Text in English / The question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase. / Health Studies / M.A. (Advanced Nursing Sciences)

Text in English / The question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase. / Health Studies / M.A. (Advanced Nursing Sciences)

Submitted by Magalhães Madeira Ana Verena (madeira@ufba.br) on 2015-06-11T19:57:47Z No. of bitstreams: 1 TESE AVMADEIRA CD.PDF: 2140230 bytes, checksum: 6d2732fe6a352ffe3ed4d73fc2c4a490 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-08-28T17:23:45Z (GMT) No. of bitstreams: 1 TESE AVMADEIRA CD.PDF: 2140230 bytes, checksum: 6d2732fe6a352ffe3ed4d73fc2c4a490 (MD5) / Made available in DSpace on 2015-08-28T17:23:45Z (GMT). No. of bitstreams: 1 TESE AVMADEIRA CD.PDF: 2140230 bytes, checksum: 6d2732fe6a352ffe3ed4d73fc2c4a490 (MD5) / CAPES - Programa de Doutorado Sanduiche no Exterior (PDSE) / Este trabalho trata de investigação acerca dos processos formativos, identitários e implicacionais de professores universitários, que lecionam disciplinas específicas, na formação de seus alunos como professores de Ciências e Biologia. Foi desenvolvido no âmbito dos cursos de licenciatura em Ciências Biológicas da União Metropolitana de Educação e Cultura (UNIME) e da Universidade Estadual de Feira de Santana (UEFS), cujos Projetos Pedagógicos de Curso (PPC) estão em consonância com as normativas legais sobre formação de professores para a educação básica, derivadas da Lei de Diretrizes e Bases da Educação Nacional (LDB). O estudo teve abordagem qualitativa, de cunho etnometodológico com centralidade nos princípios da etnopesquisa crítica e implicada. Como dispositivos de coleta de informações constam as narrativas dos docentes (Memoriais de Formação e Entrevistas Semiestruturadas), bem como os Diários de Observação de aulas e reuniões nas duas IES e respectivos PPCs. As informações assim produzidas foram analisadas a partir de procedimentos da Análise de Conteúdo. A interpretação, de base hermenêutica, se deu ao longo da pesquisa e valorizou o contexto de produção da linguagem, das práticas e dos etnométodos dos docentes. No processo de categorização dos processos formativos foram agrupadas as experiências relativas ao contexto familiar; à escolha profissional; à formação formal; à atividade profissional, incluídas pessoas de referência. Destacam-se a ênfase ao aprendizado pela prática, caracteristicamente isolada e pouco refletida, a falta de ações de formação continuada e a imitação. As identificações dos docentes com a profissão docente ou de biólogo, bem como os conflitos e tensões de identidade reflete um fenômeno de hibridação epistemológica e formativa. Na análise das implicações dos docentes na formação dos seus alunos a ênfase nos processos afetivos e libidinais como forma de vinculação à função de formador foi surpreendente. Os docentes também estabelecem implicações relativas à dedicação ao ensino; ao envolvimento com ações do curso (inclusive proposta curricular); às ações de articulação teoria/prática e ao investimento no desenvolvimento profissional. A legislação educacional pósLDB representa um marco acerca da formação de professores no Brasil, que está relacionada à Prática como Componente Curricular (PCC) e suas formas de recontextualização curricular. O Trabalho de Conclusão de Curso (TCC) também se mostrou relevante. Assim as opções da UNIME e UEFS, ao favorecerem a implicação dos professores de disciplinas específicas na formação do aluno, avançam em superar dicotomias das licenciaturas, notadamente a formação inicial/prática profissional, bem como as dimensões pedagógica/específica no curso. No entanto, fica evidente a necessidade de investimento pessoal e institucional na profissionalização da docência por processos que considerem os estudos sobre educação de adultos e as experiências de caráter colaborativo de forma a transformar a realidade da formação de professores na universidade brasileira. / ABSTRACT This research involves the investigation of formative, identity and implicational processes for university lecturers who teach specific subjects to train their students as Science and Biology teachers. This was developed within the domain of degree courses in Biological Sciences at the Metropolitan Union of Education and Culture (União Metropolitana de Educação e Cultura - UNIME) and State University of Feira de Santana (Universidade Estadual de Feira de Santana - UEFS), whose Pedagogical Course Projects (PPCs) are in line with the legal regulations on training teachers for basic education, deriving from the Law of Directives and Bases for National Education (LDB). The study had a qualitative approach, of an ethnomethodological nature, centered on the principles of critical and implied ethnoresearch. The lecturers’ accounts (training memoirs and semi-structured interviews), and Observation Diaries from lessons and meetings at the two higher education establishments (IES) and respective PPCs comprise information collection devices. The information produced was analyzed using Content Analysis procedures. Interpretation, of a hermeneutical basis, took place throughout the research and gave value to the context of the lecturers’ language production, practices and ethnomethods. Experiences related to the familiar context when categorizing the training processes were grouped together: professional choice; formal training and professional activity, including references. The emphasis on practical learning which is characteristically isolated and receives little reflection, the lack of continued training activities and imitations are highlighted. The lecturers’ identification with the teaching profession or as biologists and the conflicts and tensions of identity reflect a phenomenon of epistemological and formative hybridization. On analyzing the lecturers’ involvement when training their students, the emphasis on affective and libidinal processes as a way of linking to their role as teachers was surprising. The lecturers also establish involvement with regards to dedication to teaching and course actions (including the curricular proposal); connecting theory/practical activities and investment in professional development. Educational legislation following the LDB represents a landmark for teacher training in Brazil. This is related to Practice as a Curricular Component (PCC) and its forms of curricular recontextualization. The Course Completion Project (TCC) was also seen to be significant. Therefore the options at UNIME at UEFS, which favor the involvement of lecturers of specific subjects when teaching students, make progress in overcoming the dichotomies of degree courses, notably initial training/professional practice and the pedagogical/specific dimensions of the course. However, the need for personal and institutional investment to professionalize the teaching staff using a process which considers studies on adult education and collaborative experiences in order to transform the reality of teacher training in Brazilian universities is clear.

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

Self-injurious behaviour (SIB) is recognised as a difficult behaviour to work/deal with and Community Support Workers (CSW‟s) who work with this behaviour may not have any formal training in the field of SIB. This study was therefore aimed at assessing the needs of CSW‟s working in the field of self-injurious behaviour amongst adolescents. A qualitative approach was used, the study was of an explorative nature and the researcher made use of purposive non-probability sampling to select respondents who were willing to participate in one-on-one semi-structured interviews with the researcher. This data was then analysed by the researcher making use of Creswell‟s spiral of analysis. The data collected was sorted into themes, sub-themes and categories and interpreted according to literature. The study identified that there are specific needs amongst CSW‟s who work with adolescent SIB in the specific areas of support and education/training. / Social Work / M. Diac. (Play Therapy)

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

Self-injurious behaviour (SIB) is recognised as a difficult behaviour to work/deal with and Community Support Workers (CSW‟s) who work with this behaviour may not have any formal training in the field of SIB. This study was therefore aimed at assessing the needs of CSW‟s working in the field of self-injurious behaviour amongst adolescents. A qualitative approach was used, the study was of an explorative nature and the researcher made use of purposive non-probability sampling to select respondents who were willing to participate in one-on-one semi-structured interviews with the researcher. This data was then analysed by the researcher making use of Creswell‟s spiral of analysis. The data collected was sorted into themes, sub-themes and categories and interpreted according to literature. The study identified that there are specific needs amongst CSW‟s who work with adolescent SIB in the specific areas of support and education/training. / Social Work / M. Diac. (Play Therapy)

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