Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-30T12:50:26Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 15h29 revisão pdf nova versão.pdf: 1749676 bytes, checksum: 5a4a4fc09b145e91f8a32462ce504e8d (MD5) / Made available in DSpace on 2016-06-30T12:50:26Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) 15h29 revisão pdf nova versão.pdf: 1749676 bytes, checksum: 5a4a4fc09b145e91f8a32462ce504e8d (MD5) Previous issue date: 2015-10-29 / CAPEs / O presente estudo teve por finalidade analisar representações sociais da reforma curricular do curso de Letras da Universidade Federal de Pernambuco por parte de professores que participaram da reestruturação da licenciatura em língua portuguesa e/ou atuam nesse curso de graduação. Para isso, utilizamos como principal referência teórica e metodológica a Teoria das Representações Sociais, na proposição original de Moscovici (1976; 2007) e Jodelet (2001). A partir desses autores, consideramos as representações sociais como teorias do senso comum que se constituem no seio das relações das quais participam sujeitos e instituições. Sacristán (2000) também foi um autor amplamente utilizado nas discussões e análise dos dados. Com base nesse autor, compreendemos o currículo como uma construção cultural, por isso o mesmo pode ser submetido a mudanças em sua estrutura, que são designadas como reforma ou reelaborações curriculares. A partir do campo teórico das representações sociais e do currículo, problematizamos os resultados da investigação. Participaram da pesquisa 09 professores universitários do Departamento de Letras da referida instituição, sendo 02 professores do setor de ensino de Literatura, 01 de Latim, 01 de Língua Portuguesa, 01 de Linguística e 01 que atua nas áreas de Latim e Língua Portuguesa; também entrevistamos 03 professores que participaram da Comissão para Reforma, sendo: 01 coordenadora do curso de Letras à época da reforma integral; 01 ex-coordenador da Comissão da Reforma e 01 professor membro da mesma comissão. Para coletar os dados, utilizamos a entrevista semiestruturada e a análise documental. A Análise de Conteúdo (BARDIN, 1977) guiou a interpretação dos dados. Os resultados revelaram que a reforma do curso de Letras foi objetivada como um processo em que se fizeram mudanças notadamente na disposição dos conteúdos disciplinares e na sua carga horária. Para os professores, a reforma está ancorada no privilégio dado à formação pedagógica em detrimento da formação específica. Também constatamos uma imagem dicotomizada da formação pedagógica e da formação específica, sendo esta última encarregada de prover o domínio dos conteúdos de ensino, enquanto que a primeira seria responsável por desenvolver métodos e técnicas de ensino. Ademais, os resultados demonstraram a presença de uma relação de confronto e de separação entre o Departamento de Letras e os departamentos do Centro de Educação, espaços responsáveis pela formação do egresso de Letras-Português. Os professores, em sua maioria, revelaram ter mudado pouco ou mesmo não ter alterado a sua prática de ensino a partir do currículo reformulado. Portanto, mesmo as Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica, em nível superior, curso de licenciatura, de graduação plena (DCN) tendo impactos na sistematização e na composição da carga horária dos componentes curriculares, em termos de processo de ensino e de aprendizagem não se verificaram mudanças expressivas. / A curricular reform of Universidade Federal de Pernambuco's Letras (Language Arts) Teacher License's undergraduate courses was implemented in 2010. A panel of Language Arts professors were in charge of restructuring the aforementioned courses. This study aims to analyze the perspectives on social representations, resulting from the aforementioned undergraduate course. This study is based on Serge Moscovici's and Jodelet's Social Representation Theories. By means of the aforementioned authors' perspectives, we conceive Social Representations as a product of common sense resulted from relationships between societies and institutions. We have also used Sacristán's contributions in discussions and data analysis, and by means of whose publications we perceive curricula as a cultural construct which can be changed by not only curricular reforms but also curricular restructuration. Hence, nine professors of UFPE‟s Language Arts Department had agreed to be featured in this research, two of which are Literature professors, one professor of Latin language, one professor of Portuguese language, one professor of Linguistics, in addition to one professor who teaches both Latin and Portuguese languages. We have also interviewed three professors who were members of the Commission in charge of the curricular reform. One of them is a former coordinator of UFPE‟s Language Arts curricular reform. In order to understand social representations, we used semi structured interview method and document analysis. Data interpretation was based on Bardin‟s Content Analysis. According to each of the interviewees, UFPE‟s Language Arts curricular reform was a process in which changes were made content-wise and also credit hours-wise. For the professors, the reform was anchored on the importance of undergraduates‟ pedagogical formation in detriment of specific formation. It was also discovered that exists polarity between the pedagogical formation and the specific formation. The latter being in charge of providing students with mastering contents to teach, and the former being responsible for developing both teaching methods and techniques. Furthermore, results revealed that the existence of a relation of conflict and separation of UFPE‟s Language Arts Department and Center of Education‟s departments, both of which were responsible for the graduating students who majored in Portuguese. The majority of professors revealed having minor or few changes in regards to their teaching procedures. Therefore, despite Brazil‟s National Curricular Guidelines impact on the systematization and composition of the credit hours required in undergraduate courses, effective changes in both teaching and learning processes at the undergraduate level have not been initiated.

Personlig tränare är ett yrke som vuxit fram i Sverige de senaste 20 åren. Yrket har byggt på personliga möten i gymmet men har under de senaste åren blivit alltmer digitaliserat. Covid-19 pandemin gjorde att många personliga tränare arbetsplatser blev påverkade av restriktioner som gjorde att människor valt att inte gå till gym eller där människor samlas. Syftet med studien är att undersöka hur personliga tränare har upplevt sitt arbete under Covid-19 pandemin 2019–2022 och vad de menar är framtiden för yrket. I studien har sex personliga tränare från olika delar av branschen intervjuats. Informanterna med stor erfarenhet berättade att det blev en skillnad i tillströmning av nya klienter i början av pandemin. De informanterna med mindre erfarenhet märkte inte av pandemin på samma sätt. Från att yrket handlat om att klienterna ska träna säkert ur en skadesynpunkt blev det allt viktigare att informera om hygienrutinerna och säkerställa att träningen blev säker för klienterna ur ett smittskyddsperspektiv. Trots de förändringar som skedde under pandemin ser informanterna ljust på yrkets framtid och de menar att det personliga mötet kommer ha svårt att konkurreras ut av alternativ som vuxit fram under pandemin. / Personal training is a profession that has emerged in Sweden over the past 20 years. The personal trainer profession has been built on personal meetings in the gym but has become increasingly digitized in recent years. The Covid-19 pandemic meant that many workplaces were affected by restrictions that made people choose not to go to the gym or where people gather. The purpose of the study is to investigate how personal trainers have experienced their work during the Covid-19 pandemic 2019-2022 and what they believe about the future of the profession. In the study, six personal trainers from different parts of the industry have been interviewed. Informants with extensive experience told that there was a difference in the influx of new customers in the beginning of the pandemic. The informants with less experience did not notice the pandemic in the same way. From the profession being about the clients training safely from an injury perspective, it became increasingly important to inform about the hygiene routines and ensure that the training became safe for the clients from an infection control perspective. Despite the changes that took place during the pandemic, the informants look positively on the profession's future and believe that the personal meeting will be difficult to compete with alternatives that have emerged during the pandemic.

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This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)

Dissertation submitted in partial compliance with the requirements for the Masters’ Degree in Technology: Chiropractic, Durban University of Technology, 2013. / Background : Core strengthening may improve athletic ability by providing stability to the trunk, and as a result, stabilising the pelvis. The leverage from which cyclists generate power may be enhanced as a result of a stable pelvis, thereby improving the cyclist’s performance. In the popular, highly competitive sport of cycling, performance enhancement is much sought after. Despite its widespread use, research involving core strengthening in sporting situations is lacking, with studies investigating the effect of a core strengthening programme on cycling performance yet to be investigated. Objectives : To determine the participants’ cycling speed, power, cadence and completion time, and core strength in terms of objective findings, pre- and post- core strengthening intervention, in the whole sample and within the two age strata. To determine the participants’ heart rate in terms of objective findings, and the rate of perceived exertion in terms of subjective findings, pre- and post- core strengthening intervention, in the whole sample and within the two age strata. To determine the participants’ perception of change in speed, power and cadence post- intervention, in the whole sample and within the two age strata. Method : Forty-two asymptomatic cyclists performed two 1.5 km time trials, pre- and post- core strengthening intervention. Core strength assessments were performed pre- and post- intervention, using the Pressure Biofeedback Unit, and the maximum and average speed (km/hr), power (w) and cadence (rpm), and completion time (s) were recorded pre- and post- intervention, using the Computerised Electromagnetic Roller resistance Ergometer (Tacx Trainer). Heart rate and rate of perceived exertion (RPE) were recorded pre- and post- intervention, as well as the participant’s perception of change in speed, power, and cadence post- intervention. SPSS version 20 (SPSS Inc) was used to analyse the data, in the whole sample and stratified into two age strata. Results : ll cycling performance indicators, speed, power, cadence and completion time showed a significant improvement post- intervention, in the whole sample, and within the two age strata. Core strength indicators showed a significant improvement post- intervention, in the whole sample and within the two age strata. A significant decrease in rate of perceived exertion and corresponding heart rate measurements post- intervention was observed in the whole sample. Similarly, the younger age strata reflected a significant decrease in rate of perceived exertion, however heart rate measurements were not significant. In contrast, the older age strata showed significant changes in heart rate measurements, with no significance in rate of perceived exertion measurements. The majority of participants experienced an increased perception in all outcomes post- intervention. Conclusions: The results of this study found that core strengthening had a statistically significant effect (p < 0.001) on cycling performance, both in terms of objective and subjective findings. Future studies could address the effect of core strengthening in an endurance setting.

Beginning as young as five or six years of age, children participate in organised sports and there are an estimated 25-35 million children under the age of eighteen who participate in organised youth sports. Whether success records, statistics, motivational factors or personal reasons are the motivators behind participation in sports, athletes are often studied by the population. Despite a large contingency of children who participate in sports, professional or adult athletes’ thoughts and motivations are often studied. However, one thing is known: The reason children play sports is because they have fun. This study explored the viewpoints of teachers/trainers from Schools in Paarl region from a qualitative perspective on why children choose to participate in sports. The participants were selected via non-probability sampling method with the utilisation of purposive sampling techniques. Data were collected with semi structured interviews with teachers/trainers at Paarl schools. Data were analysed according to Tesch’s (in Creswell, 2009:186) framework for the analysing of qualitative data and data were verified according to Guba’s (in Krefting, 1991:214-222) framework for data verification of qualitative data. The verified data were described in specific teams and sub-themes as well as supplemented by literature control. The researcher concludes this study by drawing certain conclusions and recommendations from the research findings / Practical Theology / M.A. (Daiconiology)

Title: Analysis of selected moving skills of girls in Prague volleyball preparation Objectives: The aim of this work is based on repeated testing to analyze the level of selected moving skills of girls in Prague volleyball preparation. Methods: There was carried out two outdoor measurements of six moving skills of girls in Prague volleyball preparation. The results were summarized in tables and graphs and compared with each other using the average method. Results: It was found, that the optimal composition of volleyball preparation are girls aged 6- 9 years. This age range is identical to the sensitive period, that is most suitable for the development of moving skills and abilities. Key words: volleyball, moving ability, moving skills, children of younger school age, sports training, trainer, versatile physical training, motor tests

Made available in DSpace on 2016-04-27T16:32:52Z (GMT). No. of bitstreams: 1 Ana Carolina Colacioppo Rodrigues.pdf: 2660812 bytes, checksum: a103d5a3c962d673938d9c1be87b4070 (MD5) Previous issue date: 2014-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work deals with the initial training of teachers to work with the early years of schooling, with the focus on Didactic teaching, in the Pedagogy course, in the context in which their curriculum were reorganized in compliance to the publication of the National Curriculum Guidelines. Examines mechanisms that comprise pedagogical practices developed at work with the discipline to establish relationships between instructional microcontexts observed of teacher training in pedagogy courses and professional knowledge to work with the kindergarten and the early elementary school. Questions the curricular organization of discipline, cares about what is conveyed in the Didactic lessons and as the contents are covered in the instructional context. For the characterization and analysis of the pedagogical practices, the research worked with the concepts of the theory of Basil Bernstein's code, classification and framing, subsidizing the understanding of training that has been offered to undergraduates through the analysis of the relations established in speeches regarding interdisciplinarity, intradisciplinarity and relations between academic and non-academic knowledge; and the control exercised in the instructional context in the work with teaching with regard to the selection, sequence, timing and evaluation criteria. Data collection occurred through the observation of Didactic lessons of a course in Pedagogy of a University in the city of São Paulo, and interviews with teachers of other universities. Also included the analysis of documents that guided the past and guide the training today on the course and in the discipline in question. The relations of power and control behind the pedagogical practices observed and analyzed limited the formation of professional consciousness of the future teacher and in this context highlighted the mechanisms of precariousness of the training that is being offered, generating alternatives to the establishment of other possibilities to form the dynamics of teaching in the area / Este trabalho trata da formação inicial do docente para o trabalho com os anos iniciais da escolarização, com o foco no ensino da Didática, no curso de Pedagogia, no contexto em que seus currículos foram reorganizados em atendimento à publicação das Diretrizes Curriculares Nacionais. Analisa mecanismos subjacentes às práticas pedagógicas desenvolvidas no trabalho com a disciplina visando estabelecer relações entre os microcontextos instrucionais observados de formação docente no curso de Pedagogia e o conhecimento profissional para o trabalho com a educação infantil e os anos iniciais do ensino fundamental. Questiona a organização curricular da disciplina, se preocupa com o que é veiculado nas aulas de Didática e como os conteúdos são abordados no contexto instrucional. Para a caracterização e a análise das práticas pedagógicas, a pesquisa trabalhou com os conceitos da teoria de Basil Bernstein de código, classificação e enquadramento, subsidiando o entendimento da formação que vem sendo oferecida aos graduandos por meio da análise das relações estabelecidas nos discursos no que tange à interdisciplinaridade, intradisciplinaridade e às relações entre conhecimento acadêmico e não acadêmico; e do controle exercido no contexto instrucional no trabalho com o ensino no que se refere à seleção, sequência, ritmo e critérios de avaliação. A coleta de dados ocorreu por meio da observação de aulas de Didática de um curso de Pedagogia de uma universidade, na cidade de São Paulo, e de entrevistas com professores da disciplina de outras instituições universitárias. Também contou com a análise de documentos que nortearam anteriormente e balizam hoje a formação no curso e na disciplina em questão. As relações de poder e controle subjacentes às práticas pedagógicas observadas e analisadas limitaram a formação da consciência profissional do futuro professor e nesse contexto evidenciaram os mecanismos constituintes da precarização da formação que vem sendo oferecida, gerando pistas ao estabelecimento de outras possibilidades a constituírem as dinâmicas de ensino na área

Made available in DSpace on 2016-04-27T16:58:55Z (GMT). No. of bitstreams: 1 Valdina Goncalves da Costa.pdf: 1138439 bytes, checksum: 9e0fbcd341d25fbeca36ca90d5b4a019 (MD5) Previous issue date: 2009-06-25 / This research fits into the field that discusses teacher training in higher education, and in a special way, the work of the professor in teacher training courses. In this context, this study was guided by the following question: How do the professors of the Teacher Training Courses in Mathematics set themselves up as teacher trainers, and what are the specificities of their work? The aims of the study were: catalogue the professors in the Teacher Training Courses in Mathematics in the state of Minas Gerais, understand the work of the teacher training professor and identify the specificities that have been significant in this work. The theoretical support was found in Bourdoncle, Roldão, Altet, Dubar, Sacristán, Contreras, Paquay, Ludke and Boing when talking about the profession and the teaching act itself; in Nóvoa, Lang, Fanfani, Lamy, Jobert and Altet when discussing professionalization; and in Fanfani, Arroyo, Mancebo, Ludke and Boing when discussing about work and teaching conditions. The research field is formed by the Teacher Training Courses in Mathematics in the state of Minas Gerais, and the participants are the teacher training professors who work in them. The research happened in two phases. At the beginning of the data collection phase, the teacher training professors received a questionnaire which identified their profile and characteristics of their work. Later, interviews were carried out with seventeen teacher training professors from eight private and public institutions, aiming at understanding and identifying the specificities of their work. The teacher training professors statements were analysed concerning their personal and professional development in relation to the work in the higher education institution in which they are staff members. The research showed that the process of setting themselves up as teacher developers is dynamic and made up of different moments through which they pass along their personal and processionals walk. The results also showed that various factors, motivated by neo-liberal politics, have affected work, and the teaching condition of the subjects who were interviewed, and point to their intensification, fragmentation, isolation and control, with the illusion of a false autonomy and freedom of work. Theoretically, this thesis aims at opening up new discussions about the teaching act itself of teacher training professors in our days / Esta pesquisa se insere na problemática que discute a formação de professores no ensino superior e, em especial, o trabalho do professor formador nos cursos de licenciatura. Nesse contexto, este estudo foi orientado pela questão: Como os professores dos cursos de Licenciatura em Matemática se constituem como formadores de professores e quais as especificidades do seu trabalho? O estudo teve como objetivos: fazer um mapeamento dos professores formadores dos cursos de Licenciatura em Matemática do estado de Minas Gerais, compreender o trabalho do professor formador e identificar as especificidades que têm marcado esse trabalho. Os referenciais teóricos foram buscados em Bourdoncle, Roldão, Altet, Dubar, Sacristán, Contreras, Paquay, Ludke e Boing para discutir a profissão e a profissionalidade docente; em Nóvoa, Lang, Fanfani, Lamy, Jobert e Altet para discutir a profissionalização; e em Fanfani, Arroyo, Mancebo, Ludke e Boing para discutir o trabalho e a condição docente. O campo de pesquisa são os cursos de Licenciatura em Matemática do estado de Minas Gerais, tendo como participantes os professores formadores que neles atuam. A pesquisa desenvolveu-se em duas fases. Num primeiro momento da coleta de dados, foi aplicado um questionário que identificou o perfil dos professores formadores e características de seu trabalho. Posteriormente, foram realizadas entrevistas com dezessete professores formadores de oito instituições, públicas e privadas, com a intenção de compreender e identificar as especificidades do seu trabalho. Foram analisadas as narrativas dos professores formadores em relação à trajetória pessoal e profissional e em relação ao trabalho na instituição de ensino superior em que atuam. A pesquisa revelou que o processo de constituição desses professores, como formadores, é dinâmico e composto por diferentes momentos, pelos quais os sujeitos vão passando ao longo de sua trajetória pessoal e profissional. Os resultados também mostraram que vários fatores, impulsionados pelas políticas neoliberais, têm afetado o trabalho e a condição docente dos entrevistados e apontam para sua intensificação, fragmentação, isolamento e controle, com a ilusão de uma falsa autonomia e liberdade de trabalho. Teoricamente, esta tese busca trazer novas discussões acerca da profissionalidade docente dos professores formadores nos dias atuais

This thesis examines the effects of de-industrialisation on the lives of adult learners attending adult education programmes in the former coal mining and steel working communities of County Durham. It presents the outcomes of a qualitative study of life history stories which are 'person centred'. Focusing on the subjective experiences of learners, both past and present, was an appropriate way in which the learner voice could be heard as well as helping to understand their experiences and views on the effects that de- industrialisation has had on their lives, and if lifelong learning was improving their life chances. The importance of social class and gender in configuring and understanding adult learner experiences are critical factors whilst, at the same time, the collective resources of these working class communities have been systematically undermined. Furthermore, the provision of publically funded adult education has declined dramatically since the 1980s. Through the prism of learners' lives the study explores experiences of employability skills programmes and community adult education programmes on shaping the position, disposition and identity of learners who have experienced a major trauma to their communities, their families and themselves. Ontological insecurity, a product of de-industrialisation, has a critical impact on the lives of these adults. The thesis adopts Hirschman's (1970) framework of 'Exit, Loyalty and Voice', originally used to frame the responses of workers confronting the possibility of job losses in a firm, as a way of understanding the reactions of adult learners to the impact of de-industrialisation on communities. In Hirschman's framework the relationship between exit, loyalty and voice followed a distinctive pattern. Loyalty, for example, was the opposite of voice, as people in a firm stayed silent in order to be saved from job loss. In this study, loyalty to the community has enabled individuals to benefit from support and community provision, which has given them a lifeline for survival and a step on the way to finding a voice. Exit, in the original framework, involved proactive workers getting 'ahead of the curve' by finding alternative employment before others. In this study, employability skills training - as a resource for exit - does not deliver. Instead, it systematically demoralises individuals and undermines their capacity to act. It involves churning learners between welfare and more training programmes and, where and when available, into short-term work. The overall impact has resulted in the social exclusion of these learners from the labour market and from the community - the opposite of agency. It is argued that this is a paradox given that social and economic inclusion was an aim of lifelong learning policies. The thesis challenges the claim of neoliberal ideology that purports to promote the freedom of individuals to determine their own fate. Those attending employability skills programmes are expected to find solutions to structural problems, and are subjected to coercive methods through psychological interventions that are expected to bring about attitudinal behaviour changes to achieve employability. It is argued that this is a paradox given deficient labour market conditions which are beyond the control of the learner. Attention is given to public sector community adult education that once offered liberating models of adult education, but have now been subjected to the logic of neoliberal governmentality. This is creating new 'subjectivities' for educators, who are being coerced to deliver learning for the economy rather than social purpose education. What has emerged is a new role of the employability trainer.