Syfte: Syftet är att skapa en ökad förståelse för hur offentliga verksamheter i mindre kommuner uppfattar och hanterar utmaningarna vid chefsrekrytering samt vad som ligger till grund för hur de hanterar det. Metodik: En tvärsnittsstudie på offentlig sektor i Kalmar Län har använts som forskningsstrategi med en induktiv ansats. Genom en kvalitativ metod med åtta semi-strukturerade intervjuer har vi producerat fram data. Slutsats: Studien har visat att offentliga verksamheter i mindre kommuner upplever ett problem i att finna lämpliga kandidater till chefstjänster, men ser inte det som krisartat. För att hantera rekryteringssvårigheterna utnyttjar offentliga verksamheter i mindre kommuner både operativa och strategiska åtgärderna. Operativa åtgärder som används är exempelvis förlängning av annons och informell rekryteringsmetod. De strategiska åtgärderna är exempelvis det ledarförsörjningsprogram som både kommun och landsting har samt genom att arbeta med Employer Branding. Det framgår också att offentliga verksamheter i mindre kommuner hanterar svårigheterna både genom att ta hand om det synliga problemet och de faktorer som gett upphov till problematiken. De bakomliggande orsakerna till verksamheternas hanterande styrs av informella och formella krafter. Olika påtryckningar gör att de blir begränsat flexibla och offentliga verksamheter i mindre kommuner imiterar varandra för att upprätthålla sin legitimitet. / Purpose: The purpose of this study is to gain greater understanding of how the public sector in smaller communities perceive and handle difficulties in recruiting executives and what they base their chosen approach on. Methodoly: Using an inductive approach, a survey study was performed on the public sector of Kalmar Län. A qualitative method was used to collect data, by conducting eight semi-structured interviews with executives in public sector organizations. Conclusion: The study has shown that public sector in smaller communities perceives a problem finding relevant candidates for executive positions, but they do not see it as a crisis. To handle the difficulties in finding relevant applicants they use operative and strategic actions. Operative actions include for example extending the ad and using the informal recruitment method. The strategic actions involves for example the talent management programs and by working with employer branding. The public sector in smaller communities is taking actions to handle the problem they perceive and also to handle the underlying factors that led to the problem. The way they handle the problem is based on formal and informal forces. Different forces prevent flexibility and the public sector in smaller communities imitates each other to maintain their legitimacy.

Bakgrund: Kvalitetsutveckling inom vården pågår i hela världen. Internationell forskning indikerar att förbättringscoacher kan vara en framgångsfaktor i förbättringsarbetet. Det är i dag oklart hur man kan utveckla interna coacher till att stödja kontinuerliga förbättringar. Studien utvärderar ett lokalt, tvärprofessionellt coachprogam inom vård och omsorg i ett geografiskt område i Sverige med en etablerad samverkanskultur. För att främja ökad kundcentrering ingick en pensionär i programmets planeringsgrupp. Deltagarna introducerades i grundläggande förbättringskunskap och i lösningsfokuserat arbetssätt som ett sätt att bättre kunna hantera komplexiteten i vård och omsorg. Programmet utformades med åtta gemensamma träffar under perioden mars till oktober 2011.   Syfte: Att identifiera faktorer i ett lokalt coachprogram som framstår som mest väsentliga för att medarbetare i vård och omsorg ska kunna gå in i rollen som förbättringscoacher. Metod: Studien är en observerande fallstudie med inslag av aktionsforskning och en induktiv kvalitativ ansats. Deltagare i studien var blivande coacher, pensionärer, planeringsgruppen och erfarna coacher. Sju semistrukturerade intervjuer med totalt 17 personer genomfördes, samt analys av lokala dokument och fyra enkäter. Data analyserades genom en manifest kvalitativ innehållsanalys och triangulering. Resultatet validerades av samtliga deltagare i studien. Resultat: Involvering av pensionärer ansågs vara en viktig faktor eftersom det förstärkte kundfokuseringen. Deltagarna i studien poängterade att kundfokus, ett lösningsfokuserat förhållningssätt, nätverk och systemförståelse var grundläggande för utvecklingen av coachrollen. Dessa faktorer bedömdes som viktigare än de specifika förbättringsverktygen. Diskussion: De mest väsentliga faktorerna kan delas in i det som uppmuntrade till idéer, vilja, görande och uthållighet. Pensionärsinvolveringen förstärkte kundfokuseringen, och det lösningsfokuserade arbetssättet framstod som ett bra komplement till de sedvanliga förbättringsverktygen. Det vore intressant att jämföra detta program med förbättringsprogram i andra kontexter. / Background: Internal improvement coaches can support quality improvement efforts. The study is about a local interprofessional coach training program in a region in Sweden with an established culture of collaboration. The program included participants from different health care disciplines and was organized over eight days between March and October 2011. A senior citizen was involved in faculty and participated during all training sessions. The participants were introduced to basic improvement knowledge and a solution focused approach.Purpose: To explore essential elements of a local coach training program and what appears to be crucial in moving into the role of being an improvement coach.Method: The study is a mix methods case study with elements of action research and an inductive qualitative approach. Participants in the study were prospective coaches, senior citizens, the program team, and experienced coaches. Data were collected through seven semi-structured group interview sessions with a total of 17 individuals, document analysis and 4 questionnaires. Data were analyzed using a manifest content analysis and triangulation. The results were validated by all participants in the study.Results: The data suggest that the involvement of a senior citizen was essential for strengthening customer focus. Participants in the study pointed out that customer focus, developing a value base, networking skills with a solution focused approach and systems thinking were fundamental to the development of the coaching role. These factors were assessed as more important than improvement tools.Discussion: The results can be divided into those which encouraged ideas, will, execution, and endurance. Senior citizen involvement enhanced customer focus and the solution-focused approach seems to be a valuable addition to the usual improvement tools. It would be interesting to compare this program with other improvement programs or in other contexts.

Cette thèse s’intéresse à la mesure des pratiques éducatives et à leur capacité à rendre compte de ces pratiques. Notamment, la sensibilité des instruments à rendre compte des changements dans les pratiques éducatives suite à un programme d’entraînement aux habiletés parentales est abordée tout en tenant compte des facteurs déterminants de ces pratiques. Le corps de cette thèse est composé de deux articles. L’objectif de la première étude consiste à comparer deux instruments de mesure fréquemment utilisés pour mesurer les pratiques éducatives. Les deux instruments, comparés sur la base de données empiriques, sont le Parenting Practices Interview (PPI), un instrument développé afin de mesurer les changements suite au programme d’entraînement aux habiletés parentales Ces Années Incroyables, et l’Alabama Parenting Questionnaire (APQ). Le premier s’adresse aux parents d’enfants de 3 à 8 ans alors que le second cible les parents d’enfants d’âge scolaire. Cent vingt parents ont complété le PPI et l’APQ. Des analyses corrélationnelles, une analyse en composante principale et des corrélations canoniques ont été utilisées afin de comparer les différentes pratiques mesurées par ces deux instruments. Les résultats indiquent que ces deux instruments mesurent sensiblement les mêmes pratiques parentales. Quelques sous-échelles du PPI ne sont pas mesurées par l’APQ et représentent des pratiques éducatives additionnelles. Puisque ces deux instruments mesurent sensiblement les mêmes pratiques, le choix du questionnaire devrait être fait en fonction de l’objectif de l’étude (p.ex. évaluer l’efficacité du programme Ces Années Incroyables ou non), de la facilité d’utilisation de l’instrument et de l’âge des enfants. Le deuxième article a pour objectif d’évaluer les changements dans les pratiques éducatives suite à la participation des parents à un programme d’entraînement aux habiletés parentales (PEHP) à l’aide d’une grille d’observation spécifiquement développée dans le cadre de ce projet. De plus, cette étude vise à identifier les facteurs modérateurs du changement dans les pratiques éducatives telles certaines caractéristiques de l’enfant et des parents. Soixante-dix-sept familles ayant un enfant de 6 à 9 ans avec un trouble du déficit d’attention/hyperactivité (TDA/H) ont été retenues pour cette étude. Les familles ont participé soit au PEHP, soit elles ont reçu du soutien téléphonique (ST), ou elles ont continué à recevoir les services dans la communauté. Les pratiques éducatives ont été évaluées avant et après l’intervention à l’aide d’une mesure observationnelle. Les résultats indiquent que seuls les parents ayant participé au PEHP utilisent davantage de pratiques positives et ont diminué les pratiques sévères et négatives suite à l’intervention. De plus, le sous-type de TDA/H, la présence ou non de comorbidité chez l’enfant et le cumul de risque à l’intérieur d’une famille, calculé à partir de caractéristiques des parents, ne modèrent pas le changement suite à l’intervention. Cette étude démontre donc la capacité de la mesure observationnelle à détecter des changements suite à l’intervention de même que l’efficacité du PEHP auprès des familles d’enfants d’âge scolaire ayant un TDA/H. / The purpose of this thesis was to examine various measures of parenting practices and their ability to account for these practices. The instrument’s sensitivity to changes following a parent training program is also examined while taking into account potential moderators of treatment response. Two studies constitute the body of this thesis. The first study compared two parenting practices questionnaire on the basis of empirical data. The Parenting Practices Interview (PPI) is a self-report questionnaire for 3 to 8-year old children used to evaluate changes in parenting practices following a parent training program (PTP). The Alabama Parenting Questionnaire (APQ) is a self-report questionnaire for school-age children that has been used for multiple research purposes. One hundred and twenty parents completed both the PPI and APQ. Correlation analyses, principal component analysis and canonical correlations were performed, with results indicating that the PPI and APQ measure similar parenting practices. Only a few scales from the PPI were not measured by the APQ and represented additional content. Because both measures cover the same parenting practices aspects equally well, choice of questionnaire should be based on purpose of study, practicality and age of children. The second study examined changes in parenting practices following a parent training program for families of school-age children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Changes were examined with an observational measure specifically created for this project. Seventy-seven families were assigned to either the Incredible Years parent training program (PTP), a support phone call group (SPC), or to a community services (C) control group. Parenting practices were assessed before and after the intervention through direct observations. Results showed that parents in the PTP group reduced the percentage of harsh/negative parenting practices and increased the percentage of positive parenting practices used following the intervention while parents from the other two groups did not change. In addition, ADHD subtypes, comorbidity and cumulative risks based on parent’s characteristics did not moderate treatment response. Findings from this study show that the new observational measure is sensitive enough to detect changes following a PTP and also indicate that a parent training program is a valuable intervention for families of school-age children diagnosed with ADHD.

Technology is a critical component of modern-day success. Advancements in technology have improved communication between individuals and companies. Technological advancements have allowed students to earn college degrees online. People who habitually use technology expect a high level of performance and support. As new technologies are implemented, such as complex web services or new operating systems, the dependence for information technology (IT) support grows in demand. Even learning curves can be cumbersome without proper assistance from IT professionals. Companies and institutions must accommodate user needs by implementing fast, efficient, and friendly support. In order to offer optimal customer support, representatives must be knowledgeable of the products and services that are supported. At Western Kentucky University’s (WKU) IT Helpdesk, a training program called Consultant Accelerated Development and Education in Technology (CADET) focuses on software, hardware, customer service, and procedures mandated by the IT Division. Prior to CADET, the Student Certification program was used to train student consultants. The Student Certification program was developed to satisfy training needs that allowed consultants to support end-user technical issues. CADET was developed in 2008 to replace the Student Certification program. This study explored the question if CADET training is more effective in preparing consultants to do their jobs than the Student Certification program. The study investigated the effectiveness of CADET training compared to the Student Certification program by surveying IT Helpdesk student consultants. The survey results indicated which program was more adequate. Both programs contained the same training content, but training delivery methods differed. A t-test was used to compare both programs and determine the outcome of the study’s hypotheses. The Student Certification program did not accommodate different learning styles. The teaching methods only included traditional classroom-style delivery. CADET training did accommodate different learning styles, delivering training through a wide variety of formats including video, audio, assessment, assignment, and face-to-face training. The research focused on the importance of addressing different learning behaviors. The study suggested that CADET is more adequate in preparing students to do their job duties. When both Student Certification survey and the CADET survey were compared, CADET training is more adequate in 26 out of the 27 training sessions. The results suggested that learning style accommodation is directly related in the success in the CADET training program over the Student Certification program.

ABSTRACT DEVELOPING A PEER HELPING PROGRAM AND TESTING ITS EFFECTIVENESS Aladag, Mine Ph. D., Educational Sciences Supervisor: Prof. Dr. Esin Tezer 2005, 290 pages The main purpose of this three-phase study was to develop a peer helping program. The purpose of the first phase was to plan a peer helping program with its goal and content. The purpose of the second phase was to develop a peer helping training program and to investigate its effectiveness on improving the helping skills and self-growth of the peer helpers. The purpose of the third phase was to understand the peer helpers&rsquo / and helpees&rsquo / evaluations of the peer helping program. In the first phase of the study, a need assessment study was carried out with a sample of 316 (168 females, 148 males) students from Faculty of Education of Ege University. Results indicated that students preferred peer helpers among other helping agents / they preferred both non-directive helping styles (empathic responses) and directive helping styles (instrumental responses) / they seemed to believe the helpfulness of the program / they tended to apply to the program / and they wanted the program to concentrate on their career, academic, and interpersonal relationships concerns. In the second phase of the study, in order to investigate the effect of peer helping training program on improving peer helpers&rsquo / helping skills and the self-growth, a pre-test post-test control group experimental design study was carried out with a sample of 31 participants (15 experimental group and 16 control group). The participants were also administered six-month follow-up test. The data were gathered by administering five instruments: Communication Skills Evaluation Scale (CSES), Empathic Skill Scale-B Form (ESS-B), Reflection Skills Evaluation Form (RSEF), Rosenberg Self-Esteem Scale (RSS) and Self-Acceptance Inventory (SAI). After testing the equivalence of the pre-test scores of CSES, ESS-B, RSS, and SAI of the experimental and the control group participants, a series of 2 (experimental-control groups) X 3 (pre-post-follow up tests) repeated measure of analysis of variance (ANOVA) was employed to the CSES, ESS-B, RSS, and SAI scores of the participants. An analysis of covariance (ANCOVA) using pre-test as covariate was employed to the post-test and follow-up test scores of the RSEF of the participants. The results indicated that a peer helping training program was more effective on improving both the empathic and the reflection skills of the experimental group participants as compared to the control group participants. The results also indicated that there was a significant increase in the experimental group participants&rsquo / self-esteem scores from the pre-test to the follow-up test and also a significant increase in the experimental group participants&rsquo / self-acceptance scores from the pretest to the posttest. In the third phase of the research, a study, mainly based on qualitative data, was carried out with 15 peer helpers and 33 volunteered students/peer helpees (17 females, 16 males) who received peer helping services. All peer helpees were administered Peer Helping Service Evaluation Form and 15 peer helpers were also administered Peer Helping Program Evaluation Form. The analysis of the qualitative data indicated that most of the above mentioned areas were positively evaluated by both peer helpers and peer helpees.

La Tesis Doctoral que s’ha realitzat aporta nous elements en la construcció de l’orientació al sistema escolar i en la consolidació i definició competencial dels tutors dels centres de secundària. Els canvis socials comporten una nova realitat a les aules i unes noves necessitats de l’alumnat. Saber què s’ha de fer, com s’ha de fer quan s’ha de fer, per a què s’ha de fer, són qüestions fonamentals per desenvolupar un treball tutorial de qualitat. La construcció de la identitat professional i competencial dels docents en l’àmbit tutorial per donar resposta a aquestes necessitats és fa del tot necessari. La identitat docent s’inicia en la formació inicial del docent i es dona al llarg de tota la vida professional. Aquesta identitat no sorgeix automàticament com a resultat d’un títol professional, ans el contrari, cal construir-la. Una construcció de la identitat professional i competencial que ve donada per una necessitat de donar respostes a situacions que sempre són diferents, a prendre decisions de les quals ningú els ha ensenyat la resposta, a plantejar-se uns valors que condicionaran la resolució dels diferents conflictes; en definitiva, a saber ser autònom i eficaç en el treball tutorial. L’ICE de la UB porta a terme el curs de postgrau “La tutoria i la seva pràctica” per donar resposta a la necessitat formativa del tutor o tutora esmentada anteriorment. El seu inici va ser el curs 2005/06. Aquesta formació és de caire professionalitzador i té per finalitat aprofundir en la construcció professional dels docents com a tutors o tutores de centres educatius en secundària. La construcció professional dels tutors precisa d’una formació estructurada i personalitzada que aporti el canvi d’actituds, l’adquisició de coneixements i el desenvolupament de les habilitats que calguin per ser competent en aquells aspectes necessaris per ser un bon tutor o tutora en el segle XXI. La recerca que es presenta té una doble finalitat, en un primer moment aporta la construcció d’una categorització competencial del tutor o tutora, i en un segon moment avaluar, des dels seus inicis, la proposta formativa, el procés formatiu i els resultats que s’han desprenen en el camp professional. En definitiva, s’ha volgut saber si els tutors i tutores que han realitzat la formació tenen adquirides les competències necessàries per donar resposta a les necessitats professionals com a tutor o tutora del segle XXI. La recerca parteix definint un marc conceptual amb les implicacions socials, educatives i d’orientació en la construcció del marc competencial tutorial. La metodologia emprada ha estat diversa. En la construcció del marc competencial s’ha utilitzat el mètode Delphi amb doble comissió d’experts. Per portar a terme la recerca avaluativa del programa formatiu s’ha utilitzat el model CIPP de Stufflebeam com a model d’avaluació sistèmica, i en concret l’avaluació de producte, s’ha basat en el model d’avaluació de resultats de Kirkpatrick. Els resultats obtinguts han estat molt nombrosos i significatius. La categorització competencial ha estat validada per la comunitat professional i científica. Ha quedat de manifest la importància de certes competències per sobre d’altres, però en definitiva, totes són necessàries per portar a terme la tasca tutorial. S’han recollit un nombre significatiu d’indicadors de resultats d’aprenentatge de cadascuna de les competències. Les dades recollides en la recerca avaluativa del programa formatiu han estat molt amplies i significatives. Destacar que la recerca aporta dades significatives de l’aprenentatge competencial que ha realitzat el professorat de secundària al realitzat el procés formatiu. La formació rebuda pel professorat compensa les diferencies significatives que es donen a la població control en referència a les diferents variables que s’han seguit: gènere, edat, experiència docent, experiència tutorial, etapa educativa, titularitat del centre educatiu, titulació del professorat, àmbit docent i formació permanent. La recerca presenta un capítol de propostes de millora i prospectives. / This Doctoral Thesis brings new elements in the construction of the school system orientation and the definition and consolidation of the tutors’ competencies in the secondary education centres. The professional construction of teachers in the tutorship field starts with the teacher’s initial training and it goes all throughout their professional life. The ICE of the UB conducts a graduates’ course named “The tutorship and its practice” to give an answer to the tutors’ need of their ongoing training. It is a course of a professional nature and it aims to go further in helping teachers improve as tutors of secondary education schools. This investigation has a dual purpose: in the first place to categorize the competences a tutor should have and secondly to evaluate the training programme, the training process and the results obtained in the professional field. It starts with the definition of the conceptual framework with the social, educational and of guidance implications in building the tutor’s competencies framework. The methodologies used have been diverse. The Delphi method with double jury of experts has been the one used in the building of the competencies framework. The Stufflebeam’s CIPP method has been used to carry out the evaluation-research of the training programme, as a systemic evaluation model; finally, to specifically evaluate the product, the Kirkpatrick’s results’ evaluation model has been employed. The results obtained have been very numerous and significant. The categorization of competencies has been validated by the scientific and professional community. An important number of indicators of the training results of each competency has been obtained. The data collected in the research of the educational programme have been very extensive, evaluative and meaningful. Note that the search brings significant data of the competence learning to perform the training process. The training received by teachers makes up for the significant differences that occur in the control group regarding the different variables followed: genre, age, teaching experience, tutorial experience, education, ownership of the educational centre, teachers’ qualifications, teaching field and permanent training. The research includes a chapter of suggestions for improvement and forward-looking proposals.

Syftet med denna studie var att undersöka om kadetter på Officersprogrammets sista termin har en uppfattning av det egna ledarskapet som stämmer överens med vad som stipuleras i Försvarsmaktens ledarskapsmodell Utvecklande ledarskap samt vilka ledaregenskaper dessa kadetter anser är de viktigaste. Urvalet bestod av 10 slumpvis selekterade kadetter. Bland dessa kadetter var följande verksamhetsförlagda utbildningar representerade: Markstrid, Ledningssystem och Nautisk profil. En semistrukturerad intervju genomfördes med var och en av de deltagande kadetterna för att ta reda på de uppfattningar och åsikter som funnits nödvändiga för att efter analys av innehåll kunna svara på studiens frågeställningar. Efter genomförd analys av intervjuresultaten kunde en viss överensstämmelse identifieras mellan kadettens uppfattning av sitt ledarskap och vad modellen Utvecklande ledarskap stipulerar. Vidare visade resultaten att sådana ledaregenskaper som sorterar under modellens ”utvecklande” delar ansågs som mest önskvärda, till viss del, i kombination med vissa delar som är vanligt förekommande i konventionellt ledarskap. Studien fastslår alltså att deltagande sistaårskadetter kan ha kommit en ansenlig bit på vägen mot ett utvecklande ledarskap. / The aim of this study was to investigate if cadets, attending the Swedish armed forcesOfficers training programs last term had a view on the model Full range leadership thatcorrelates whit their own comprehension of their own leadership and which leader attributesthat is considered to be the most desirable. The sample consisted of 10 randomly selectedcadets. Within the randomization the educational specializations included in this study are:Ground warfare, Command and Control and Naval profile. A semi structured interview whereconducted in which the cadets opinions and comprehensions where mapped out. Theinterview results where then analyzed in order to obtain the relevant substance needed toanswer the questions asked in the study. The analysis showed that the interviewed cadets,attending the Swedish armed forces Officers training program has a fair amount of Full rangeleadership within their own leadership. Furthermore the analysis showed that the mostdesirable leadership attributes is to be found in the upper parts of the model Full rangeleadership.

Made available in DSpace on 2016-06-02T19:44:11Z (GMT). No. of bitstreams: 1 4285.pdf: 4436159 bytes, checksum: d5f2f248e17af8172d058710c2ab5c85 (MD5) Previous issue date: 2012-03-09 / Universidade Federal de Minas Gerais / The right to an appropriate education for students with cerebral palsy requires the provision of resources that will help individuals to improve their performance in everyday tasks more efficiently and independently. The term assistive technology is a term used to refer to a broad range of devices and services, helping individuals achieve greater success in their activities, by improving their functional capabilities. In the case of students with cerebral palsy, assistive technology, which includes devices that involve advanced electronic and computer-based technology, can ensure learners have full access to the curriculum. However, implementation of such a system is a complex process, because it includes students of varying learning abilities; apparatus; task to be performed; and the environment; and moreover, an essential element of its successful implementation is the involvement of a skilled and experienced team of professionals. The aim of the study was to develop and implement a specific assistive technology training program to facilitate the learning process for students with cerebral palsy, and evaluate their effects. The collaborative research project encompassed the development of a training program and its subsequent implementation with a team of professionals in a special school in a town located within the state of São Paulo; and then this program was further evaluated. The participants were nine special education teachers and five professionals of the interdisciplinary team (physiotherapists, speech therapists and psychologist). Nine students with cerebral palsy also participated. The data were collected through focus groups, field notes, open questions on the questionnaires, and videotaping. The results show that the program was effective in promoting positive training for using these resources, and furthermore, that collaborative working between staff and researcher was of overriding importance. The challenge is to find out how to promote the concept into practical actions in order to meet the requirements of established methods. From the results, systematic reviews were carried out and then it was recommended the adoption of a new model for training in this area and to be used within the country, in a didactic format, that enables professionals to be acquainted with their new roles, for successful implementation of assistive technology as tools to access to learning, permanence, and the accomplishments in the development of inclusion process. / O direito a uma educação devida para alunos com paralisia cerebral requer a provisão de recursos que permitam que o indivíduo possa desempenhar suas tarefas cotidianas de forma mais eficiente e independente. A tecnologia assistiva é um termo utilizado para denominar os equipamentos/recursos e também os serviços a eles vinculados que promovam ao indivíduo um sucesso maior na realização de atividades, melhorando suas capacidades funcionais. No caso dos alunos com paralisia cerebral, os recursos de alta-tecnologia assistiva, baseados em recursos computadorizados e eletrônicos, podem ser essenciais para garantir o acesso ao currículo escolar. Entretanto, a implementação desses recursos é um processo complexo, pois envolve variáveis da pessoa, do equipamento, da tarefa a ser executada e do meio ambiente, sendo fundamental o papel de uma equipe capacitada de profissionais para o sucesso dessa implementação. O objetivo do estudo consistiu em avaliar os efeitos de um programa de formação de profissionais visando a implementação de recursos de alta tecnologia assistiva para favorecer o processo de escolarização de alunos com paralisia cerebral e avaliar seus efeitos. O delineamento baseado na pesquisa colaborativa envolveu o desenvolvimento de um programa de formação, sua execução junto a uma equipe de profissionais de uma escola especial de um município do interior do Estado de São Paulo e a avaliação deste programa. Foram participantes do estudo nove professoras de educação especial e cinco profissionais da equipe interdisciplinar (fisioterapeutas, fonoaudiólogos e psicólogo). Estiveram envolvidos ainda nove alunos com paralisia cerebral. Os dados foram coletados por meio de entrevistas em grupo, registros em diários de campo, questionários abertos e filmagens. Os resultados indicam que o programa foi positivo no sentido de promover a formação para o uso desses recursos, sendo o aspecto mais valorizado o papel de colaboração entre profissionais e a pesquisadora. O desafio que se coloca é como promover a formação para a manutenção das práticas estabelecidas. A partir dos resultados, foi realizada uma sistematização de procedimentos, orientando a concepção de um modelo de formação para a área no país, na forma de material didático, que contribuirá para instrumentalizar os profissionais para a implementação bem sucedida de recursos de alta tecnologia assistiva enquanto ferramentas para o acesso, permanência e o sucesso no processo de inclusão escolar.

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No. of bitstreams: 1 cavalheiro_gcs_dr_bauru.pdf: 4696572 bytes, checksum: ba2b7c84f99f3235ac1d1ab9e2e6ea4c (MD5) Previous issue date: 2017-08-15 / Este trabalho trata da resolução de problemas (RP) e da investigação matemática (IM) na formação inicial de professores de Matemática e objetivou responder às seguintes perguntas de pesquisa: Quais as contribuições, para licenciandos em Matemática, de um processo de intervenção formativa que envolve teoria, prática e análise da RP e da IM como metodologias de ensino e aprendizagem de Matemática? Segundo esses sujeitos, quais as potencialidades e as dificuldades didático-pedagógicas no uso em sala de aula das metodologias em questão? Eles preferem alguma dessas metodologias ao utilizá-las na prática? Por quê? Com o intuito de alcançar tal objetivo, realizou-se uma investigação qualitativa, mediante estudo do caso a seguir: um processo de intervenção formativa, com sete licenciandos em Matemática, de uma instituição pública de Ensino Superior no interior do estado de São Paulo, matriculados na disciplina Prática Pedagógica VI, vinculada ao estágio supervisionado II, que aborda observação e regência nos anos finais do Ensino Fundamental. Tal processo foi constituído por cinco fases: 0. Discussão sobre a RP e a IM como metodologias de ensino e aprendizagem de Matemática; 1. Elaboração de planos de aula de RP e de IM; 2. Simulação das regências de aula na disciplina Prática Pedagógica VI; 3. Aplicação das regências em aulas de Matemática nas escolas onde os licenciandos estagiavam; e 4. Análise do uso da RP e da IM em termos de potencialidades e dificuldades didático-pedagógicas. A coleta/produção dos dados foi realizada durante três meses, por meio de questionários, análise documental, observação participante e entrevista, sendo analisados à luz dos pressupostos teóricos da análise textual discursiva. Concluiu-se que o processo de intervenção formativa permitiu aos futuros professores: a) ampliar seus conhecimentos prévios e construir novos, b) investigar sua própria prática docente, c) contrastar uma metodologia com a outra, d) refletir na e sobre a ação docente, e e) relacionar teoria e prática. Além disso, esses sujeitos apontaram potencialidades e dificuldades didático-pedagógicas próprias do uso da RP ou IM e também comuns à utilização de ambas as metodologias. Entende-se que esta pesquisa contribuiu para as áreas de Educação e Educação Matemática, pois o processo de intervenção formativa deu origem a uma metodologia de formação docente e também trouxe elementos para práticas pedagógicas efetivas na Educação Básica. / This work deals with problem solving (PS) and mathematical investigation (MI) in the initial Mathematics teacher training and aims to answer the following research questions: What contributions, for undergraduate students in Mathematics, of a process of formative intervention that involves theory, practice and analysis of PS and MI as methodologies of teaching and learning of Mathematics? According to these subjects, what are the didactic-pedagogical potentialities and difficulties in classroom use of the methodologies in question? Do they prefer any of these methodologies when using them in practice? Because? In order to achieve this objective, a qualitative investigation was carried out, through a study of the following case: a process of formative intervention with seven undergraduate students in Mathematics of a public university in the interior of the state of São Paulo, enrolled in the discipline Pedagogical Practice VI, linked to the supervised stage II, which addresses observation and regency in the Secondary School. This process was constituted by five phases: 0. Discussion about PS and MI as methodologies of teaching and learning of Mathematics; 1. Preparation of PS and MI lesson plans; 2. Simulation of the classroom regencies in the discipline Pedagogical Practice VI; 3. Application of regencies in mathematics classes in schools where undergraduate students trained; And 4. Analysis of the use of PS and MI in terms of didactic-pedagogical potentialities and difficulties. The collection/production of the data was done during three months, through questionnaires, documentary analysis, participant observation and interview, being analyzed in light of the theoretical assumptions of the discursive textual analysis. It was concluded that the process of formative intervention allowed the future teachers to: a) expand their previous knowledge and build new ones, b) investigate their own teaching practice, c) contrast one methodology with the other, d) reflect on and about the teaching activity, and e) relate theory and practice. In addition, these subjects pointed out the didactic-pedagogical potentialities and difficulties characteristic of the use of PS or MI and also common to the use of both methodologies. It is understood that this research contributed to the areas of Education and Mathematical Education, since the process of formative intervention gave rise to a methodology of teacher training and also brought elements for effective pedagogical practices in Basic Education.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Este estudo, inserido no Ãmbito dos Estudos da TraduÃÃo, ratifica o reconhecimento da LÃngua Brasileira de Sinais (Libras), graÃas à sua inclusÃo no currÃculo das instituiÃÃes de Ensino Superior brasileiras. O objetivo principal deste trabalho à identificar e apontar a funÃÃo da traduÃÃo em Libras como estratÃgia de compreensÃo e interpretaÃÃo do gÃnero textual artigo cientÃfico em LP na disciplina âPsicologia e EducaÃÃo de Surdosâ, pertencente ao eixo Fundamentos da EducaÃÃo de Surdos, ministrada no Curso de Licenciatura em Letras Libras da Universidade Federal do Cearà (UFC). Com um olhar sobre os discentes surdos, esta pesquisa pretende averiguar se e de que forma a traduÃÃo de textos cientÃficos na direÃÃo LP/Libras serve como instrumento para se alcanÃarem os nÃveis de compreensÃo necessÃrios à realizaÃÃo das atividades que exigem leitura, traduÃÃo e produÃÃo textual/discursiva com o gÃnero textual artigo cientÃfico escrito originalmente em LP. Para chegar ao objetivo precÃpuo do trabalho aqui apresentado, esta investigaÃÃo baseou-se metodologicamente em uma pesquisa-aÃÃo (VIEIRA, 2009), partindo, por um lado, de anÃlises de fatores extratextuais e intratextuais de um texto-fonte (TF) em LP e do texto-alvo correspondente (TA) em Libras. Essas anÃlises foram realizadas por 6 (seis) discentes surdos regularmente matriculados na disciplina âPsicologia e EducaÃÃo de Surdosâ, que antes foram instruÃdos sobre os fundamentos teÃricos propostos por Nord (2016) no domÃnio da Abordagem Funcionalista da TraduÃÃo. Por outro lado, como parte da metodologia, foram aplicados questionÃrios aos mesmos 6 (seis) discentes surdos e tambÃm à docente ministradora da disciplina âPsicologia e EducaÃÃo de Surdos.â Como suporte teÃrico no campo tradutÃrio, fundamentamos esta pesquisa mediante a Teoria de Escopo, concebida por Reiss & Vermeer (1996), e a Abordagem Funcionalista da TraduÃÃo, com nossa atenÃÃo voltada especificamente para os trabalhos de Nord (2012; 2014; 2016). Nossa preocupaÃÃo parte de uma de nossas hipÃteses: a necessidade de preparaÃÃo dos professores que ministram a disciplina âPsicologia e EducaÃÃo de Surdosâ do Curso de Letras Libras da UFC em questÃes relativas ao uso da traduÃÃo como estratÃgia para que os alunos surdos possam alcanÃar melhores objetivos de aprendizagem, ao serem confrontados com textos cientÃficos escritos em LP. Dada a complexidade do gÃnero textual artigo cientÃfico (p. ex.: linguagem tÃcnica e/ou cientÃfica, registro de portuguÃs formal, termos especÃficos etc.), os docentes precisam apresentar, aos discentes, traduÃÃes dos textos em Libras, fornecidas no formato de DVD. Portanto, vislumbramos em nossas hipÃteses que os discentes envolvidos normalmente utilizam a LP como segunda lÃngua, carecendo, assim, de conhecimentos aprofundados que lhes permitam compreender com facilidade textos cientÃficos redigidos nessa lÃngua. TambÃm lhes faltam conhecimentos e experiÃncias com anÃlises textuais que levem em consideraÃÃo diferentes fatores intratextuais e extratextuais como aqueles propostos por Nord (2016). Entendemos essa necessidade como um desafio atual para o Curso de Licenciatura em Libras da UFC. AlÃm disso, compreendemos que, se forem adotadas medidas que conduzam a um entendimento prÃtico desses exercÃcios, auxiliadas por teorias oriundas do campo dos Estudos da TraduÃÃo, os futuros profissionais surdos licenciados em Libras na UFC terÃo uma formaÃÃo mais completa e um melhor domÃnio da compreensÃo leitora em LP. Isto tambÃm certamente se refletirà no 9 desempenho de sua futura funÃÃo de educadores, em que deverÃo estar empenhados na inclusÃo de crianÃas e jovens surdos na sociedade em geral, mas sem deixar de lado os fatores prÃprios da Cultura Surda. De maneira geral, os resultados por nÃs obtidos apontam que o grupo-alvo participante da pesquisa-aÃÃo nÃo està familiarizado com um modelo de anÃlise textual do TF e do TA nos moldes daquele fornecido pela Abordagem Funcionalista de Nord (2016), o que certamente dificulta sua compreensÃo dos conteÃdos apresentados no texto original em portuguÃs e na traduÃÃo em Libras. De maneira especÃfica, podemos concluir, dentre outras coisas, que os alunos surdos examinados/entrevistados: a) precisam se familiarizar mais com as estruturas sintÃticas e o vocabulÃrio em LP; b) precisam conscientizar-se das peculiaridades de sua lÃngua natural/materna perante o PortuguÃs como segunda lÃngua (PSL); c) necessitam fazer leituras mais atentas de textos cientÃficos; d) carecem de conhecimentos mais profundos sobre conceitos tÃpicos da LinguÃstica Textual; e) declaram aumentar seu conhecimento de terminologias especializadas em Libras atravÃs dos textos cientÃficos traduzidos da LP para Libras; f) afirmam a importÃncia da escola inclusiva/bilÃngue para surdos como preparaÃÃo para o Ensino Superior; g) lanÃam mÃo de diferentes mÃdias eletrÃnicas para obterem uma melhor compreensÃo leitora de textos cientÃficos; h) nÃo se consideram, em sua maioria, capazes de traduzir textos cientÃficos da LP para Libras; i) reconhecem que a traduÃÃo à uma ferramenta que traz vantagens para a compreensÃo leitora. / This study, which is embedded in the field of Translation Studies, corroborates the recognition of the Brazilian Sign Language, the so-called Libras, thanks to its inclusion in the Brazilian curricula of Higher Education institutions. The main objective of this research is to identify and point out the function of translation in Libras as a strategy for understanding and interpreting the text type scientific article in Portuguese in the subject âPsychology and Education of Deaf Peopleâ, within the framework of the subjects studied in area of the discipline Fundamentals of Education, part of the Libras Undergraduate Course curriculum (Teachers Training Program) at Federal University of Cearà (UFC). With special attention given to deaf students, this research intends to investigate if and how the translation of scientific texts in the Portuguese/Libras direction serves as an instrument to reach the levels of comprehension necessary to carry out the activities that require reading, translation and text/discourse production with the specific text type scientific article originally written in Portuguese. To reach the main objective of this work, this research was methodologically based on an action-research (VIEIRA, 2009), starting with, on the one hand, analyzes of extratextual and intratextual factors of a source text (ST) in Portuguese and the corresponding target text (TT) in Libras. These analyzes were carried out by six (6) deaf students regularly enrolled in the discipline âPsychology and Education of Deaf Peopleâ at UFC, who were previously instructed on the theoretical foundations proposed by Nord (2016) in the field of the Functionalist Approach to Translation. On the other hand, as part of the methodology, questionnaires were applied to the same 6 (six) deaf students, and also to the teacher of the subject âPsychology and Education of Deaf Peopleâ. As a theoretical support in the field of translation, in this research we make use of the fundamental principles of the Scope Theory, conceived by Reiss & Vermeer (1996), and of the Functionalist Approach to Translation, with our attention focused specifically on Nordâs works (2012; 2014; 2016). Our concern is based on one of our hypotheses: the need for preparation of teachers who teach the discipline âPsychology and Education of Deaf Peopleâ in the UFC Libras Undergraduate Course on questions related to the use of translation as a strategy for deaf students to be able to achieve better learning objectives by being confronted with scientific articles written in Portuguese. Because of the complexity of the text type scientific article (e. g. technical and/or scientific language, formal Portuguese language register, specific terms etc.), teachers need to present, to the students, translations of the texts in Libras, exhibited in DVD format. Thus, in our hypotheses we envisage that the students involved usually use Portuguese as a second language, thus lacking in-depth knowledge that could enable them to easily understand scientific articles written in that language. They also lack knowledge and experience with textual analyzes that take into account the different intratextual and extratextual factors such as those proposed by Nord (2016). We understand this need as a current challenge for the UFC Libras Undergraduate Course; we also think that, if measures are adopted leading to a practical understanding of these exercises, aided by theories from the field of Translation Studies, future deaf professionals that will graduate from the UFC Libras Undergraduate Course will have a more complete training and a better command of reading comprehension 11 in Portuguese. This will also certainly be reflected in the performance of their future role as educators, in which they should be committed to include deaf children and young people in society in general, nevertheless without neglecting the characteristics of the culture of deaf people. In general, our results indicate that the target group participating in the action-research is not familiar with a textual analysis model regarding both ST and TT, such as that provided by Nordâs Functionalist Approach to Translation (2016); this fact certainly makes it difficult for deaf students to understand the contents presented in the original Portuguese texts and the corresponding translation into Libras. Specifically, we can conclude, among other things, that the deaf students that we examined/interviewed during our action-research: a) need to become acquainted with the Brazilian Portuguese syntactic structures and vocabulary as well; b) need to be aware of the peculiarities of their natural/mother tongue as compared to Brazilian Portuguese as a second language; c) need to make more careful readings of scientific articles; d) lack deeper knowledge about typical concepts that are used in Text Linguistics; e) declare to increase their knowledge of specialized terminology in Libras through the scientific articles translated from LP to Libras; f) assume the importance of inclusive/and bilingual school for deaf people as a preparation for Higher Education; g) use different electronic media to obtain a better reading comprehension of scientific articles; h) majorly do not consider themselves capable of translating scientific articles from LP to Libras; i) recognize that translation is a tool that really brings advantages to reading comprehension.