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Pugh, Jonathan David. „Autonomy, rationality and contemporary bioethics“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:c9107058-df18-4ccb-91ae-aa51f0b25954.
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Personal autonomy is often lauded as a key value in contemporary bioethics. In this thesis, I aim to provide a rationalist account of personal autonomy that avoids the philosophical flaws present in theories of autonomy that are often invoked in bioethics, and that can be usefully applied to contemporary bioethical issues. I claim that we can understand the concept of autonomy to incorporate two dimensions, which I term the 'reflective' and 'practical' dimensions of autonomy. I suggest that the reflective dimension pertains to the critical reflection that agents must carry out on their motivating desires, in order to be autonomous with respect to them. I begin by rejecting prominent desire-based and historical accounts of this dimension of autonomy, before going on to defend an account based upon a Parfitian analysis of rational desires. Following this analysis of the reflective dimension of autonomy, I argue that autonomy can also be understood to incorporate a practical dimension, pertaining to the agent's ability to act effectively in pursuit of their ends. I claim that recognising this dimension of autonomy more comprehensively reflects the way in which we use the concept of autonomy in bioethics, and makes salient the fact that agents carry out their rational deliberations in the light of their beliefs about what they are able to do. I go on to argue that this latter point means that my account of autonomy can offer a deeper explanation of why coercion undermines autonomy than other prominent accounts. Having considered the prudential value of autonomy in the light of this theoretical analysis, in the latter half of the thesis I apply my rationalist account of autonomy to a number of contemporary bioethical issues, including the use of human enhancement technologies, the nature of informed consent, and the doctor-patient relationship.
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Jörgensen, Linn, und Sara Flytström. „Surrogatmodern - utnyttjad eller autonom? : En kvalitativ idéanalys om den svenska debattens syn på surrogatarrangemang“. Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45106.
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This essay is comparing the different perspectives of the debate on surrogacy in two Swedish Newspapers. The purpose of this study is to contribute with knowledge about the different perspectives of the debate about surrogacy in relation to women's autonomy. The theory is defined by decisional autonomy and practical autonomy, which is written by Jonathan Pugh. Through an idea analysis, the material of the essay is analyzed through an analysis tool created with Pugh’s theory. The delimitation of material is selected from articles from Dagens Nyheter and Svenska Dagbladet between 2010 and 2020. The result shows that 12 of the arguments in the articles are based on the decisional autonomy perspective, where six of them are based on both decisional and practical autonomy in their arguments. Practical autonomy is the main argument in four of them. The conclusion is that the side of the debate that is against surrogacy argues that the woman does not have enough autonomy to decide to be a surrogacy mother, without pressure or manipulation. The other side of the debate, that is for the altruistic model argues that she has enough autonomy to make her own decision. Another conclusion in this essay is that most of the arguments, even regarding practical autonomy, are based on decisional autonomy, since practical autonomy is mostly a tool for protecting women or helping them to implement their wishes. That's why decisional autonomy is most frequently used in the debate of surrogacy.
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McLachlan, Sarah. „The role of autonomy support and integration in predicting and changing behaviour : theoretical and practical perspectives on self-determination theory“. Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12015/.
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This thesis reports six studies adopting a self-determination theory (SDT; Deci & Ryan, 1985) approach to understanding motivation and behaviour in health and social contexts. The research focuses on the internalisation and integration of goals and motives extrinsic to the individual and the effects of internalisation on psychological and behavioural outcomes. Two studies also explore the role of social agents in facilitating internalisation through provision of autonomy support. The research addresses gaps in the SDT literature and contributes to the advancement of theory and practice. A meta-analysis of effects of autonomy support on health-related psychological and behavioural outcomes (Chapter 2), based on the methods of Hunter and Schmidt (1994), indicated the significance and consistency of adaptive effects of autonomy support across the literature. A path analysis was also used to test a modified representation of Williams et al.’s (2006) SDT process model of health-related behaviour. Results supported the motivational sequence postulated within the model, as the effect of autonomy support on behaviour was mediated by need satisfaction and autonomous motivation. The studies reported in Chapters 3 and 4 make a novel contribution to the SDT health literature by employing measures of chronically-accessible physical activity outcomes and motives to represent spontaneous motivational influences on behaviour. The results presented in Chapter 3 indicated that chronically-accessible appearance-related outcomes are associated with controlling forms of motivation, while the findings reported in Chapter 4 showed that planning-based strategies to maintain physical activity under situations of success and failure in goal striving are differentially effective for chronically autonomous and controlled individuals. These studies also offer guidance for health practitioners in promoting physical activity, by highlighting the potentially maladaptive effects of appearance-related goals and the importance of tailoring planning-based interventions to individuals’ chronically-accessible motives. The study reported in Chapter 5 substantiated a core theoretical assumption of SDT by providing empirical support for people’s inclination to distinguish between intrinsic and extrinsic goals. Adopting methods from the literature on memory and attitudes, cluster analysis was performed on participants’ self-generated and recalled physical activity goal data to determine the presence of clustering by goal type. Although findings supported individuals’ ability to distinguish intrinsic and extrinsic goals at some level of representation, participants were not able to reliably code their goals at an explicit level. It was therefore concluded that differentiation between goal types may not occur consciously. The scale-development study in Chapter 6 also supported a key tenet of SDT in establishing construct, nomological, and predictive validity of a scale measuring integrated regulation for physical activity. The factorial validity of the scale, developed through an extensive literature search, expert ratings, and confirmatory factor analyses, was supported in both a high and a lower-active sample. Consistent with predictions, latent means analysis indicated the high active sample reported significantly greater integrated regulation. The scale provides a valid and reliable tool that may be used to evaluate the process of integration following autonomy-supportive interventions in health-related contexts. Finally, Chapter 7 details the development of a brief autonomy-supportive intervention and observational checklist system for ensuring fidelity to protocol that can be modified for use in a number of contexts requiring behaviour change. The intervention was implemented in a higher education setting over the duration of a single course module and significantly increased two autonomy-supportive teaching behaviours in postgraduate tutors. However, the intervention did not significantly increase the perceived autonomy support, self-determination, or coursework grades of the experimental tutors’ students relative to the control condition, although there was a trend towards a trend towards an interaction between time and experimental condition for level of self-determination towards studying. While students in the experimental group reported an increase in self-determination over time, students within the control condition reported a decrease in self-determination between the first and second, and first and third waves of data collection. The thesis concludes with a general discussion of findings and directions for future research and practice.
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Berglund, Tobias. „Understanding Prostitution : A political discourse analysis on prostitution in Sweden“. Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21588.
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Nascimento, André Luiz Brito. „Práticas gestoras na escola pública: estudo de caso no Colégio Modelo Luís Eduardo Magalhães“. Faculdade de Educação, 2009. http://repositorio.ufba.br/ri/handle/ri/18425.
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Este estudo analisa a experiência de gestão escolar, a partir do exercício de suas funções administrativas, pedagógicas e de gestão financeira, em uma unidade escolar do programa Colégio Modelo Luís Eduardo Magalhães, localizada na Região Econômica do Paraguaçu. Instituída mediante decreto assinado pelo então governador da Bahia César Borges, em maio de 1998, essa rede de escolas públicas de ensino médio foi implantada para servir de referência para todo o sistema estadual de ensino. Concebidos dentro do Programa de Ampliação e Melhoria do Ensino Médio, os colégios modelo tinham por objetivo oferecer à sociedade baiana novos parâmetros educacionais, por meio do curso de Formação Geral, com módulos instrumentais de Informática Básica, Língua Estrangeira e Gestão Empreendedora. Para tanto, a investigação adotou a perspectiva que concebe a gestão escolar em sua dimensão experiencial, a partir da assunção de saberes e práticas que emergem em um determinado contexto situacional, possibilitando aos gestores o desenvolvimento de conhecimentos e competências mediante desafios postos no cotidiano, capazes de atender a demandas administrativas, pedagógicas e de gestão financeira, que não podem ser separadas de forma absoluta. Foi procedida a reconstituição das práticas dos gestores ao longo da trajetória institucional da escola investigada, de 1999 a 2007, visando identificar peculiaridades, recorrências, continuidades e descontinuidades que contribuíssem para a compreensão de processos e mediações que condicionam o exercício da gestão escolar sob circunstâncias, muitas vezes, desfavoráveis e adversas para a realização dos fins educacionais. A pesquisa foi desenvolvida no período de 2006/2007, por meio da realização de um estudo de caso, cuja coleta de dados contemplou levantamento documental, conversas informais, observação direta, registro em diário de campo, realização de entrevistas e aplicação de questionários. Apesar do discurso oficial ressaltar a criação dos Colégios Modelo como algo que revolucionaria a educação baiana e brasileira, por apresentarem padrão arquitetônico de excelência e proposta pedagógica inovadora para o ensino médio, a investigação constatou uma realidade bem diferente daquela difundida pelas autoridades governamentais. Na verdade, a unidade escolar pesquisada apresenta, desde sua implantação, problemas estruturais que dificultam, em certa medida, a realização dos fins educacionais, dentre os quais podemos citar a ausência de um quadro de servidores técnico-administrativos efetivos, o que obriga o colégio a recorrer ao expediente de contratações temporárias, comprometendo a realização das atividades-meio em diversos setores da escola, em virtude da baixa qualificação e rotatividade desses funcionários e a escassez de recursos financeiros repassados pela Secretaria da Educação do Estado da Bahia (SEC), em relação às despesas de custeio e de capital.
ABSTRACT This study analyzes the experience of school management, from the exercise of its administrative, pedagogical functions and of financial management, in a school unit of the programa Colégio Modelo Luís Eduardo Magalhães, located in the Economic Region of the Paraguaçu. Instituted by means of decree signed for the governor of the Bahia Cesar Borges, in May of 1998, this net of public schools of Junior High school level was implanted to serve all of reference for the state system of education. Conceived inside of the Program of Magnifying and Improvement of Junior High school level, model schools had for objective to offer to the Bahia´s society new educational parameters, by means of the course of General Formation, with instrumental modules of Basic Computer science, Foreign Language and Enterprising Management. For that, the inquiry adopted the perspective that conceives the school management in its experiential dimension, from the installation of knowledge and practices which emerge in a definitive situational context, making possible to the managers the development of knowledge and abilities by means of challenges ranks in daily, able to take care of the administrative, pedagogical demands and of financial management, that cannot be separate of absolute form. It was proceeded the reconstitution from the practices of the managers throughout the institutional trajectory of the investigated school, of 1999 to 2007, aiming at to identify peculiarities, recurrences, continuities and discontinuities that contributed for the understanding of processes and mediations that condition the exercise of the school management under circumstances, much times, favorable and adverse for the accomplishment of the educational ends. The research was developed in the period of 2006/2007, by means of the accomplishment of a case study, whose collection of data contemplated documentary survey, informal colloquies, direct comment, register in daily notes, interviews done and application of questionnaires. Although the official speech to stand out the creation of the Colégios Modelo as something that would revolutionize the Bahia´s and Brazilian education, for presenting standard architectural of innovative excellence and proposal pedagogical for Junior High School level, the inquiry evidenced a very different reality of that one spread out by the governmental authorities. In the truth, the searched school unit presents, since its implantation, structural problems that make it difficult, in certain way, the accomplishment of the educational ends, amongst which we can say the absence of a staff of effective technician-administrative servers, what it compels the school to appeal to the expedient of temporary contracts, compromising the accomplishment of the activities-half in diverse sectors of the school, due to low the qualification and rotation of these employees and the scarcity of financial resources reposed by the Secretary of the Education of the State of the Bahia (SEC), in relation the expenditures of defray and capital.
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Stensson, Patrik. „The Quest for Edge Awareness, Lessons not yet learned : PhD Thesis on practical and situated usefulness of advanced technological systems among inescapable uncertainties and competing interests in a world of dynamic changes“. Doctoral thesis, Uppsala universitet, Institutionen för informatik och media, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234369.
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This thesis problematizes the concept of usefulness, in part by taking questions to the extreme. The starting point is the contemporary view of usefulness, a view that remains within a traditional paradigm of technical rationality in which important aspects are disregarded or not perceived because they are not part of the equation. For scrutiny of technological usefulness that is a socially situated phenomenon regarding physical systems, neither interpretivist nor positivist research approaches are sufficient. Both views are required. Critical Realism supports such duality, facilitating the combination of elements from different paradigms, and provides methodological guidelines for doing this. The critical realist approach makes it possible to transcend the boundaries of technical rationality and contribute an alternative definition of usefulness that takes into account also the situated, the contextual, and the unpredictable. The aim is that this definition will contribute to a transformation of society. Concepts related to usefulness, such as predictability, controllability, effectiveness, and safety, are revisited, redefined, or complemented. Underlying aspects and mechanisms are explored and tensions identified, resulting in a theoretical contribution with models and frameworks explaining what is argued to be the true nature of usefulness. Potentiality is suggested as a complementary concept to effectiveness, similar to how resilience complements safety. Situated usefulness is then defined using these four concepts. The phenomenon known as situation awareness is scrutinized as well, and complemented by system awareness and the thesis title concept, edge awareness. Four cases, two airline crashes and two nuclear power plant events, and three future scenarios, constitute the empirical contribution. The analysis shows that the contributed frameworks and redefinition of usefulness facilitate different or extended explanations of all four events, and that future cases lack considerations of situated usefulness. Research implications center on the human role and our responsibilities in relation to the technology that we use, and on the meaning of concepts defining this role. We are situated human beings. Our role is to be involved and responsible, a role requiring awareness and controllability. The escalating ubiquity and the character of computerized technological systems make therefore the quest for edge awareness more important than ever.
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Henell, Ulla. „Möte, reflektion och ansvar : i arbete som sjukgymnast i neurologisk rehabilitering“. Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35708.
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I denna vetenskapliga essä beskriver jag två möten med personer som drabbats av stroke. I reflektion kring dessa möten redogör jag för dilemman i min yrkesvardag. Jag försöker att beskriva vikten av att förståelse uppnås mellan mig som sjukgymnast i neurologisk rehabilitering och de personer jag möter. Detta för att rehabiliteringen ska bli bra. Mitt ansvar är att göra personen engagerad i rehabiliteringen och personens ansvar är att aktivt delta. Problem uppstår när personen på grund av sjukdom inte har autonomi och därmed inte kan ta ansvar för sig själv. Kring begreppen praktisk kunskap, möte, ansvar och reflektion redogör jag för filosofers och andra författares tankar och reflekterar vidare kring dessa begrepp kopplat till de möten jag beskriver. Min slutsats är att jag behöver både teoretisk kunskap och praktisk kunskap i mitt arbete. Den praktiska kunskapen är ofta tyst kunskap. Reflektion är viktig för att jag ska kunna utföra mitt arbete så bra som möjligt och samla erfarenhet och praktisk kunskap. Trots att jag försöker att göra etiska val i min yrkesutövning ingår att jag ibland misslyckas. I reflektion och besvikelse över dessa misslyckanden bygger jag mer erfarenhet.This scientific essay depicts two encounters with individuals who have suffered stroke. While reflecting about these encounters I describe dilemmas in my professional everyday work. I try to describe the importance of understanding between me as a physiotherapist working with neurological rehabilitation and the individuals I encounter. The purpose is achieving good rehabilitation. My responsibility is to make sure the individual feels invested in the rehabilitation and thus actively participate. Problems arise when the person as a result of disease do not have autonomy and consequently is unable to take responsibility. Philosophers’ and other authors’ thoughts and opinions about practical knowledge, encounters, responsibility and reflection as well as my own thoughts about the encounters I have had are described and analyzed. My conclusion is that both theoretical and practical knowledge are needed in my work. The practical knowledge is often tacit knowledge. Reflection is essential for me to be able to do my work as well as possible and to earn experience and practical knowledge. Even though I try to make ethical choices in my occupation I am not always successful. It is when reflecting and feeling disappointed about these failures that I emerge a more experienced professional in my field.
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Kampleitner, Ralph. „The Practice of Euthanasia“. Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-124664.
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In the interplay of critical and self-conscious patients and an ever-aging society the question arises how far patient autonomy sensibly should go and which parameters are deemed to be relevant for end-of-life-decisions. The progress in medicine over the last decades has led on one hand to the possibility of saving lives and maintaining them in situations where before it seemed to be impossible. Nowadays Therefore more and more people are afraid that this boom can be to their detriment when it prolongs instead of shortens their suffering. The fear of unbearable pain and of loss of control fuels the discussion about whether or not euthanasia is morally permissible and should be legalized. This thesis deals with the questions: What speaks in favor of and against the legalization of euthanasia? What forms of treatment are subsumed under the term "euthanasia"? What is the current legal situation in Austria? How far should patient autonomy go? In order to answer these questions a literature research was done which revealed that active euthanasia is not allowed in Austria but in the Netherlands, Belgium, Luxemburg and partly allowed in Switzerland. Interviews conducted among medical staff showed that medical personnel in Austria mostly are in favor of active euthanasia because they are not satisfied with the end of life care that is provided at the moment. They also embrace the trend of patient autonomy and think that patients can have the autonomous wish to end their lives but that it is difficult to determine a patient's autonomy. The reason for this is that autonomy is a gradual value that comprises patients' capacity as well as patients' long-standing goals, values, and preferences that were developed during their life. Therefore it can be concluded that increasing the availability of appropriate end-of-life care could be a solution that prevents medical staff from taking uncomfortable decisions and still enables patients to die in a dignified way.
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Beaver, Anthony R. „Personal autonomy through education“. Thesis, University of Nottingham, 1987. http://eprints.nottingham.ac.uk/13356/.
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The concept of personal autonomy as an educational ideal is analysed from its etymological roots of autos and nomos. The autos is shown to be most closely associated with authenticity and this concept is explored from existentialist roots. Authenticity's points of contact with reason are examined and the authentic individual is shown to be a deep, reflective evaluator of his own motives but existentialist radical choice of self is shown to be essentially incoherent. The nomos is linked to reason and the criteria it picks out. The limits upon reason are considered but its significance to personal autonomy is shown to be considerable; reason is argued to embrace feeling and a dimension of practical reason. The adjective, personal, is not redundant within personal autonomy as an educational ideal and is held to have significant moral implications for autonomy. A Millian analysis of the 'endowment' of a person is considered and perspectives from both developmental psychology and an ancient tradition embracing persons and virtues are shown to relate to autonomy. The second part of the thesis considers the relationship of personal autonomy to three related concepts in education: authority, freedom and paternalism and points of contact are clarified. The final part examines a place for personal autonomy within educational activities in schools. It is argued that personal autonomy should be exercised in school- based education as its exercise is the only sure way to develop it. Therefore a perspective of education as a series of practices in which the learner should be enabled to engage exercising a measure of personal autonomy is the theme of the final part. However, the purpose of the thesis is a clarification of fundamentals; it does not purport to present a curriculum for personal autonomy.
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Steindórsson, Ólafur B. „Kollektivet som autonom agent“. Thesis, Linköping University, Department of Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-58973.
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Applegate, Richard John. „Controlling the police : local autonomy in policy and practice“. Thesis, University of Plymouth, 2002. http://hdl.handle.net/10026.1/1061.
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This thesis assesses the influence of The Home Office, Her Majesty's Inspectorate of Constabulaiy, the Association of Chief Police Officers, the Audit Commission, the Local Police Authority, and the Chief Constable on local policy makers and impleinenters within the Devon & Cornwall Constabiilary. It is based on five policy areas: the structmre of the organisation. The Citizens' Charter, Annual Policing (now Performance) Plans, Domestic Violence Policy, and Equal Opportunities Policy. Unlike previous research, it brings together the issues of policy and practice at all levels of the organisation through interviews with senior managers in the Devon & Cornwall Constabulary and members of the Local Police Authority, and questionnaires to front line police officers; as well as analysis of Her Majesty's Inspectorate of Constabulary reports and Police Authority Policing Plans, and recomniendations made in Home Office Circulars and Audit Commission reports. The research was carried out prior to the infroduction of Crime and Disorder Partnerships and Crime Audits, required by the Crime and Disorder Act 1998. Both policy makers and policy implementers believed that there was a sfrong influence from all the key players in the policy areas examined, with the exception of the Association.of Chief Police Officers arid the Local Police Authority: There is-no'^yidence; to suggest that there has been any change in the power relationship between the Chief Constable and the Police Authority. For police officers directly iiivolved in the implementation process. The Citizens' Charter and Annual Policing (now Performance) Plans had made little differerice to the way they carried out their day-to-day work. In these more generic policy areas they saw less influence from the key players but perceived greater influence coming from consumers, public opinion, colleagues and immediate supervisors. In the tighter policy area of domestic violence, where there is greater top down confrol, the mfluence of the key players was the sfrongest, and local autonomy, both in policy and practice was hard to find. The police organisatiori retains many of the attiibutes of a classical bureaucracy and an ideal form of organisational stincture has yet to be found.
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Guaraldo, Sônia Regina. „A formação contínua em serviço: um estudo das representações de professores e gestores em três municípios paulistas“. Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19102015-113213/.
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Esta pesquisa apresenta um estudo das representações sobre formação contínua de profissionais da gestão e da docência em três municípios do interior paulista, a partir da perspectiva teórica da antropologia dialética de Henri Lefebvre. Tendo como principal objetivo desvendar que representações sobre formação contínua possuem os sujeitos envolvidos na pesquisa, confrontam-se neste estudo a análise dos dados obtidos através da realização de entrevistas com gestores escolares e municipais, a análise das manifestações obtidas através da aplicação de questionário tipo survey com todos os professores das séries iniciais do ensino fundamental, além dos dados coletados a partir da realidade socioeconômica e educacional observada nos municípios dos quais fazem parte as redes de ensino municipal pesquisadas, em especial os dispositivos formais de incentivo à participação na formação contínua previstos em lei, os índices educacionais obtidos nas últimas avaliações censitárias em larga escala, como também as propostas de formação contínua desenvolvidas nos anos de 2012 e 2013. A partir da análise individual e comparativa dos dados obtidos nas três redes de ensino, a investigação aponta para a influência que as diferentes representações de gestores e professores, confrontadas especialmente ao contexto educacional dos sistemas de ensino, exercem uns sobre os outros, modificando-se. Nesse sentido, observa-se que nos contextos em que o conjunto de ações de formação contínua é provido em maior quantidade e, presumivelmente, em melhor qualidade, os professores tendem a representar a capacitação profissional em serviço como fonte de conhecimento pedagógico com vistas à melhoria da prática e os gestores a demonstrar maior grau de envolvimento e autonomia na condução desses programas.This research presents a study of the representations about the continuing education of professionals of management and teaching over three municipalities in the countryside of the State of São Paulo, from the theoretical perspective of Henri Lefebvres dialectical anthropology. Having as its main goal to unveil which representations of continuing education have the subjects involved on the research, the following aspects are confronted along the investigation: the data analysis obtained through interviews with school managers and city managers; the analysis of the survey answered by all teachers of the first years of elementary school; and data collected from socioeconomic and educational realities observed in the municipalities which are part of the teaching system surveyed, especially the formal incentive tools of continuing education provided by the law, the educational indexes obtained during the latest census evaluation in large scale, as well as proposals of continuing education developed in 2012 and 2013. From the individual and comparative analysis of the data obtained in the three teaching networks, the investigation points the influence that different representations of managers and teachers, especially confronted with the educational context of the teaching system, exert to each other, modifying themselves. In this sense, it is observed that in the contexts where the set of education actions is provided in larger quantity and, presumably, in better quality, teachers tend to represent the professional capacity as a source of pedagogical knowledge in order to improve the practice and the demonstration, by managers, of a bigger level of involvement and autonomy in the conduction of these programs.
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Lanskey, Caroline Mary. „Student autonomy in schools : contemporary and earlier thinking and practice“. Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612961.
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Padgett, Stephen Mark. „Negotiating quality : everyday practices and nursing self regulation /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7306.
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Fernandes, Patricia Jacques. „Ato médico: versões, visões e reações de uma polêmica contemporânea das profissões da área de saúde no Brasil“. reponame:Repositório Institucional da FIOCRUZ, 2004. https://www.arca.fiocruz.br/handle/icict/6096.
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Previous issue date: 2004Identifica e analisa as visões e reações de representantes corporativos de médicos, enfermeiros e psicólogos a respeito da regulamentação do ato médico. Utiliza documentação primária, bibliografia secundária, dando ênfase ao uso da História Oral. Visa o rastreamento dos conflitos e interesses em jogo, presentes nas relações entre estes profissionais de saúde.
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Higgins, Jull Roberta. „Educating for autonomy in practice : the experiences of undergraduate physiotherapy students“. Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395131.
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Macmillan, Maureen S. „Autonomy shown in life histories of elderly people and a nursing response“. Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19086.
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Obied, Ali. „Practical reasoning models for situated autonomic and deliberative regulation systems“. Thesis, Liverpool John Moores University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436575.
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Oliveira, Ivan de. „An Assessment of the Practice of Collective Administrative Participation in the Public Schools of CearÓ. Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=480.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorABSTRACT The basic question directing this research was: How do the public schools at primary and secondary levels in the State of Cearà that have the Development School Plan (DSP) respond to a constitutional demand that the principal of Democratic Management be applied in all public schools. The inclusion of democratic management in the Federal Constitution of 1988 was something rather new as no other federal document had included it. The study tried to verify the existence of effective collegiate participation in school management in the public state schools of CearÃ. It also tried to discover what level of relationship existed between these same schools and other departments in the State Secretariat of Education (SEDUC) and the regional centers for educational development (CREDE). The research was carried out through non structural interviews with representative members of school councils in 82 of the state schools. Personal observation of the manner in which these councils met and functioned was also carried out. The interpretation and explanation of what was discovered was based strictly on the principles of hermeneutic phenomenology. Seven distinct categories were presented as concrete expressions of democratic school participation: the notion of participation, the participation of different segments of the school and local communities, the decisions made at council meetings, the number of meetings held, the difficulties involved in participation for various segments of school management, the organizations present in the school management, and the relationship between the school, CREDE an SEDUC. We concluded that contrary to what was idealized the working together of members of school management and local communities, the mechanism used the system simply did not work.
RESUMO Ponto fundamental norteou este trabalho: como as escolas pÃblicas do Ensino Fundamental e MÃdio da rede pÃblica do Estado do Cearà e que tenham PDE â Plano de Desenvolvimento da Escola, respondem ao imperativo constitucional que estabelece o princÃpio da gestÃo democrÃtica do ensino pÃblico. A inclusÃo da gestÃo democrÃtica do ensino pÃblico na ConstituiÃÃo Federal de 1988 foi uma inovaÃÃo, jà que nenhuma outra carta anterior o fez. Mesmo a legislaÃÃo infraconstitucional de procedÃncia federal nÃo consignou o tema como um princÃpio a ser adotado. Este estudo se circunscreverà a verificaÃÃo de existÃncia de participaÃÃo efetiva do colegiado escolar na gestÃo das escolas pÃblicas estaduais, e saber qual o nÃvel de relacionamento dessas escolas com outros ÃrgÃos do sistema (Secretaria de EducaÃÃo do Estado â SEDUC e os centros regionais de desenvolvimento da educaÃÃo - CREDES) A pesquisa baseou-se em dois tipos de levantamentos de dados. No primeiro, entrevistas de carÃter nÃo estruturado com os membros representativos de conselhos escolares de oitenta e duas escolas. No segundo levantamento, foram feitas observaÃÃes do funcionamento das reuniÃes desses colegiados. As interpretaÃÃes e explicaÃÃes dos achados foram feitas com base nos princÃpios estritos da hermenÃutica fenomenolÃgica. Sete categorias distintas, mas intimamente relacionadas, foram enunciadas como expressÃes concretas da gestÃo democrÃtica â a idÃia de participaÃÃo, a participaÃÃo dos diferentes segmentos da comunidade escolar e local na gestÃo da escola, o referendado nas reuniÃes dos conselhos, o nÃmero de reuniÃes realizadas pelo colegiados, as dificuldades na participaÃÃo dos vÃrios segmentos na gestÃo da escola, os organismos escolares presentes na gestÃo da escola e a relaÃÃo da escola com o CREDE e a SEDUC. Foi possÃvel constatar que, ao contrÃrio do que se idealiza sobre a convivÃncia entre membros da comunidade escolar e local, os mecanismos adotados pelos sistemas nÃo lograram bom termo.
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Robertson, Laura, und M. Gail Jones. „Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/765.
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This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.
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Torsson, Michael. „När vi behöver skyddas från oss själva(?) : Paternalism, autonomi och rättigheter“. Thesis, Linköping University, Department of Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-53973.
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I den här uppsatsen diskuteras begreppet paternalism så som det används av Danny Scoccia och Joel Feinberg. Särskilt fokus ligger vid hur man bör definiera mjuk och hård paternalism. Begreppen är viktiga då de är centrala om man vill diskutera kopplingen mellan moral och politik. I denna uppsats är huvudfokus på de moraliska begränsningarna av vad man bör stifta lagar om men det uppstår oundvikligen paralleller till moraliska överväganden av mer privat karaktär. Även om uppsatsen inte lägger fram några argument som slutgiltigt avgör diskussionen bemöts ett antal argument mot Feinbergs teori och stark kritik framförs mot det av Scoccia föreslagna alternativet till definitioner.
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Anthony, John. „The justfiable limitations of patient autonomy in contemporary South African medical practice“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2859.
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Thesis (MPhil (Philosophy))--University of Stellenbosch, 2009.ABSTRACT: The European Enlightenment secured man’s freedom from doctrinal thought. Scientific progress and technological innovation flourished in the 18th Century, radically changing the lives of all. Man’s mastery and transformation of his environment was matched by revolutionary political reform, resulting in the dissolution of empire and the transfer of power into the hands of the people. Social transformation saw the city-states of pre-modern man supplanted by a globalized community whose existence grew from time and space distantiation facilitated by the new technologies and the development of symbolic forms. These sweeping social, political and ideological changes of the 18th Century fostered the belief that man’s transformative authority was indeed his to command. Man believed he had a right to self-governance and to autonomous decision-making. Kant described moral autonomy as the freedom men have to show rational accountability for their actions and he saw in men a dignity beyond all price because of this moral autonomy. Personal autonomy is seen as the expression of the free will of individuals and is justifiably constrained by the need to respect the interests and agency of others. The principle of autonomy, in the context of medical practice, was not clearly articulated until the early 20th century. Prior to this, the ethical practice of medicine relied upon the beneficent intentions of the practitioners. The limits to patient autonomy have been delineated largely by issues of social justice based upon the need to share scarce resources fairly among members of society. However, autonomy remains a dominant principle and is most clearly exemplified by the process of informed consent obtained prior to any medical intervention. This thesis provides a conceptual analysis of autonomy in the context of informed consent. Following this, several different clinical scenarios are examined for evidence of justifiable limitations to patient autonomy. Each scenario is examined in the light of different moral theories including deontology, utilitarianism, communitarianism and principlist ethical reasoning. Kantian ethical reasoning is found to be resilient in rejecting any limitation to the autonomy principle whereas each of the other theories allow greater scope for morally-justified curtailment of individual autonomy. The thesis concludes with reflection on post-modern society in which the radicalization of what began with the European Enlightenment sees the transformation of pre-modern society into a global community in which epistemological certainty is no longer available. In this environment, the emerging emphasis on global responsibility requires ethical accountability, not only when individuals secure transactions between one another but also between individuals and unknown communities of men and women of current and future generations. The thesis concludes that patient autonomy is justifiably limited in South African medical practice because of issues related to social justice but that the impact of the new genetic technologies and post-modernity itself may in future set new limits to individual patient autonomy.
OPSOMMING: Die Europese Verligting het die mensdom bevry van verstarde, dogmatiese denke. Wetenskaplike en tegnologiese ontwikkelinge het tydens the 18de Eeu die lewens van almal radikaal verander. Die mens se bemeestering en transformasie van sy omgewing het gepaard gegaan met revolusionêre politieke hervormings wat gelei het tot die ontbinding van tradisionele politieke ryke en die oordrag van mag aan die mens. Sosiale transformasie het veroorsaak dat die politieke ordeninge van voor-moderne mense deur ‘n globale gemeenskap vervang is wat ontstaan het as gevolg van onder meer die ontkoppeling van tyd en plek (Giddens), en wat deur nuwe tegnologiese ontwikkelings en die ontstaan van simboliese vorms moontlik gemaak is. Hierdie uitgebreide ontwikkelinge het die idee laat ontstaan dat niks vir die 18de Eeuse mens onmoontlik is nie. Die mens het geglo dat hy ‘n reg het op self-bestuur en outonome besluite. Kant het die morele outonomie van die mens beskou as sy vryheid om verantwoordlikheid te neem vir sy eie rasioneel-begronde handelinge en verder het hy ‘n besondere waardigheid in die mens geïdentifiseer vanweë sy morele outonomie. Omdat ‘n mens hierdie eienskap besit, beskik hy oor ‘n hoër waardigheid as alle alle ander lewensvorme. Persoonlike outonomie is die uitoefenimg van die vrye wil van die individu en word om geregverdigde redes beperk deur die regte van ander mense. Die beginsel van outonomie met verwysing na mediese etiek het nie voor die begin van die 20ste eeu prominent geword nie. Voor hierdie tyd het mediese etiek staatgemaak op die goeie voorneme van die praktisyn. Die grense van individuele outonomie word nou bepaal deur die noodsaak van sosiale geregtigheid. Al is dit die geval, bly die beginsel van outonomie die belangrikste beginsel in die etiese debat en word meestal gesien as ‘n deel van die proses van ingeligte toestemming. Hierdie tesis verskaf ‘n omvattende ontleding van outonomie met betrekking tot ingeligte toestemming. Daarna word verskillende kliniese gevalle beskryf en ontleed, en verskeie etiese teorieë gebruik om die wyse waarop pasiënt outonomie reverdigbaar ingekort behoort te word, te bespreek. Die teorie van Kant is in staat om enige inkorting van outonomie in alle gevalle the weerstaan. Elkeen van die ander teorieë verskaf redes waarom die outonomie van individuele pasiënte legitiem ingekort mag word. Hierdie werk sluit af met besinning oor die post-moderne gemeenskap wat ‘n globale samelewing moet aanvaar sowel as die ontoereikenheid van enige kenteoretiese sekerheid. Die ontwikkelende verantwoordelikheid vir die totale mensdom in hierdie wêreld veroorsaak dat individue nie meer slegs moet besluit oor die morele verhouding met sy medemens nie, maar ook oor sy verhouding met mense van gemeenskappe wat geskei is in tyd en ruimte, insluitend sy verhouding met die mense van toekomstige generasies. Hierdie werk sluit af met die gevolgtrekking dat pasiënt outonomie regverdigbaar beperk word in die Suid Afrikaanse mediese praktyk deur die noodsaaklikheid van sosiale geregtigheid. Die verwagte impak van nuwe genetiese tegnologieë en die ontwikkeling van ‘n post-moderne gemeenskap mag nuwe beperkings bring vir pasiënt outonomie.
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Le, Roux Neil. „A case of emergence : autonomy and self-organisation in conceptual art practice“. Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86383.
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Thesis (MA(VA))--Stellenbosch University, 2014.ENGLISH ABSTRACT: This thesis entails a practice-led theoretical discussion on generative art production within an ecological framework. It is based on my work in Eyemvelo Kosbos (2010- ), an interdisciplinary collaborative project geared toward food production within ecologically sound parameters. Acting in my capacity as live-in curator of this agroecological space, I have subsequently formulated a series of biological generative artworks known as Ecological Concept Objects (2011- ), which serve as the main practical component of this research. By establishing philosophical realism as the main theoretical premise, I formulate an understanding of my art practice as a collaboration with the world. Core philosophical sources such as Graham Harman, Bruno Latour and Manuel DeLanda are cited to elucidate the theoretical underpinnings of my work. A case is made for aesthetics to be understood in its classical sense – as a discourse of sense perception, as opposed to visual taste or beauty. By discussing relevant examples from contemporary generative art, along with the theoretical insights of many practicing artists, key concepts such as emergence and self-organisation are identified as pivotal to generative practice. A definitive understanding of generative art is fomented whereby the artist willingly relinquishes creative agency and decision-making to impersonal forces. An historical context is provided which shows a precedent for similar art practices. The world is accordingly posited to be a vast interdependent network of real autonomous entities coming into relations with other real autonomous entities. This conception furthermore challenges a mutually-exclusive dichotomy of ‘Nature’ and culture, by suggesting that these two supposed binaries are so entangled that any separation thereof is a blatant form of idealism, if indeed ‘Nature’ can even be said to exist at all. An integrated ecological practice is nonetheless encouraged throughout as a central theme or primary conceptual parameter for both this dissertation and its accompanying practical body of work. Permaculture, a systems-based design science geared towards sustainability, is identified and adopted as a working example of an ecological practice which consolidates ‘human care’ with ‘earth care’, as the latter naturally encompasses the former. The goal of this research is then to investigate a practice where the artist, despite being restricted to linear action in the world, works in such a way as to allow the non-linear dynamics of emergent potential to reveal itself on its own terms. Such a methodology stands in stark contrast to an anthropocentric mastery of predictable matter, where little provision is made for anomalies, accidents or emergent forms. Generative art, on the other hand, is shown to make such provisions as it affords self-organisation to its medium, as entities are given time and space to express themselves in unique assemblages.
AFRIKAANSE OPSOMMING: Hierdie tesis behels 'n praktyk-geleide teoretiese bespreking oor generatiewe kunsproduksie binne 'n wyer ekologiese raamwerk. Dit is gebaseer op my werk in Eyemvelo Kosbos (2010 - ), 'n interdissiplinêre gesamentlike projek wat daarop gemik is om voedsel binne ekologies verantwoordelike perke te produseer. In my hoedanigheid as inwonende kurator van hierdie agri-ekologiese projek, het ek 'n reeks biologiese generatiewe kunswerke geformuleer wat bekend staan as Ecological Concept Objects (2011- ), wat dien as die primêre praktiese komponent van hierdie navorsing. Met die vestiging van filosofiese realisme as die kern teoretiese uitgangspunt, formuleer ek 'n begrip van my kunspraktyk as 'n ‘samewerking met die wêreld.’ Die teoretiese fondasies van my werk word uitgelig deur verwysing te maak na kern filosofiese bronne soos Graham Harman, Bruno Latour en Manuel DeLanda, onder andere. 'n Argument word geformuleer waarvolgens die term estetika in sy klassieke sin verstaan moet word - as 'n diskoers oor sintuiglike persepsie, in teenstelling tot ‘n bespreking oor visuele smaak of skoonheid. Sleutelkonsepte soos opkoms (emergence) en self-organisasie word geïdentifiseer as deurslaggewend vir ‘n sinvolle bespreking van generatiewe praktyke. By die bespreking van relevante voorbeelde van kontemporêre generatiewe kuns, saam met die teoretiese insigte van verskeie praktiserende kunstenaars, word 'n werkende begrip van generatiewe kuns ontwikkel waarvolgens die kunstenaar kreatiewe agentskap en besluitneming vrywillig afstaan aan onpersoonlike kragte. 'n Historiese konteks word verder verskaf wat 'n presedent aandui vir soortgelyke kunspraktyke. Die wêreld word dan daarvolgens geposisioneer as 'n groot netwerk van werklike outonome entiteite wat verhoudings met ander werklike outonome entiteite aanknoop. Hierdie opvatting daag verder 'n wedersyds-eksklusiewe dualisme van 'Natuur' en kultuur uit, deur voor te stel dat hierdie twee veronderstelde binêre teenstrydighede sό verstrengel is dat enige skeiding daarvan inderdaad voorkom as 'n blatante vorm van idealisme. 'n Geïntegreerde ekologiese praktyk word egter aangemoedig om deurgaans as 'n sentrale tema of primêre konseptuele riglyn vir beide hierdie tesis en die gepaardgaande praktiese werk te dien. Permaculture, 'n stelsels-georiënteerde ontwerpwetenskap gerig op volhoubaarheid, word geïdentifiseer en aanvaar as 'n werkende voorbeeld van 'n ekologiese praktyk wat ‘sorg van mense’ met 'sorg van die planeet" vereenselwig, aangesien laasgenoemde daarvolgens die eersgenoemde insluit . Derhalwe, is die doel van hierdie navorsing om ondersoek in te stel tot 'n praktyk waar die kunstenaar, ten spyte daarvan dat sy beperk is tot lineêre aksie, in so 'n manier te werk gaan dat die nie-lineêre dinamika van ontluikende potensiaal geopenbaar kan word. So 'n metode staan in kontras met 'n eenrigting antroposentriese bemeestering van voorspelbare materie - waar daar min voorsiening vir ongerymdhede, ongelukke of ontluikende vorms gemaak word. Daar word egter bevind dat generatiewe kunspraktyk wel hierdie voorsienings maak, aangesien dit self-organisasie aan die medium toe staan, sodat entiteite tyd en ruimte verskaf kan word om hulself uit te druk in unieke samestellings.
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Mitnick, Steven David. „NURSE PRACTITIONERS' PERCEPTIONS AND BEHAVIORAL INTENT TOWARD PRIVATE PRACTICE AND PROFESSIONAL AUTONOMY“. VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/5077.
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The purpose of this study was to determine: 1) the perceptions of nurse practitioners toward private practice and professional autonomy, and 2) nurse practitioners' behavioral intent towards private practice and professional autonomy. Data were collected with a questionnaire designed by the researcher to measure demographic data, nurse practitioners' perceptions and behavioral intent toward private practice and professional autonomy, and knowledge of legal issues pertaining' to private practice. Of 153 possible respondents, 100 (64%) nurse practitioners in the State of Maryland participated in the study.
Data were presented descriptively by number and percentage. The typical nurse practitioner was 31 to 40 years of age, attended a certificate program as an adult nurse practitioner, had a Master's Degree, worked full-time in a combination in-patient/out-patient setting, and has been practicing for more then six years. Four nurse practitioners were in private practice. Results showed that almost all nurse practitioners' surveyed (97%) perceived private practice as appropriate, but most (83%) did not plan to work in that capacity during the next five years. Nurse practitioners' knowledge of legal issues (third party reimbursement, prescription writing privileges, and legality of owning and operating a private practice) were low with an average score of 55 percent. The autonomy section revealed that 1) nurse practitioners believed that nurse practitioner programs should teach and encourage private practice; and 2) that nurse practitioners are willing to make independent decisions and accept responsibility for them, but they were also inclined to accept limits established by the medical community.
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Dixon, David. „Measuring language learner autonomy in tertiary-level learners of English“. Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.
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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
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Shroff, Monal R. Bentley Margaret E. „Child nutritional status, feeding practices and women's autonomy in rural Andhra Pradesh, India“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1397.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Apr. 25, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Nutrition of School of Public Health." Discipline: Nutrition; Department/School: Public Health.
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Berry, Jonathan. „An investigation into teachers' professional autonomy in England : implications for policy and practice“. Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10337.
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The current coalition government in England has expressed its commitment to establishing an autonomous teaching profession. This study argues that such autonomy cannot exist in a system that is ideologically driven by market forces and neo-liberal policy. The best situation that most teachers can hope to experience – barring a seismic shift in material conditions – is an earned and scrutinised autonomy, which is an oxymoronic concept. It is argued that the tight control exercised by the state over what happens in schools through its promotion of market forces, reinforces the ideological nature of schooling in England. The theoretical and ontological basis of the study resides in an orthodox Marxist perspective and analyses the way in which neo-liberalism has formed the basis for the material conditions under which teachers currently work. It develops this idea to demonstrate how this dominant ideology pervades current discourse about pedagogy and curriculum, reducing such discourse to a narrower consideration of ‘standards’. It considers how this diminution of what the curriculum has become has, in its turn, had an impact on teachers’ view of their professional autonomy. Data are gathered from two rounds of interviews with 22 serving teachers complemented by some written responses from them. Six others with a professional interest in education policy-making, four of whom are headteachers, are also interviewed. The conclusion is drawn that teachers’ autonomy remains restricted, with any independence of action largely contingent upon the production of outcomes measured against limited, pre-determined and ideologically driven outcomes. The study identifies a disconnection between the aspirations of teachers with regard to their professional autonomy and those of some, but not all, headteachers. A further disconnection between the aspirations of teachers and the policies of central government is also identified. Significantly, teachers may enjoy more professional autonomy in those schools which currently, and possibly temporarily, enjoy market popularity. In terms of a contribution to the debate about teacher autonomy, the study demonstrates that, notwithstanding the effects of the current policy ensemble, teachers maintain a sense of what education could offer young people that goes beyond the existing, reductive models that frame their working lives.
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Hsu, Wen-Cheng. „Representations, constructs and practice of autonomy via a learner training programme in Taiwan“. Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415499.
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Keyes, Edwin James. „Facilitating Student Autonomy: An Exploration of Student-Driven Curriculum Development and Implementation“. BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7034.
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In order to improve his own teaching practice, the researcher observed and studied student-driven approaches to public art education that not only achieved the aims of the national standards, but also encouraged secondary students' engagement with art in personally relevant ways. Inspired and informed by these observations and studies, the researcher developed a curriculum based more on student concerns, which was studied using action research. The action research approach was driven by experimentation with the curriculum's content as well as its implementation and is fundamentally about improving the researcher's own teaching practice. Hence, the study focuses largely on the researcher's curriculum and teaching. Relationships or correlations between intrinsic motivation, engaging with art in critical ways, and classroom autonomy are explored in the present study. This thesis investigates what students might accomplish when given more autonomy over their projects and learning opportunities. This study focused largely on how a student-driven approach changed the researcher's own feelings and understandings about teaching and learning. The results of the present study lead to a variety of conclusions regarding teaching, curriculum, and student learning.
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Miyaoka, Isao. „International norms and state autonomy : wildlife preservationist pressures on Japanese economic practices, 1987-1991“. Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298048.
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Galloway, Sheila. „Professionalism and autonomy : the case of teachers' in-service training 1988-92“. Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/55555/.
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This thesis provides a sociological analysis of the in-service training (INSET) of teachers in England between 1988 and 1992, to explore issues concerning the professionalism and autonomy of teachers. Sociologists of education have produced numerous explanations of educational phenomena, and evaluation studies reveal much about INSET. Yet there remains the task of developing sociological explanations in this field. As an especially dynamic phase, the period designated merits detailed study. Teachers' professional development is conceptualized in three ways: in relation to change in the education system, to the place of teaching as a profession, and in terms of professional learning. National INSET schemes implicitly threatened teacher autonomy, yet professionalism could be redefined at the micro- level, and this study therefore addresses macro- and micro-sociological issues. The empirical research concentrates with increasing intensity on school-focused INSET experiences, through data from documentary sources, in-depth interviews, and participant observation. Chapter 1 explains the rationale for the investigation and demarcates the field of study. Chapter 2 outlines the background to the Local Education Authority Training Grant Scheme and similar initiatives. Chapter 3 sets out the sociological basis for the analysis of INSET phenomena. Methodological issues are addressed in Chapter 4, including the choice of case studies, the challenges of re-analyzing data and the criteria for selecting cases. The analysis presents a macro-sociological perspective in Chapter 5, then examines how national and LEA priorities are implemented in schools in Chapter 6. Micro-level case studies explore specific aspects of INSET: across different phases in Chapter 7 and on using information technology in Chapter 8. Chapter 9 investigates INSET for art. Chapter 10 summarizes the ways this thesis contributes to knowledge about the professionalism and autonomy of teachers through the study of INSET during a critical period. It reviews the application of the theoretical approach and points to areas for further research.
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Griner, Downi. „Student Autonomy: A Case Study of Intrinsic Motivation in the Art Classroom“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3362.
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How might a curriculum based on Self-Determination Theory (SDT) influence student motivation and art making in a 9th grade art classroom? The researcher devised a negotiated curriculum called The Master Artist Program based on the SDT theory of intrinsic motivation. The implementation of this curriculum was designed to explore the question of how a curriculum based on SDT theory would influence student motivation and art making in a 9th grade art classroom. This curriculum was implemented in a ninth grade art class on an optional basis for the course of nine weeks. The results of data analysis, illustrated by relevant vignettes, revealed features indicative of intrinsic motivation as well as peer interaction and community.
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Gillespie, Jethro D. „The Portable Art Gallery: Facilitating Student Autonomy and Ownership through Exhibiting Artwork“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2848.
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In an attempt to help a class of high school AP Studio Art students find a more authentic sense of autonomy and ownership with their own art projects, the author has constructed a portable art gallery space designated for the exhibition of student artwork. Through a theoretical framework of post-structuralism, as well as a hybrid methodological approach, including tenets of both action research and grounded theory, he was able to explore how de-centralizing traditional, pedagogical notions of power in the classroom and utilizing contemporary art education practices affected AP Studio Art students' experience in the art classroom. By placing an emphasis on student exhibitions, the author was able to foster an environment of greater student autonomy and meaningful art making in the classroom.
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Ireland, Leah. „Weaving Futures, Feminisms in Practice“. Thesis, Linnéuniversitetet, Institutionen för design (DE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-86217.
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At the core of this collaborative ‘independent’ project is a growing and shifting community of practitioners: design students, volunteers, professors, farmers, entrepreneurs, local nonhuman species and the soil; each of us performing our various roles together. By contextualizing this community within the growth economy: industrialization, globalization and capitalism and more specifically: patriarchy, oppression, and alienation, I aim to explore how, through design, we can perform local accountabilities that critically co-respond to the greater anthropocentric narratives of our time. By engaging with autonomous, post-capitalist feminist theories of care, and the queering of normative ways of world-making, I investigate the roles our everyday farm tools play in helping to further explore, ask questions and shape more resilient and convivial practices. Through the collaborative processes of workshopping and prototyping, my collaborators and I challenge the normative narrative of the ‘hero’ tool, looking to our everyday choreographies at the farm for those actions and labours that go unnoticed. Through discussion and material exploration we used the makerly practice of weaving as tool for coming together and helping to create a community of care.
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Guimarães, Katharine Marques Muniz. „O desenvolvimento da autonomia na educação de filhos adolescentes: um estudo em famílias de camada média urbana“. Universidade Catolica de Salvador, 2017. http://ri.ucsal.br:8080/jspui/handle/prefix/365.
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É crescente a necessidade de rediscutir e repensar compreensões cada vez mais ampliadas sobre as relações intrafamiliares e os padrões de interação entre pais e filhos, como aspectos que interferem na criação dos filhos e na constituição de pessoas autônomas e colaborativas em seus diversos contextos. Nesse viés, o contexto familiar e as práticas educativas adotadas por pais e mães são aspectos centrais para o desenvolvimento da autonomia de seus filhos. Diante do exposto, temos como objeto de pesquisa a participação de pais e mães de adolescentes por meio de suas dinâmicas de interações vivenciadas em suas práticas educativas desempenhadas no exercício da parentalidade. Temos como problema de pesquisa: Como as práticas educativas de pais e mães da camada média urbana de Salvador contribuem no processo de desenvolvimento da autonomia de seus filhos? Para respondê-la, levantamos como objetivo geral: i) analisar a compreensão de pais e mães acerca de suas práticas educativas relacionadas ao desenvolvimento da autonomia de seu(s) filho(s) adolescente(s) e como específicos: ii) investigar as concepções de autonomia para pais e mães de filhos adolescentes; iii) compreender as práticas educativas de pais e mães relacionadas ao desenvolvimento da autonomia dos seus filhos adolescentes; e iv) discutir o papel parental no desenvolvimento da autonomia de filhos adolescentes na contemporaneidade. A metodologia utilizada foi de natureza qualitativa (MINAYO, 2010) e exploratória (YIN, 2010), sendo um estudo de casos múltiplos. Foram realizadas entrevistas abertas com três pais e três mães, casados entre si, do modelo de família nuclear. Aplicamos uma questão disparadora para permitir que os entrevistados respondessem de forma livre. Para a obtenção de dados complementares foi utilizado um roteiro de identificação com dados relacionados a cada participante. Posteriormente, as entrevistas foram analisadas com base na construção de categorias de análise de conteúdo (MINAYO, 2010). Foi feito uso de aportes teóricos sistêmicos (BOWEN, 1991; MINUCHIN, 1982, 2003, 2008; BRONFENBRENNER, 1996, 2011), com o intuito de fundamentar a análise e compreensão dos dados. Obtivemos como resultado relevante que o desenvolvimento da autonomia dos adolescentes é um processo contínuo, complexo e relacional e acontece na relação do indivíduo com a família e a sociedade mais ampla. Observamos que cada uma das famílias em estudo apresenta especificidades em relação às suas crenças e valores que medeiam o processo de educação dos filhos, como uma experiência única.
There is a growing need to rediscuit and rethink increasingly extended understandings about intrafamily relationships and patterns of parent-child interaction as aspects that interfere with parenting and the constitution of autonomous and collaborative people in their various contexts. In this bias, the family context and the educational practices adopted by fathers and mothers are central aspects for the development of the autonomy of their children. In view of the above, the present study has the objective of research the participation of parents and adolescents through their dynamics of interactions experienced in their educational practices performed in the exercise of parenting. We have as a research problem: How do the educational practices of urban middle-class parents contribute to the process of developing their children's autonomy? In order to answer this question, we have as a general objective: (i) to analyze the parents' understanding of their educational practices related to the development of the autonomy of their adolescent child (ren) and how specific: (ii) Conceptions of autonomy for fathers and mothers of adolescent children; Iii) understand the educational practices of parents related to the development of the autonomy of their adolescent children; And iv) to discuss the parental role in the development of the autonomy of adolescent children in contemporary times. The methodology used was qualitative (MINAYO, 2010) and exploratory (YIN, 2010), being a multiple case study. Open interviews were conducted with three parents and three mothers, married to each other, of the nuclear family model. We applied a triggering question to allow respondents to respond freely. To obtain additional data an identification roadmap was used with data related to each participant. Subsequently, the interviews were analyzed based on the construction of categories of content analysis (MINAYO, 2010). It was made use of systemic theoretical contributions (BOWEN, 1991; MINUCHIN, 1982, 2003, 2008; BRONFENBRENNER, 1996, 2011), in order to base the analysis and understanding of the data. We obtained as a relevant result that the development of adolescents' autonomy is a continuous process, complex and relational and happens in the relationship of the individual with the family and the wider society. We observed that each of the families studied presents specifics regarding their beliefs and values that mediate the process of raising their children as a unique experience.
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Boote, David. „Promoting professional autonomy?, five papers on the beliefs, practices, and organizational cultures of teacher educators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ61627.pdf.
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Huonker, John Walter. „The determinants of physician practice choice and its effect on physician autonomy, satisfaction, and commitment“. Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186498.
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The effective management of professionals requires achieving a balance between organizational control and professional autonomy. The problem of achieving a balance is important currently in the United States healthcare industry. This dissertation examined the antecedents and consequences of physician autonomy in both traditional fee-for-service (FFS) and non-traditional managed care settings. The population of physicians in one county were surveyed. Two models were developed arguing that physician practice choice affects autonomy. The antecedents and consequences of autonomy were compared both between FFS and managed care practice and between different types of managed care organizations (MCOs). Results indicate that most physicians in the survey area choose managed care practice, and the value physicians place on income is positively associated with the volume of patients from MCOs. FFS practice generated greater autonomy than MCO practice, and autonomy within MCOs positively affected practice satisfaction. Group practice positively affected autonomy within MCOs. Autonomy did not vary across different MCO types but was influenced by the process variables physician decision involvement and organizational formalization, thus suggesting that classifying organizations by autonomy requires knowledge of the processes used in the MCO.
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Ledward, Alison. „The interface between evidence-based maternity care clinical practice guidelines and the pregnant woman's autonomy“. Thesis, University of Leicester, 2017. http://hdl.handle.net/2381/40446.
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The importance of the pregnant woman’s autonomy and the role of increased choice in decision-making relating to her maternity care have gained widespread recognition. This is borne out in the healthcare and bioethics literature, key initiatives in policy documents and clinical guidelines. Although guidelines are a central feature of maternity care, little is known about how their recommendations are experienced by women and the impact on their autonomy. This thesis addresses that gap in knowledge. The methods I used in this research comprised a literature review and an empirical study consisting of semi-structured interviews with 20 participants in an inner-city teaching hospital. Data collection, transcription and analysis were informed by adaptation of the Constructivist Grounded Theory approach (Charmaz: 2006). My analysis generated two main thematic categories. First, women lack the appropriate in-depth pregnancy and birth knowledge to make decisions independently. Second, interactions with trusted professional carers were highly valued. Analysis suggested new insights, namely that the meaning of autonomy to women is more complex than self- government, a range of options and relational responsibilities can account for. Women felt empowered by being a genuine participant in the decision-making process. They expressed their autonomy by being invited to share their previous experiences, current expectations and concerns and request information in a manner consistent and timely with their own agendas. Women’s responses were also shaped by considered reflection of the impact of their decisions on others. My analysis revealed that some level of interdependence may be a precondition for women to exercise their autonomy. It is a paradox that the recommendation professionals should follow guidelines and be non-directive may result in the unintended consequence of women exercising their autonomy by in part reinstating authority to professional carers. Interpretation of findings led to the development of my grounded theory, ’Choosing when to choose’.
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Búry, Tomáš. „Daňová konkurence v USA a v Evropské unii“. Master's thesis, Vysoká škola ekonomická v Praze, 2013. http://www.nusl.cz/ntk/nusl-199707.
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The subject matter of the thesis is a comparative analysis of the possibilities of tax competition in the USA and in the European Union. It aims to compare the extent and form of the tax competition within these systems. The thesis consists of five parts. At the beginning, the term tax competition is examined and the possibility of a distinction between fair and unfair tax practices is explored. In the next part the analysis of the US tax system with a focus on competition in the area of direct and indirect taxation is carried out. The third part provides similarly structured analysis of the tax competition in the EU. The fourth part presents the evaluation and the comparison of the tax competition in both systems. The final part concludes with certain normative recommendations for the future of the EU tax system which are made with respect to their applicability for current deliberation of the reform of the taxation in the European Union. The performed analysis yielded interesting results. Contrary to the expectations, it was determined that the tax competition in the US was more intense than in the EU and the tax practices used by some US states included at least the same level of unfairness as those used by some member states in the EU.
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Larsson, Daniel. „KOLLEKTIV MORALISK AUTONOMI : Om kollektiva moraliska egenskaper som inte motsvaras av kollektivets ingående individer“. Thesis, Linköping University, Department of Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-53907.
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I denna uppsats diskuterar författaren dels om det är möjligt för kollektiv att klassificeras som autonoma entiteter, och dels huruvida det är möjligt för en kollektiv entitet att ha vissa moraliska egenskaper som kollektivets ingående individer saknar. Enligt David Copps kollektiva moraliska autonomites så är detta möjligt. I framställningen presenteras det ett antal invändningar mot Copp riktade av Seumas Miller, som författaren delvis vänder sig mot.
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Olesko, Beatrice B. „Reconciling Authority and Autonomy: Perspectives of General Music Professors on Democratic Practices in Music Teacher Education“. Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1585086348247548.
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Steadman, Samuel E. „Classroom Community: Questions of Apathy and Autonomy in a High School Jewelry Class“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2883.
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Student motivation is investigated in this study as a means of abrogating apathy within a public high school Jewelry course. The study is an attempt to answer a personal question of whether students could be internally motivated to a level of excitement that they would take ownership for their personal learning and the learning of their classmates. The study also addresses four main points that cause apathy, or are caused by apathy, they are: zero sum competition, compassion and support for classmates,ownership of the physical facilities, and the development of a conscientious public. Through a desire to test data on autonomy, high school students in a Jewelry 2 course were given freedom to choose what projects they made, what materials and processes they used, and what grade they received at the end of the semester. The study was a classroom action research project. Narrative analysis was used as a reflective tool to organize the data into thematic events that tracked the strengths and weaknesses of the study. Key teaching strategies were introduced in this study, including the following: personal goal setting by students to formulate an individualized curriculum; self-grading; and process diaries that the students wrote in daily to track their progress on their goals, and for use as a tool of accountability. The teaching strategies were designed to increase students' intrinsic motivation, creativity, sense of ownership for their personal learning and the learning of their fellow students, to develop a caring environment, and to develop ownership of the physical facilities of the school.
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Baskerville, Jane Jiggetts. „What is the Relationship Between Teacher Practices Centering on the Provision of Involvement, Structure, and Autonomy Support and Student Engagement?“ Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28056.
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This study investigated the hypothesis that there is a relationship between teacher practices that focus on the provision of involvement, structure, and autonomy support and student engagement (Connell & Wellborn, 1991). The Classroom Assessment Scoring System (CLASS) (Pianta, R., Hamre, B., Haynes, N., Mintz, S., & La Paro, K., 2006) was used to assess practices of sixth, seventh, and eighth grade core teachers (N =17) in mathematics, English, science, and social studies in an economically-depressed, rural middle school setting. Student perceptions (N = 299) of relatedness, competence, and autonomy, and mathematics teachersâ (N = 5) perceptions of student engagement were assessed using the Research Assessment Package for Schools (RAPS) (IRRE, 1998). While the findings revealed that there were significant relationships between teacher practices that center on involvement, structure, and autonomy support and student engagement, the effect sizes were found to be low.Ph. D.
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Jersenius, Erik. „Barns lek och autonomi i förskolan : En filosofisk granskning av barnets och lekens etiska ställning i den svenska förskolan“. Thesis, Linköping University, Department of Culture and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12465.
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This essay is a philosophical investigation of the relation between children and their play. My aim is to see if children are autonomous when it comes to their play. Is there a moral boundary between those who take part in the play and those who do not? This topic is especially important when it comes to the moral status of a child in the Swedish pre-school. How should educationists act when it comes to children’s play?
Through an analysis of the notions of play and autonomy I show that play can be understood as something of a moral value to the child and if children should be seen as autonomous when it comes to their play. In my notional investigation I rely on common sense tradition of the philosophy of ordinary language and I also postulate three values which I state constitutes good play, free consent, respected seclusion and meaningfulness. On my results I base an investigation of the policy document of the Swedish pre-school and an argumentation for the strengthening of the respect towards children’s autonomy and play in the policy as a governing document for the pre-school as an institution.
Den här uppsatsen är en filosofisk undersökning av relationen mellan barn och deras lek. Mitt syfte är att se om barn bör betraktas som autonoma när det kommer till deras lek. Finns det en moralisk barriär mellan dem som leker och det som inte deltar i den? Den frågan är i synnerhet viktig när det kommer till barnets etiska ställning i den svenska förskolan. Hur bör pedagoger och förskolepersonal förhålla sig till barn och deras lek?
Genom att analysera begreppen lek och autonomi visar jag att lek är något som är moraliskt värdefullt för barnet och att barnet bör beaktas som autonomt när det kommer till dess lek. I min begreppsliga utredning lutar jag mig mot common sense traditionen i vardagsspråksfilosofin och jag postulerar tre värden vilka jag menar utgör god lek, frivillighet, avskildhet och meningsfullhet. Mina resultat blir till grund för en granskning av den svenska förskolans värdegrund och en argumentation för att respekten för barns självbestämmande och fria lek är något som bör förtydligas i värdegrunden som styrande dokument för verksamheten.
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Thompson, Sharon. „Prenuptial agreements and the presumption of free choice : issues of power and autonomy in theory and practice“. Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603425.
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On divorce, the court determines how spouses' property is divided. If couples want to make this determination for themselves, entering a prenuptial agreement is one way of doing so. Yet whilst prenuptial agreements give couples the right to make autonomous decisions, this does not necessarily mean both parties have actually exercised their autonomy. Drawing on data from a study on practitioners' experiences of prenuptial agreements in New York, this thesis will show t hat prenuptial agreements are fraught with issues of power and autonomy, and that these issues are not always recognised by the court. The free choice of parties to a prenuptial agreement is often presumed, while the complexity of the parties' relationship is ignored. In order to address the analytical weaknesses inherent in the current judicial approach to prenuptial agreements, as articulated in Radmacher v Granatino [2010J UKSC 42, the theoretical framework employed in this thesis will consider feminist and contractual perspectives. An aim of this framework is to produce a more nuanced understanding of the autonomy experienced and exercised by parties entering into prenuptial agreements. Furthermore, this theoretical approach aims to expose power imbalances, particularly along gender lines, which other perspectives on prenuptial agreements overlook. Finally, this thesis will explore how the court might address concerns with power and autonomy during the drafting and enforcement processes of prenuptial agreements, in a way which appreciates the relationship between the parties, thus providing a more convincing approach to the role that prenups can play in the judicial allocation of spousal property on the breakdown of marriage.
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Clarke, Jennifer Ianthe. „Bureaucratic autonomy in practice : a comparative case study of revenue administrations in Jamaica and the Dominican Republic“. Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5061/.
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In recent years, ‘agencification’ and ‘autonomisation’ seem to have emerged as the new orthodoxy in the reform of public administration, fuelling a lively academic debate on bureaucratic autonomy and political control - on whether these two phenomena are diametrically opposed or can co-exist alongside each other. Using as its empirical basis two case studies of revenue administrations in Jamaica and the Dominican Republic, this cross-jurisdictional, interdisciplinary piece of research seeks to advance current understanding of bureaucratic autonomy on two fronts. First, it explores the under-researched issue of factors which may condition the exercise of bureaucratic discretion. Second, it is distinct from current works because of its comparative analysis of bureaucratic manoeuvrability within differing legal traditions and systems of government. Notwithstanding the cases’ historical and cultural differences, findings revealed a number of common functional realities. The more influential macro-institutional constraints fed through to impact on internal operational functioning in areas such as the establishment of tax priorities and revenue targets. No support was found for the hypothesis that different legal traditions have a differential impact on bureaucratic functioning. In both jurisdictions, a detailed ‘fussy’ style of drafting revenue laws aims towards certainty and predictability, with no particular stakeholder biases. Legal drafting style may be a function of the specific policy area.
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Palomino, Schalscha Marcela Andrea. „Indigeneity, Autonomy and New Cultural Spaces: The Decolonisation of Practices, Being and Place through Tourism in Alto Bío-Bío, Chile“. Thesis, University of Canterbury. Geography, 2011. http://hdl.handle.net/10092/7037.
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This thesis explores the engagement of a group of Mapuche-Pewenche communities with tourism in southern Chile. I argue that Trekaleyin, their tourism initiative, is part of a broader and long history of resistance and struggles for autonomy, territory and decolonisation, in which identity, development, agency and relations with other beings are negotiated, revitalised and re-produced.
From my experience working as a development practitioner with these communities in the beginnings of Trekaleyin, I became interested in understanding the ways in which, as a collective experience, it is embedded in and articulated with political concerns and contestation with regards to neoliberalism and multiculturalism. I also became interested in how the communities are incorporating and reactivating diverse and solidarity economies in their work on tourism, while at the same time reworking their relations with and the market economy itself. I suggest that through Trekaleyin, the communities are also re-producing a relational and open sense of place and connectivity, mobilising particular ways of knowing, being and relating to territory and more-than-human beings in a context of global neoliberalism, reshaping scales and their possibilities.
With this thesis I aim to explore how, through their engagement in tourism, community members are disrupting, expanding and hybridising discourses and practices around development, the economy, nature and cross-cultural relations, reworking them so as to craft a better position from where they can participate in them, but the consequences of which extend beyond the “local”, affecting us all, both indigenous and non-indigenous. Therefore, from an ethnographic site and poststructural, post-human and decolonising geographic approaches, this thesis brings new perspectives to the study of development, tourism and the environment, particularly among indigenous peoples, in which autonomy, hybridity, diversity and relational ontologies are articulated.
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Anderi, Eliane Gonçalves Costa. „A CONSTITUIÇÃO DA PROFISSIONALIDADE DOCENTE NA PERSPECTIVA DOS ESTUDANTES DO PIBID“. Pontifícia Universidade Católica de Goiás, 2017. http://tede2.pucgoias.edu.br:8080/handle/tede/3850.
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The present thesis is the result of an investigation that has teaching professionality as the object of study and, as the research field, the Institutional Program of Initiation to Teaching (PIBID). The objective is to verify if contact with the scope of work, at the beginning of the initial training course, favors the constitution of professionality endorsed by praxis. This is a study with a qualitative approach that made use of interviews, focus groups, and documentary analysis for data collection procedures. The subjects were the scholarship students of undergraduate courses in: Physics, Biology, History, Geography, Letters, Mathematics, Chemistry, and Pedagogy of the three universities of the State of Goiás (PUC Goiás, UEG, and UFG). For analysis of the focus group, content analysis was used, which enabled identification of the categories of analysis. To achieve the objectives proposed by the study, the work was organized into three chapters, being that in the first chapter I sought to contextualize the concept of teacher professionalism historically, which required that the relationship between the concepts of teaching professionalization, professionalism, and professionality be explained, and also to identify how these concepts are used by educational policies. In the second chapter I sought to situate the context of the emergence of PIBID, in order to identify the elements that shaped its emergence and understand it within the context of productive reorganization policies, as a way to understand the role of the Program in teacher training and also to identify the theoretical assumptions that underlie it. In the third chapter I dealt with the question of the relation between theory and practice experienced by scholarship students in PIBID and how this experience relates to contemporary approaches to teacher education. I give a description of the activities carried out by the scholarship students in the schools where subprojects were developed. From the analysis of the data it was possible to identify three pedagogical practices, being that in two there was no evidence that they added elements endorsed by praxis to the professionality of the future teacher, however, in one of the pedagogical practices elements of praxis endorsing professionality were identified, which led me to conclude that the dialectic of reality points out that even a Program such as the PIBID, which is based on educational principles oriented towards the formation of the worker, adjusted to the demands of the current capitalist reorganization, also preserves the possibility of its overcoming with a view to elaborating a pedagogical practice that seeks an emancipatory education.
A presente Tese é resultado de uma investigação que tem como objeto de estudo a profissionalidade docente e, como campo de investigação, o Programa Institucional de Iniciação à Docência (PIBID). O objetivo é verificar se o contato com o campo de atuação, logo no início do curso de formação inicial, favorece a constituição da profissionalidade referenda na práxis. Trata-se de um estudo com abordagem qualitativa que fez uso de entrevista, grupo focal e análise documental como procedimentos de coleta de dados. Os sujeitos foram os estudantes bolsistas dos cursos de licenciatura em: Física, Biologia, História, Geografia, Letras, Matemática, Química e Pedagogia das três universidades do Estado de Goiás (PUC Goiás, UEG e UFG). Para a análise do grupo focal, empreguei a análise de conteúdo, o que me possibilitou identificar as categorias de análise. Para atingir os objetivos propostos, o trabalho foi organizado em três capítulos sendo que, no primeiro capítulo, procurei contextualizar historicamente o conceito de profissionalidade docente, o que exigiu que se explicitasse a relação entre os conceitos de profissionalização, profissionalismo e profissionalidade docente e também identificar como estes conceitos são empregados pelas políticas educacionais. No segundo capítulo, procurei situar o contexto de surgimento do PIBID, de modo a identificar os elementos que conformaram seu surgimento e compreendendo-o dentro do contexto das políticas de reorganização produtiva como forma de entender o papel que o Programa desempenha na formação de professores e também identificar os pressupostos teóricos que o embasam. No terceiro capítulo tratei da questão da relação teoria e prática vivenciada pelos estudantes bolsistas no PIBID e de como essa experiência relaciona-se com as abordagens contemporâneas de formação de professores. Faço uma descrição das atividades realizadas pelos bolsistas nas escolas em que foram desenvolvidos os subprojetos. A partir da análise dos dados foi possível identificar três práticas pedagógicas sendo que em duas não há evidências de que foi agregado à profissionalidade do futuro docente elementos referendados na práxis; mas,em uma das práticas pedagógicas, verificou-se que há elementos de práxis referendando a profissionalidade, o que me levou a concluir que a dialeticidade da realidade aponta que, mesmo um Programa como o PIBID que se fundamenta nos princípios educativos orientandos para a formação do trabalhador, ajustado às demandas da atual reorganização capitalista, guarda também a possibilidade de sua superação com vistas a elaboração de uma prática pedagógica que busca uma educação emancipadora.
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Kao, Shu-Hua. „The development of learner autonomy in Taiwanese primary school learners of English : a theoretical model, framework and practice“. Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438280.
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Micallef, Alice. „Fostering the process of teacher and learner autonomy in foreign language classrooms through inquiry-in and -on practice“. Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17137/.
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Nurturing teacher and learner autonomy is a prerequisite to foreign language development within institutionalised settings. This necessitates a process whereby teachers themselves become authors of their own pedagogical practice to experience and nourish their autonomy, critically reflecting on and flexibly managing processes that challenge and enable learners to develop competences as language learners and language users. The study portrays the notion of teacher and learner autonomy as two sides of the same coin, illustrating a process that enabled three teachers of German as a foreign language to inquire into the fostering of learner autonomy in secondary schools in Malta. Through a process grounded within a collaborative and inquiry-oriented approach, enacted through meetings and discussions with teachers, and the teacher inquiry with their learners in class, the study created the conditions that sought to help teachers to navigate through and gain insight into the process of fostering learner autonomy. The aims of the study, embedded within the two aforementioned processes, led teachers to problematise areas within their practice in relation to the development of learner autonomy in language learning and language use and looked into internal and external constraints and possibilities within this process. It furthermore analysed benefits that emerged from practice in this regard. Implications of this study call for the integration of inquiry-oriented processes in the foreign language classroom sustained by the collaborative space that fostered the conditions for inquiry through teachers’ own lens of pedagogy for autonomy. It illustrates how a process of teacher inquiry and reflective practice bring together the voices of all participants involved in the study; teacher, learner and myself as researcher, to work towards the vision of fostering autonomy in foreign language teaching and learning. The study furthermore serves to portray illustrations of practice to provide insight into the underlying factors and various facets of such a process within the Maltese context.