Thesis (Ph.D.)--Indiana University, School of Education, 2009. / Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4643. Adviser: David J. Flinders.

Thesis (Ph.D.)--Indiana University, Dept. of Education, 2006. / Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2923. Adviser: Jerome C. Harste.

My diploma thesis is focused on the system of human resources management, in particular area of employee education at The Regional Council of the South-West Cohesion Region. The practical part preliminary describes the profile of the Council. There is presented analysis and description of the system of employee education of the Council. At the end of the thesis, there is the evaluation of this system and proposal for improvement.

The aim of the Diploma thesis was an analysis of the current teaching possibilities for kindergarten teachers and its related contribution for teaching profession. The thesis is divided into two parts, theoretical and practical. Theoretical part is further divided into several sections that reflect terminology, legislation, forms of teachers' education, historical perspective on changes in teachers' education in the Czech Republic as well as a brief introduction to situations in abroad. The empirical part is established by structural dialogues among experts in pedagogical field and questionnaires filled out by teachers and parents whose children attend pre-school facilities. Conclusion of this thesis reflects current teaching possibilities and evaluates their contribution to the pedagogical public. Key Words Kindergarten, teacher training, education offer, qualification.

Crisis intervention is a responsibility of school counselors. Specific training in crisis intervention skills is recommended for performing adequately in crisis situations, however, no generally accepted standards exist for training school counselors in crisis intervention. This exploratory study was conducted entirely online. Participants in the study were recruited via email and listservs and accessed a website to complete a survey. State certified school counselors (n=517) from across the United States (response rate 47%) participated. The following research questions were investigated: (1) Do these school counselors have training in situational crisis intervention skills? (2) What is the format and source of this training? (3) What situational crises have these counselors faced in their work? (4) Do these counselors feel adequately prepared for crisis situations? (5) Do these counselors differ in their preparedness according to demographic variables? (6) What additional training regarding crisis intervention do these counselors believe they need? Results indicate the majority of participants have had training in crisis intervention. Significant differences in level of training were found based on years of experience, age group, and ethnic group. The most frequently cited training topics previously received by respondents are stages of grief, suicide prevention and intervention, and assessment and referral. The most frequently encountered crisis situations are suicide ideation, child physical abuse, child sexual abuse, and suicide gesture. The average percentage of time spent by respondents on crisis intervention is 17%. Over 50% of respondents report being adequately prepared as the result of training for crises related to suicide, violence, accidents, and alcohol/drugs. Forty-six percent report being adequately prepared for crises involving disaster. For each of the five categories of crisis (suicide, violence, accidents, alcohol/drugs, disaster), respondents with 1-5 years of experience report lower perceptions of preparedness as the result of training than the other groups. Elementary counselors report lower levels of preparedness for suicide and alcohol/drug related crises. High school counselors report lower levels of preparedness for disaster. Eighty-nine percent of respondents wish to have additional training in crisis intervention. The most desired training topics are responding to violence, psychological first aid, crisis simulations, Critical Incident Stress Debriefing, and legal/ethical issues in crisis intervention. / Ph. D.

Title: Issues of successful transition of football players from youth categories to seniors category Objectives: The primary aim of this thesis is to bring new looks at the issuess of football maturation and to describe the important factors of psychological development and the important social factors that usually affect the success of the football career, especially during the period of transition to seniors category. Methods: Our basic method was the retrospective analysis of professional career of current football players. According to the questionnaire research, we found some wanted factors related to the discussed period, which have positive effects on the football career. Results: This thesis shows some significant factors, which have positive effects on successful transition of players from youth categories to seniors category. The results of our research, as well as the findings and advices should be helpful for everyone, who participates in upbringing, training and sports career of adolescent football players. Keywords: psychological development, education, social environment, adolescence, talent, training, performance, success

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-11-06T20:35:52Z No. of bitstreams: 1 IBRAHIM MARTINS ALVES.pdf: 1528851 bytes, checksum: fd46421b1d5f1b45dfb040516e13cab5 (MD5) / Made available in DSpace on 2018-11-06T20:35:52Z (GMT). No. of bitstreams: 1 IBRAHIM MARTINS ALVES.pdf: 1528851 bytes, checksum: fd46421b1d5f1b45dfb040516e13cab5 (MD5) Previous issue date: 2018-08-28 / This dissertation is associated with the research line "State, Educational Policies and Institutions", from the Post-Graduation Program in Education of the Pontifical Catholic University of Goiás, and with the Research Group "Educational Policies and School Management". The research problem was the training of teachers for the deaf in an educational institution with the state of Goiás. The research aims, mainly, at investigating the dichotomy established between the Country and the state of Goiás public policies and at analyzing teacher training in the institutional context of a special school in this same federative unit. The specific objectives are the evaluation of the institution documents, the analysis of teachers’ educational profile, the investigation of these teachers’ mechanisms of inclusion in the education of the deaf, the work environment and these teachers’ level of satisfaction with the education of the deaf individuals. The investigative construction was based on a bibliographical study, having Borges (2013), Brzezinski (1987), and Mazzotta (2011) as reference among others of equal relevance. The research consisted of a qualitative case study which made use of instruments such as semi-structured interviews and questionnaires addressed to the teachers of the researched educational institution. The methodological course was supported by several authors who approach the theme, such as André (2013), Chizzotti (2014), and Galvão (2010). Data subsequent analysis indicated that, although considerable changes have occurred in the last decades, mainly after Law No. 10,436, of April 24, 2002, and Decree No. 5,626, dated December 22, 2005, there is still much to be done so that teacher training truly follows the established legal precepts. In the final considerations, we discuss the need to align teacher training for the deaf with current legislation so that the state of Goiás can provide "equality of access and permanence in the school" for all (BRAZIL, 1988). / Esta dissertação vincula-se à linha de Pesquisa “Estado, Políticas e Instituições Educacionais”, do Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Goiás, e ao Grupo de Pesquisa “Políticas Educacionais e Gestão Escolar”. Tem-se como problema de pesquisa a formação de professores para surdos em uma instituição educacional conveniada com o estado de Goiás. Este estudo objetivou investigar, principalmente, o instituinte e o instituído estabelecido entre as políticas públicas do País e do estado de Goiás e a formação desses professores, inseridos na instituição educacional especial conveniada nessa mesma unidade federativa. Seus objetivos específicos foram a análise de documentos da instituição pesquisada, a análise do perfil formativo dos docentes, a investigação dos mecanismos de inserção desse professor no ensino de surdos, o ambiente de trabalho e o nível de satisfação desses docentes com a educação dos sujeitos surdos. A construção investigativa embasou-se no estudo bibliográfico, tendo como referência Borges (2013), Brzezinski (1987) e Mazzotta (2011), dentre outros de igual relevância. De cunho qualitativo, se tratou de um estudo de caso, tendo sido utilizados instrumentos como entrevistas semiestruturadas e questionários direcionados aos docentes da instituição educacional pesquisada. O percurso metodológico foi amparado em vários autores que abordam o tema, tais como André (2013), Chizzotti (2014) e Galvão (2010). A análise dos dados apontou que, embora consideráveis mudanças tenham ocorrido nas últimas décadas, principalmente após a Lei nº 10.436, de 24 de abril de 2002, e o Decreto nº 5.626, de 22 de dezembro de 2005, ainda há muito o que avançar para que de fato a formação docente acompanhe os preceitos legais instituídos. Percebe-se que a complexidade da questão vai além das dificuldades de cumprimento do que recomenda a legislação vigente, atribuídas a questões de recursos tanto financeiros quanto humanos. Verifica-se também a necessidade de alinhamento da formação do professor para surdos com a legislação vigente para que de fato o estado de Goiás dê “igualdade de condições de acesso e permanência na escola” para todos (BRASIL, 1988).

A ética, enquanto reflexão filosófica sobre os valores que o ser humano adota e sobre o sentido das ações que pratica, é essencial na formação de professores de Educação Física, especialmente por desenvolverem uma prática docente direcionada para o corpo e o movimento do ser humano. O corpo, na Educação Física, pode ser entendido à luz de múltiplos sentidos; no entanto, para que a prática pedagógica desse professor venha ao encontro de uma educação voltada para a totalidade do ser humano, como forma de expressão e comunicação física, psíquica, emocional e social, entende-se que a formação docente em Educação Física necessita constantemente de atenção, quanto aos aspectos voltados às implicações éticas e pedagógicas na prática docente com o corpo do outro, tendo em vista a complexidade existente nas diferentes dimensões que caracterizam o corpo humano. Na perspectiva da formação de professores preocupados em auxiliar na reflexão sobre ética, corpo e educação, acredita-se que o espaço acadêmico é o percurso pelo qual é possível oportunizar ao estudante de licenciatura em Educação Física o debate a essas questões, visto que a formação docente está estreitamente ligada ao entendimento de todo o processo de aprendizagem e da função do professor nesse processo. Esta pesquisa investigou como o curso Licenciatura em Educação Física de uma instituição particular tem contribuído para a formação da atitude ética de seus estudantes, na prática docente com o corpo do outro, tendo em vista que um olhar específico sobre as atitudes em relação ao outro, e sobre os valores atribuídos ao corpo humano, pode apresentar uma relação direta com a formação ética de cada um. Este estudo está situado na linha de pesquisa da História e Filosofia da Educação e vinculado ao Projeto Ética na Formação de Professores, do Programa de Pós-graduação em Educação da Universidade de Caxias do Sul. A fim de proporcionar elementos que permitissem responder ao objetivo do estudo, foram analisados os conceitos de ética e corpo mediante revisão da literatura referenciada pelas ideias dos filósofos Aristóteles e Merleau-Ponty. O estudo se caracteriza como analítico-descritivo, de cunho qualitativo. O instrumento utilizado para coleta das informações foi a entrevista semiestruturada, cuja amostra foi composta por nove professores universitários e treze estudantes do curso Licenciatura em Educação Física. Buscou-se verificar a percepção dos entrevistados em relação à ética, ao corpo, às atitudes éticas dos professores universitários e sua influência na formação de uma conduta ética. Para a análise dos dados, foi utilizada a análise textual discursiva proposta por Moraes (2007). O estudo está dividido em uma parte introdutória, um capítulo referente à ética e ao corpo; outro sobre a trajetória metodológica e um capítulo final com a análise e interpretação das informações, além das considerações finais sobre a pesquisa. Constatou-se que estudantes e professores universitários são unânimes quanto ao reconhecimento da importância da ética para o convívio harmonioso entre os seres humanos, cujo termo é percebido pela maioria como sinônimo de moral e conduzido à questão da ação propriamente dita. O corpo é percebido pelos professores como totalidade física, emocional e social; no entanto, alguns estudantes tendem a vincular o corpo a um instrumento de trabalho, visto que o conectam à lógica imediata do mercado de trabalho sem perceber a magnitude existente em torno do corpo humano. Contudo, é possível inferir que o curso Licenciatura em Educação Física contribui positivamente para o desenvolvimento da responsabilidade e do comprometimento com a prática de ensino, por meio das atitudes de exemplo dos professores universitários, cuja prática pedagógica se caracteriza pelo respeito e pelo cuidado com a totalidade do ser humano, mesmo que uma minoria de estudantes ainda não esteja preparada para perceber isso. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T16:35:38Z No. of bitstreams: 1 Dissertacao Lisiane Reis Brum.pdf: 743196 bytes, checksum: b33c697341873599e0d761e747f36229 (MD5) / Made available in DSpace on 2014-06-02T16:35:38Z (GMT). No. of bitstreams: 1 Dissertacao Lisiane Reis Brum.pdf: 743196 bytes, checksum: b33c697341873599e0d761e747f36229 (MD5) / Ethics, as philosophical reflection about the values that the human being takes and about the meaning of the actions that they practice, is essential in the training of Physical Education teachers, especially for developing a teaching practice directed toward the body and movement of human beings. The body, in Physical Education, can be understood by different ways, however, for the pedagogical practice of the teacher to be seen as an education directed to the totality of the human being, as a way of expression and physical communication, mental, emotional and social, we understand that teacher training in Physical Education requires constant attention on the issues focused on ethics and pedagogical implications about teaching practice with the body of others, considering the complexity that there is in different dimensions that characterize the human body. In view of the teachers training concerned to assist in reflection on ethics, body and education, we believe that the academic space is the way which it is possible to offer to the Physical Education´s graduate students the debate of these issues, since the teachers training is closely linked to the understanding of the whole process of learning and the teacher´s role in this process. This research aims to investigate how the degree course in Physical Education from a private institution has contributed to the formation of the ethical attitude of its students, considering the teaching practice with the body of others and considering that a specific look on attitudes in relation to others and about values assigned to the human body may have a direct relationship to the ethical education of each one. This study is related to the research line of History and Philosophy of Education and linked to the Project: Ethics in Teacher Training Program, of the Post-Graduation Program in Education at the University of Caxias do Sul. In order to provide elements that could answer the objective of this study, we analyzed the concepts of ethics and the body through the review of literature referenced by ideas of the philosophers Aristotle and Merleau-Ponty. The study is characterized as analyticaldescriptive, a qualitative approach. The instrument used for data collection was semistructured interview, the sample consisted of nine university teachers and thirteen students from bachelor´s degree in Physical Education, and we tried to verify the perception of respondents considering ethics, the body, the ethical attitudes of university teachers and its influence on the formation of an ethical conduct. For data analysis, we used the textual discourse analysis proposed by Moraes (2007). The study is divided into an introduction, a chapter referent to ethics and the body, another on the methodological framework and a final chapter with the analysis and interpretation of information, besides the final considerations about the research. We realized that students and professors are unanimous in the recognition of the importance of ethics for the harmonious relationship between human beings, whose term is seen by most as synonymous as moral and conducted to question of the action itself. The body is seen by teachers as physical, emotional and social totality, however, some students tend to see the body as a working tool, and they connect the body to the immediate logic of the labor market, without realizing the magnitude that there is around the human body. However, it is possible to say that the degree course in Physical Education contributes positively to the development of responsibility and commitment to teaching practice through the example of the attitudes of university teachers, whose teaching practice is characterized by respect and care for the human being totality, even if a minority of students are not yet prepared to realize this.

The aim of this thesis is to analyse and describe aspects related to the process of becoming a teacher. The thesis is divided into two parts ? theoretical and research. In the theoretical part the thesis derives information from specialized publications dealing with teaching topics and discusses the history of teaching profession, teacher?s personality, competences and typology. It also analyses the prestige and the causes of feminization of the teaching profession. In the research part using a qualitative study it investigates aspects related to the process of becoming a teacher from the female perspective. The research is based on in-depth interviews with female primary school teachers in different periods of their teaching practise. Dealing with both parts the thesis summarises and generalizes the main aspects affecting the process of becoming a teacher. The thesis is completed with my short essay on a theme ?good teacher?.

A ética, enquanto reflexão filosófica sobre os valores que o ser humano adota e sobre o sentido das ações que pratica, é essencial na formação de professores de Educação Física, especialmente por desenvolverem uma prática docente direcionada para o corpo e o movimento do ser humano. O corpo, na Educação Física, pode ser entendido à luz de múltiplos sentidos; no entanto, para que a prática pedagógica desse professor venha ao encontro de uma educação voltada para a totalidade do ser humano, como forma de expressão e comunicação física, psíquica, emocional e social, entende-se que a formação docente em Educação Física necessita constantemente de atenção, quanto aos aspectos voltados às implicações éticas e pedagógicas na prática docente com o corpo do outro, tendo em vista a complexidade existente nas diferentes dimensões que caracterizam o corpo humano. Na perspectiva da formação de professores preocupados em auxiliar na reflexão sobre ética, corpo e educação, acredita-se que o espaço acadêmico é o percurso pelo qual é possível oportunizar ao estudante de licenciatura em Educação Física o debate a essas questões, visto que a formação docente está estreitamente ligada ao entendimento de todo o processo de aprendizagem e da função do professor nesse processo. Esta pesquisa investigou como o curso Licenciatura em Educação Física de uma instituição particular tem contribuído para a formação da atitude ética de seus estudantes, na prática docente com o corpo do outro, tendo em vista que um olhar específico sobre as atitudes em relação ao outro, e sobre os valores atribuídos ao corpo humano, pode apresentar uma relação direta com a formação ética de cada um. Este estudo está situado na linha de pesquisa da História e Filosofia da Educação e vinculado ao Projeto Ética na Formação de Professores, do Programa de Pós-graduação em Educação da Universidade de Caxias do Sul. A fim de proporcionar elementos que permitissem responder ao objetivo do estudo, foram analisados os conceitos de ética e corpo mediante revisão da literatura referenciada pelas ideias dos filósofos Aristóteles e Merleau-Ponty. O estudo se caracteriza como analítico-descritivo, de cunho qualitativo. O instrumento utilizado para coleta das informações foi a entrevista semiestruturada, cuja amostra foi composta por nove professores universitários e treze estudantes do curso Licenciatura em Educação Física. Buscou-se verificar a percepção dos entrevistados em relação à ética, ao corpo, às atitudes éticas dos professores universitários e sua influência na formação de uma conduta ética. Para a análise dos dados, foi utilizada a análise textual discursiva proposta por Moraes (2007). O estudo está dividido em uma parte introdutória, um capítulo referente à ética e ao corpo; outro sobre a trajetória metodológica e um capítulo final com a análise e interpretação das informações, além das considerações finais sobre a pesquisa. Constatou-se que estudantes e professores universitários são unânimes quanto ao reconhecimento da importância da ética para o convívio harmonioso entre os seres humanos, cujo termo é percebido pela maioria como sinônimo de moral e conduzido à questão da ação propriamente dita. O corpo é percebido pelos professores como totalidade física, emocional e social; no entanto, alguns estudantes tendem a vincular o corpo a um instrumento de trabalho, visto que o conectam à lógica imediata do mercado de trabalho sem perceber a magnitude existente em torno do corpo humano. Contudo, é possível inferir que o curso Licenciatura em Educação Física contribui positivamente para o desenvolvimento da responsabilidade e do comprometimento com a prática de ensino, por meio das atitudes de exemplo dos professores universitários, cuja prática pedagógica se caracteriza pelo respeito e pelo cuidado com a totalidade do ser humano, mesmo que uma minoria de estudantes ainda não esteja preparada para perceber isso. / Ethics, as philosophical reflection about the values that the human being takes and about the meaning of the actions that they practice, is essential in the training of Physical Education teachers, especially for developing a teaching practice directed toward the body and movement of human beings. The body, in Physical Education, can be understood by different ways, however, for the pedagogical practice of the teacher to be seen as an education directed to the totality of the human being, as a way of expression and physical communication, mental, emotional and social, we understand that teacher training in Physical Education requires constant attention on the issues focused on ethics and pedagogical implications about teaching practice with the body of others, considering the complexity that there is in different dimensions that characterize the human body. In view of the teachers training concerned to assist in reflection on ethics, body and education, we believe that the academic space is the way which it is possible to offer to the Physical Education´s graduate students the debate of these issues, since the teachers training is closely linked to the understanding of the whole process of learning and the teacher´s role in this process. This research aims to investigate how the degree course in Physical Education from a private institution has contributed to the formation of the ethical attitude of its students, considering the teaching practice with the body of others and considering that a specific look on attitudes in relation to others and about values assigned to the human body may have a direct relationship to the ethical education of each one. This study is related to the research line of History and Philosophy of Education and linked to the Project: Ethics in Teacher Training Program, of the Post-Graduation Program in Education at the University of Caxias do Sul. In order to provide elements that could answer the objective of this study, we analyzed the concepts of ethics and the body through the review of literature referenced by ideas of the philosophers Aristotle and Merleau-Ponty. The study is characterized as analyticaldescriptive, a qualitative approach. The instrument used for data collection was semistructured interview, the sample consisted of nine university teachers and thirteen students from bachelor´s degree in Physical Education, and we tried to verify the perception of respondents considering ethics, the body, the ethical attitudes of university teachers and its influence on the formation of an ethical conduct. For data analysis, we used the textual discourse analysis proposed by Moraes (2007). The study is divided into an introduction, a chapter referent to ethics and the body, another on the methodological framework and a final chapter with the analysis and interpretation of information, besides the final considerations about the research. We realized that students and professors are unanimous in the recognition of the importance of ethics for the harmonious relationship between human beings, whose term is seen by most as synonymous as moral and conducted to question of the action itself. The body is seen by teachers as physical, emotional and social totality, however, some students tend to see the body as a working tool, and they connect the body to the immediate logic of the labor market, without realizing the magnitude that there is around the human body. However, it is possible to say that the degree course in Physical Education contributes positively to the development of responsibility and commitment to teaching practice through the example of the attitudes of university teachers, whose teaching practice is characterized by respect and care for the human being totality, even if a minority of students are not yet prepared to realize this.