoted to the continuity of studies and sought a better qualification in order to act in the course of degree. It is a group that, given some features of work and condition, has demanded efforts in relation to the socialization of knowledge needed for teaching. The influences experienced by the old masters during the course of training and performance in basic education have proved of fundamental importance to their professional choices and actions. This research may show that the greatest challenge found in the path of the trainers is the work with the student. In confronting these challenges in their teaching, the trainer teachers mobilize different knowledge, which emerge as they develop their work / O presente estudo pretende contribuir para uma reflexão sobre o trabalho do professor formador que atua nos cursos de Licenciatura em Matemática. O estudo se justifica inicialmente pela importância do trabalho desses professores que têm envolvimento direto com a formação dos profissionais que irão atuar na escola básica, e também, em razão do reduzido número de pesquisas acadêmicas tratando dessa problemática. Ao tentar compreender o processo de construção da profissionalidade desses formadores, o estudo buscou responder às seguintes questões: Quem é o professor formador do curso de Licenciatura em Matemática? Quais os desafios que enfrenta em seu trabalho docente como formador? Quais os saberes necessários para o enfrentamento desses desafios segundo esses professores-formadores? Para este estudo utilizou-se da abordagem qualitativa como procedimento metodológico, e os principais instrumentos de coleta de dados utilizados foram entrevistas, observação e análise de documentos. Os sujeitos da pesquisa foram quatro professores formadores de um curso de licenciatura em Matemática de uma faculdade privada da Grande São Paulo. A pesquisa permitiu delinear o perfil desses professores, compreender como desenvolvem seu trabalho, identificar seus conhecimentos profissionais e saberes e as condições em que exercem a docência. Os pressupostos teóricos, nos quais se ancora o estudo, dizem respeito à profissionalização dos docentes, ao desenvolvimento profissional e aos saberes mobilizados pelos formadores no exercício da docência. De um modo geral, a análise das informações obtidas permite afirmar que este grupo de professores tem se dedicado à continuidade dos estudos e buscado uma melhor qualificação para atuar no curso de licenciatura. É um grupo que, dadas algumas singularidades de trabalho e de condição, tem demandado esforços em relação à socialização dos saberes necessários à docência. As influências sofridas pelos antigos mestres no decorrer da trajetória dos formadores e a atuação na educação básica revelaram-se de fundamental importância para suas escolhas e atuação profissional. Esta pesquisa pode evidenciar que o desafio maior encontrado na trajetória dos formadores é o trabalho com o aluno. No enfrentamento desses desafios presentes em seu trabalho docente, os professores formadores mobilizam diferentes saberes, e estes emergem na medida em que desenvolvem seu trabalho

Made available in DSpace on 2016-04-27T16:59:06Z (GMT). No. of bitstreams: 1 Mirna Yshimine Komatsu.pdf: 497051 bytes, checksum: 3b274cf586fdc69bd1d4110b84e40374 (MD5) Previous issue date: 2010-05-13 / Secretaria da Educação do Estado de São Paulo / The aim of this study was to understand how Trainer Teachers of a Degree in Mathematics, researchers in Mathematics Education link the research in their teaching practice. To achieve our aim we have proposed two questions, which guided this work: How the Trainer Teachers recognize/value the research in their teaching practice? What are the facilities and the difficulties found of Trainers Teachers in promoting to development research in its students, future teachers? We conducted interviews with trainer teachers of an Institution of Metropolitan area of São Paulo, which offers the Degree in Mathematics, and observed for two consecutive years in the event Jornada de Educação Matemática, sponsored by the institution. To understand the research in basic training, first discussed the concept of training and types of training, then present the concept of the reflective teacher, researcher teacher and the movements regarding to teachers research. In our analysis we found that trainer teachers recognize/value the research on the motivations that sent it to the master, with the knowledge and their ideas about the types of research that help the practice of the classroom. Also found facilities and difficulties in providing incentives for research, especially at work to guide the conclusion of course, Jornada de Educação Matemática and the disciplines of the course / O objetivo deste trabalho foi o de entender como Professores Formadores de um curso de Licenciatura em Matemática, pesquisadores da área de Educação Matemática vinculam a pesquisa em sua prática docente. Para alcançar o nosso objetivo propusemos duas perguntas, as quais nortearam este trabalho: Como os Professores Formadores reconhecem/valorizam a pesquisa em sua prática docente? Quais são as facilidades e as dificuldades encontradas por Professores Formadores de um curso em Licenciatura em Matemática para favorecer o desenvolvimento de pesquisa em seus alunos, futuros professores? Realizamos entrevistas com professores formadores de uma instituição da Grande São Paulo, a qual oferece o curso de Licenciatura em Matemática, e observamos por dois anos consecutivos o evento Jornada da Educação Matemática, promovido pela instituição. A fim de compreendermos a pesquisa na formação inicial, primeiramente discutimos o conceito de Formação e os tipos de formação, em seguida apresentamos o conceito do professor reflexivo, professor pesquisador e os movimentos sobre pesquisa do professor. Em nossas análises percebemos que os professores formadores reconhecem/valorizam a pesquisa nas motivações que os encaminharam ao mestrado, com os conhecimentos adquiridos e em suas concepções sobre os tipos de pesquisa que ajudam a prática de sala de aula. Também constatamos facilidades e dificuldades no incentivo à pesquisa, principalmente no trabalho de orientação do Trabalho de Conclusão de Curso, na Jornada da Educação Matemática e nas disciplinas do curso

Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

<p>Försvarsmakten får fler och svårare uppgifter att lösa i framtiden. Internationella insatser blir en allt större del av Försvarsmaktens verksamhet. Konflikterna i insatsområdena är komplexa och kräver att Försvarsmakten har välutbildade officerare och soldater. Samtidigt strävar Försvarsmakten efter att ha förband redo att sättas in och genomföra insats på kort varsel. Detta har medfört att Försvarsmakten i framtiden kommer rekrytera soldater på frivillig grund och det innebär att värnplikten avskaffas. De blir en del av ett stående förband, där motivationen att lösa uppgift är hög. För att kunna rekrytera soldater till förbanden krävs att utbildningen som bedrivs har en hög kvalité, är utvecklande och utmanande för soldaten. Ovan presenterade förutsättningar bidrar till, enligt min mening, att kraven på den som utbildar rimligtvis borde förändras. Syftet, med uppsatsen, är att undersöka vilka krav det, i framtiden,kommer ställas på utbildaren som skall utbilda kontraktsanställda soldater? Undersökningen grundar sig i officerares syn på de nuvarande och framtida kraven på utbildaren. Resultatet av undersökningen visar att kraven på stridsutbildning, i allt väsenligt, kommer se likadant ut. Där kravet på personlig färdighet blir allt viktigare. Däremot kommer krav kopplat till ledarskap och förhållningssätt ändras jämfört med tidigare. Bland annat tror officerare att skapa förtroende och vara ett föredöme i utbildningen är viktigt, för att motivera soldaterna till att utvecklas.</p> / <p>The Swedish Armed Forces gets more task and more difficult problems to solve in the future. International efforts are becoming an increasingly larger part of The Armed Forces activities. The conflicts in the areas of action are complex and require that the Armed Forces have well trained officers and soldiers. At the same time The Armed Forces strive to have units ready to deploy and implement an effort on short notice. This has led to The Armed Forces in the future will recruit soldiers on a voluntary basis and that the compulsory military service will be abolished. The soldiers become part of a standing unit, where the motivation to solve the task is high. In order to recruit soldiers for the troops required that the training will have a high quality, is evolving and challenging for the soldier. The above-presented conditions contribute to, in my opinion that the requirements of the person who educate and train ought to change. The purpose of this paper is to investigate what the requirements, in the future, will be on the trainer to train contracted soldiers? The study is based on officer’s view of the current and future requirements for the trainer. The results of the survey show that the requirements for the combat training, in all inextricably, will be the same. Where the requirement of personal skills are important. However, the requirements related to leadership and attitude will change compared to earlier. Among other things, officers believe that building confidence and be a model of education is important, to motivate the soldiers to be developed.</p>

Försvarsmakten får fler och svårare uppgifter att lösa i framtiden. Internationella insatser blir en allt större del av Försvarsmaktens verksamhet. Konflikterna i insatsområdena är komplexa och kräver att Försvarsmakten har välutbildade officerare och soldater. Samtidigt strävar Försvarsmakten efter att ha förband redo att sättas in och genomföra insats på kort varsel. Detta har medfört att Försvarsmakten i framtiden kommer rekrytera soldater på frivillig grund och det innebär att värnplikten avskaffas. De blir en del av ett stående förband, där motivationen att lösa uppgift är hög. För att kunna rekrytera soldater till förbanden krävs att utbildningen som bedrivs har en hög kvalité, är utvecklande och utmanande för soldaten. Ovan presenterade förutsättningar bidrar till, enligt min mening, att kraven på den som utbildar rimligtvis borde förändras. Syftet, med uppsatsen, är att undersöka vilka krav det, i framtiden,kommer ställas på utbildaren som skall utbilda kontraktsanställda soldater? Undersökningen grundar sig i officerares syn på de nuvarande och framtida kraven på utbildaren. Resultatet av undersökningen visar att kraven på stridsutbildning, i allt väsenligt, kommer se likadant ut. Där kravet på personlig färdighet blir allt viktigare. Däremot kommer krav kopplat till ledarskap och förhållningssätt ändras jämfört med tidigare. Bland annat tror officerare att skapa förtroende och vara ett föredöme i utbildningen är viktigt, för att motivera soldaterna till att utvecklas. / The Swedish Armed Forces gets more task and more difficult problems to solve in the future. International efforts are becoming an increasingly larger part of The Armed Forces activities. The conflicts in the areas of action are complex and require that the Armed Forces have well trained officers and soldiers. At the same time The Armed Forces strive to have units ready to deploy and implement an effort on short notice. This has led to The Armed Forces in the future will recruit soldiers on a voluntary basis and that the compulsory military service will be abolished. The soldiers become part of a standing unit, where the motivation to solve the task is high. In order to recruit soldiers for the troops required that the training will have a high quality, is evolving and challenging for the soldier. The above-presented conditions contribute to, in my opinion that the requirements of the person who educate and train ought to change. The purpose of this paper is to investigate what the requirements, in the future, will be on the trainer to train contracted soldiers? The study is based on officer’s view of the current and future requirements for the trainer. The results of the survey show that the requirements for the combat training, in all inextricably, will be the same. Where the requirement of personal skills are important. However, the requirements related to leadership and attitude will change compared to earlier. Among other things, officers believe that building confidence and be a model of education is important, to motivate the soldiers to be developed.

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

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Made available in DSpace on 2016-06-02T19:39:32Z (GMT). No. of bitstreams: 1 5044.pdf: 1382379 bytes, checksum: 16170b952d4fd3ef68ccb6e482a4c37c (MD5) Previous issue date: 2013-02-22 / This research investigated the learning faculty of experienced teachers who act as "guardians-rulers" in a "supervised" program developed by the Faculty of Education in UFSCar, in the distance, considering the perspectives of these professionals. Specifically, we would like to to understand the changes in the knowledge base for teaching teachers of educational supervisors to act as placement of student teachers, tutors-regents from their participation program. The literature that supports the study is based on studies of Mizukami (2002, 2004, 2006) and Shulman (1986, 1987, 2005) (knowledge base), Garcia (1999, 2002), Vaillant (2003, 2004), Reali (1995, 2009) (teacher trainer), Pepper and Lima (2002, 2006, 2008) (supervised) and the Distance education as a tool for training of trainers based on Rinaldi (2009), Reali (2009) among others who understand the teacher education as a field to be explored and improved constantly. Through a qualitative study a descriptive-analytical revealed the importance of specific training of teachers to act as supervisors stages of future teachers, or "teacher trainers", and the urgency to score elements that make up the base knowledge for teaching trainer. / Esta pesquisa investigou as aprendizagens docentes de professores experientes que atuam como tutores-regentes no programa de estágio supervisionado desenvolvido pelo curso de Pedagogia da UFSCar, na modalidade a distância, considerando a perspectiva desses profissionais. Especificamente, procurou-se compreender as modificações na base de conhecimento para o ensino dos professores das redes de ensino ao atuarem como supervisores de estágios de futuros professores, os tutores-regentes, a partir de sua participação programa. A literatura que dá sustentação ao estudo é baseada em estudos de Mizukami (2002, 2004, 2006) e Shulman (1986, 1987, 2005) (base do conhecimento), Garcia (1999, 2002), Vaillant (2003, 2004), Reali (1995, 2009) (formador de professores) Pimenta e Lima (2002, 2006,2008) (estágio supervisionado) e sobre a educação a Distância como ferramenta de formação de professores, baseada em Rinaldi (2009), Reali (2009) dentre outros que entendem a formação de professores como um campo a ser explorado e melhorado incessantemente. Por meio de um estudo qualitativo de natureza descritivo-analítico, evidenciou-se a importância da formação específica dos professores para atuar como supervisores de estágios de futuros professores, ou seja, formadores de professores , e a urgência em se pontuar elementos que compõem a base de conhecimento para o ensino do formador.