Dissertations / Theses: 'Professional Knowledge Bases'

1

Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.

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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

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2

Exley, Beryl E. "Teachers' Professional Knowledge Bases for Offshore Education: Two case studies of Western teachers working in Indonesia." Thesis, QUT, 2005. https://eprints.qut.edu.au/2699/1/2699_01front.pdf.

Full text

Abstract:

This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as ‘New Times’ (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers’ professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers’ knowledge of their own and students’ pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers’ knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semi-structured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers’ descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers’ professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students’ pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers’ pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students’ or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners’ needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

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3

Exley, Beryl Elizabeth. "Teachers' professional knowledge bases for offshore education : two case studies of western teachers working in Indonesia." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16021/1/Beryl_Exley_Thesis.pdf.

Full text

Abstract:

This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.

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4

Pina, Katia Oliveira. "Into the black box of Knowledge Intensive Business Services : understanding the knowledge bases, innovation and competitiveness of KIBS." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/into-the-black-box-of-knowledge-intensive-business-services-understanding-the-knowledge-bases-innovation-and-competitiveness-of-kibs(6e9139fc-5a82-4378-88bd-5712d2aeef5b).html.

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This dissertation focuses on Knowledge Intensive Business Services (KIBS). It aims to understand what these businesses are and to examine variety among them. In seeking to understand their diversity, I focus especially on the ‘knowledge bases’ at the core of their activities. The dissertation is based on three complementary studies. The first is a systematic review of the literature on KIBS. This is based primarily on a review of 130 carefully selected, relevant articles, and focuses on three questions: how are KIBS defined? how do KIBS compete? and how do KIBS innovate? The review shows that: (i) the literature is fragmented; most research does not build substantially on previous methods or findings; and (ii) while evidently heterogeneous, most of the literature has overlooked variety among KIBS. I also highlight what still needs to be known about KIBS.The second and third papers then focus on variety among KIBS, by classifying them according to their ‘knowledge bases’. In the first of these papers, I classify KIBS according to their primary knowledge bases, following the SAS Model, which identifies three: ‘analytical knowledge’, ‘synthetic knowledge’ and ‘symbolic knowledge’. Firms in three KIBS sectors: ‘architecture and engineering consultancy’; ‘specialist design’; and ‘computer and IT services’ are classified by their primary knowledge base according to information drawn from company websites. I then relate this classification to firm behaviour with respect to innovation, finding differences by primary knowledge base in the nature of the investments firms make to innovate, and in their propensities to innovate. In the second of the papers which relates ‘knowledge bases’ to KIBS, I develop the ‘knowledge bases’ approach conceptually, methodologically and empirically. Conceptually, I identify a hitherto unrecognised knowledge base: ‘compliance knowledge’. This relates to the knowledge of, and to interpretations of, laws and regulations. This knowledge base does not fit with any of the existing SAS types. Methodologically, I extract fuller information from company websites, and develop more sophisticated approaches to measurement, which allows multiple knowledge bases to be present in any one firm. Empirically, I successfully identify ‘compliance knowledge’, alongside ‘analytical’ and ‘symbolic knowledge’. I show that these are unevenly distributed across KIBS industries, including ‘advertising and design’, ‘architecture’, ‘engineering consultancy’ and ‘market research’, but importantly there is no one-to-one mapping between knowledge bases and industries. I discuss the implications of this, including for understanding the diversification of KIBS. This dissertation therefore contributes conceptually, methodologically and empirically to both understanding variety among KIBS and to the ‘knowledge bases’ literature.

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Cummings, Gregory Aaron. "Defining the knowledge base of our profession: a look at agricultural and extension education in the 21st century." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2279.

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The profession of agricultural and extension education has increased in complexity in response to the demands of the changing field of agriculture and the need for educators who are responsive to those demands. A standardization of the knowledge base of the profession is seen as necessary in light of geographic mobility, the nationwide emphasis on assessment, and the need for a public relations tool that clearly articulates the concepts forming the framework of agricultural and extension education. In this study a panel of experts consisting of agricultural and extension education leaders nationwide, responded to open-ended and Likert-type surveys online as part of a Delphi technique to establish the knowledge base for agricultural and extension education. Three rounds of the Delphi technique were used. A minimum of 13 of the 24 panel members were required to respond to each round. Ninety-five statements were initially generated by 16 panel members in response to an open-ended statement in Round I which asked the participants ??What are the articulated understandings, skills, and judgments that serve as the foundation of knowledge (??the body??) for professionals in agricultural and extension education??? These statements were presented to the panel members in Round II. Two-thirds of the panelists had to ??Strongly Agree?? or ??Agree?? with each item for it to be retained for Round III. Based on the responses of 14 panelists in Round II, 67 items were retained for Round III, and one item was added based on panel input. After Round III, three items were eliminated due to lack of twothirds achievement of ??Strongly Agree?? and ??Agree?? ratings by 17 respondents. Thus, 65 statements established the knowledge base of agricultural and extension education in this study. Among the knowledge base are concepts related to traits of effective educators; management issues; environmental impacts on instruction; curriculum development; learner-based contextual, applied pedagogical strategies; leadership development; communications; assessment strategies; community and collegial connections; integration of technology; critical thinking and problem solving; and teaching as a changing process grounded in sound theory.

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Tokode, Olukayode. "Collaborative knowledge construction in problem-based learning : a corpus-based study." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42602/.

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Background Effective disease diagnosis and treatment relies on a conceptual knowledge base that is both expansive and well-networked. The problem-based learning (PBL) curriculum is considered as being well-suited to creating this kind of knowledge. The facilitator plays a crucial role in establishing and maintaining the knowledge construction discourse as students interact to resolve case problems. An exploration of tutorial talk could provide opportunities to understand and improve verbal interactions of this nature. Many of the previous studies have only analysed a small amount of tutorial talks owing to methodological constraints, and the existing literature on the subject matter only scarcely touches upon the utility of lexicogrammatical methods for the development of an understanding of knowledge construction in medical PBL tutorials. In this research, a blend of corpus linguistics methodology and a lexicogrammatical approach was employed for the analysis of talk in 8 PBL tutorial groups in order to deepen our understanding of how students jointly construct knowledge and how the facilitator guides the process. Aims In this study, a corpus of 2,37,820 comprising eight PBL students’ and facilitators’ tutorial talk was created to achieve the following aims: I. To use the students’ subcorpus to answer the research question (1) by measuring the frequencies and describing the functions of the frequently occurring (1) referring expression indicators; (2) shared knowledge indicators; (3) knowledge extension indicators; and (4) knowledge enhancement indicators. II. To use the facilitators’ subcorpus to answer the research question (2) by measuring the frequencies and describing the functions of the commonly occurring (1) facilitators’ questions; (2) facilitators’ directive expression indicators; and (3) facilitators’ probability indicators. III: To make recommendations based on the results of the study. Methodology Wmatrix 3 was used to retrieve defined linguistic indicators relating to the research questions. A quantitative analysis of the indicators was performed through word frequency computation and a keyword-in-context analysis. Descriptive statistics with SPSS version 22 was used to computer frequency profile of the indicator functions, and the Log likelihood calculator was used to determine the variation of the functions across the eight PBL groups. Extracts from the dataset were provided to illustrate the indicators’ functions. I. Results of Students’ talk analysis The subcorpus contained 2,10,077 words. The most frequent contents of the students’ talk comprised biomedical science and cause-effect vocabularies. 1. Analysis of referring indicators There were 2,325 referring expression indicators. They were used to mark verbal expressions, amounting to 44.04%; mental expressions, amounting to 42.24%; and learning situation and materials, amounting to 13.72%. The referring expressions were used for providing peer commendation, sharing knowledge, fostering social and cognitive regulation, and for constructing knowledge; the mental referring expressions were used to generate hypotheses, achieve mutual understanding, and define group tasks; and learning referring expressions were used to share learning resources, explain concepts, as well as guide discussions and resolve conflicts. 2. Analysis of shared knowledge indicators There were 3,437 shared knowledge expression indicators, which are the following: affirmation (73%), negation (17%), and non-lexical content (10%). Affirmative indicators were mostly used for integration-oriented knowledge sharing (42.31%); negation affirmation expressions were mostly used for conflict-oriented knowledge sharing (70%); and non-content indicators were mainly used for idea and information orientation. Shared knowledge was commonly achieved among group members through information addition, repetition and rephrasing, paraphrasing, causal and noncausal elaboration, correction of ideas and information recollection, and by establishing orientation to ideas and information from the group members. 3. Analysis of knowledge extension indicators There were 6,520 retrieved knowledge extension indicators, which comprised the following: additive 4,227 (63.54%), alternative 1,001 (15.05%), and adversative 1,424 (21.41%). Adversative indicators were more frequently used for knowledge construction compared to additive (33% versus 16%; LL 32.58, p < 0.01) and alternative indicators (33% versus 13%; LL 95.74, p < 0.01). The students commonly used additive indicators for simple, temporal, causal-conditional, elaborate, contrastive, and indefinite additions. Alternative indicators were commonly used for offering alternative questions and ideas while adversative indicators were frequently used to link elaborative, contrastive, concessional, and causal-conditional clauses. 4. Analysis of knowledge enhancement indicators A total of 6,402 indicators were retrieved. The most frequent among the retrieved 6,402 indicators were because, so, as, when, and that. Between 16.94% and 29.24% of the indicators were used for knowledge co-construction. The most frequent indicators’ functions were conditional, extension, report, consequence, inference, and feature specification. The reporting functions regularly concerned biomedical theory, previous peer knowledge, research evidence, professional opinion, as well as cognitive tools and criticism; extension function related to biomedical knowledge; and feature specification functions involved biomedical attributes and explanation; the conditional functions were frequently used to state logical conditions for disease presence, manifestation, and treatments; the inferential functions were more consistently used to link biomedical deductions to their premise; and the consequential functions commonly related to the linking of physiological mechanism and organ function to their respective consequences. II: Results of facilitators’ talk analysis The subcorpus contained 27,743 words. The most frequent content comprised biomedical science and cause-effect vocabularies. 1. Facilitators’ questions There were 35 types of question indicators. The facilitators asked 0.78 lower-order questions per 100 tokens, and 0.25 higher-order questions problem-based per 100 tokens. The questions functioned to stimulate elaboration, elicit information, prompt students, and the offering of suggestions. 2. Analysis of directive expressions ‘Should’, ‘have to’, ‘need’, ‘supposed’, ‘would’, and ‘can’ directive expression indicators were found to be most frequent. They were used to mark expectation, indirect question, and they were commonly used to preface requirement, exhortation, and intention. The indicators functioned frequently to facilitate group process (53.45%) and direct learning (42.00%). 3. Analysis of probability expression indicators There were of 27 types, out of which 9 were frequently occurring. The probability expression indicators were frequently used to mark possibility, prediction, hedging, and logical deductions. The indicators functioned to preface content information given to the students, to mark process facilitation remarks, and to mark facilitators’ questions. Discussion and conclusion The study demonstrated the feasibility of using corpus linguistics to study medical students’ knowledge construction talk; provided evidence of knowledge construction through prior knowledge mobilisation, knowledge extension, and enhancement; and signified the attainment of shared knowledge. The facilitators frequently asked lower-order questions; the directive expressions indicators were used to mark content-related and learning behaviour expectations and requirements; and the probability expression indicators were frequently used to mark content information given to the students. This study shows that students construct knowledge in their PBL tutorials. The pedagogic issues that emerged from the study relates to subversion of the PBL facilitation principles. A wholistic understanding of the factors that affect the behaviours of the facilitators in the classroom is important to resolve this problem. This may involve tutor pedagogic education and recalibration of administrative policies and institutional culture to provide an enabling environment for PBL instructional approach.

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Leitera, Michael Thomas. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.

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Johnstun, Kevin Landon. "Spanish for Lunch: Engaging Young Interpreters in Teacher Professional Development." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7404.

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Across the United States, schools are largely segregated by race and ethnicity, resulting in schools that are densely Latino and teaching staff who are overwhelming monolingual English speakers, as most teachers are white women. This has created difficulty in home communication in these schools. Given the positive impacts of personal and frequent home communication, a greater capacity of teachers to communicate with parents may be an important asset in school improvement efforts. This study looks at ongoing design-based research efforts to engage bilingual students in helping their teachers become more capable of communicating in Spanish. Through online-delivered challenges, teachers and students work together to complete a series of tasks that help teachers learn about communicating across cultures and preparing several communication aids to help them reach out to Latino immigrant parents more frequently. Through a narrative profile analysis, we uncover the influences the five-week intervention had on teachers' home communication efforts, beliefs in their own ability to develop stronger language skills, and relationships with students. The findings inform a set of preliminary procedures for a new method of research into understandings skills they use outside of school. We call this new method Integrating Funds of Knowledge. The findings also inform a set of core conjectures on how this method can help educators partner with their students to work toward solving a problem in their school.

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Mckee, Esther Chao. "Evidence-Based Practice Attitudes, Knowledge and Perceptions of Barriers Among Juvenile Justice Professionals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5271.

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This mixed methods study examined the attitudes, knowledge and perceptions of barriers toward Evidence-Based Practice (EBP) among Florida Juvenile Justice Service Professionals (JJSP). Previous research established individual factors such as age, gender, years of professional experience and educational attainment are related to attitudes and perceptions of barriers among social service and mental health professionals, but scant research has been conducted among juvenile justice providers (Aarons 2004, 2010; Rubin & Parrish, 2007, 2012; Jette et al., 2003). Most individual factors were found to have no significant effect on attitude and knowledge scores within this population with exception of gender and major of study as predictors to barrier scores. Qualitative analysis to a question asking JJSPs to list their top three perceived barriers confirmed quantitative results and revealed Lack of Time to be the most frequently endorsed barrier among JJSPs. By adapting existing instruments to measure primary research variables with a new population, this study advances knowledge in both social work and criminal justice fields. The study's results also support the use of Rogers's Theory of Innovation Diffusion and Ajzen's Theory of Planned Behavior

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Nesbitt, Jason L. "Journal Clubs: A Two-Site Case Study of Nurses' Continuing Professional Development." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20309.

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Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs. Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004). Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes. Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified. Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.

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Richardson, Dawn. "Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/417.

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Autism Spectrum Disorder (ASD) is being increasingly identified in children, yet there are only a minimal number of studies examining the use of research-based intervention strategies in a classroom educational setting. This present study examined the use of Discrete Trial Training, Picture Exchange Communication System, Social Stories, Structured Teaching, and Video Self-Modeling by special education teachers with students with ASD. A questionnaire was completed by 91 special education teachers from the Green River Region Educational Cooperative, which encompasses 17 different school districts in the area of western and south central Kentucky. They answered questions about their level of training, knowledge and current use of the five strategies. A correlational analysis was performed to assess whether the years of teaching experience was related to the level of the teacher's training, knowledge and current use of the ASD instructional methods, and whether special teachers who taught a greater number of students with ASD had greater levels of training, knowledge, and current use of the five methods. The study revealed correlations between the numbers of students taught with ASD and some of the levels of training, knowledge, and current use of the interventions.

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Moore, David Martin. "Knowledge as the basis of professionalism within the defence acquisition community : a nascent professional project?" Thesis, University of Bristol, 2004. http://hdl.handle.net/1983/fcc0f7d3-d36d-40ae-a348-06153827bae0.

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Cunningham, Raechel N. "High School Athletic Directors Perceptions of Athletic Trainer's Professional Knowledge and Competence Based on Attire." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1067.

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Very little research is available to identify how attire in the athletic training field impacts perceptions of professional knowledge and competence. The purpose of this study was to identify the effect of attire on high school athletic directors’ perceptions of an athletic trainer’s professional knowledge and competence. The researcher emailed a questionnaire to ninety-four high school athletic directors from the state of California. The questionnaire measured the effect of attire on the perceptions of skills, knowledge, approachability, experience, education level, overall competence, and representation of an athletic trainer and focused on the difference between khaki attire, professional attire, and workout attire in relationship to perceived knowledge and competence. The respondents rated khaki attire highest followed by professional attire and workout attire when evaluating skills, approachability, overall competence, experience, and knowledge. Representation and education level rated khaki attire as the highest, followed by professional attire, and workout attire rated the lowest. These results indicate khaki attire as the most appropriate attire for high school athletic trainers to wear to achieve the highest perceptions of competence and knowledge from high school athletic directors.

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Nilsson, Staffan. "From Higher Education To Professional Practice : A comparative study of physicians' and engineers' learning and competence use." Doctoral thesis, Linköping : Department of Behavioural Sciences and learning, Linköping University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10058.

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Hanson, Joe. "Application-based learning how community college business students learn to apply knowledge to their professional employment /." [Ames, Iowa : Iowa State University], 2008.

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Procter, Richard. "Teaching as an evidence informed profession : knowledge mobilisation with a focus on digital technology." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/336499.

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The use of research evidence to improve the practices of teachers is considered one of the ways of improving the educational outcomes for children. This study was focussed on determining how an online approach could be used to increase knowledge mobilisation in education, by giving teachers better access to research knowledge that they could use to support and develop their practices. This study had two aims. The first aim was to investigate what research knowledge and research practices teachers were using and what value they ascribed to those practices; the second was to explore teachers' views and opinions of a new online approach to the presentation of research knowledge. This was a mixed method study using questionnaires, interviews and focus groups to gather a range of both qualitative and quantitative data. The findings of this study show that practitioners value research practices more than they are able to participate in them, and that there is a consistent valuepractice gap across the range of research practices. Exploratory factor analysis revealed five underlying factors; engagement with research, engagement with the research community, promotes professional discussion of research, promotes teacher knowledge generation, and promotes wider engagement of the school with research and the research community. These factors showed that teachers and their schools want to engage both with research knowledge and with the wider research community so that the use of research knowledge can be enhanced in education. The findings also show that practitioners were receptive to the use of an online approach to the delivery of research knowledge and the piloted approach was accessible and intuitive. Practitioners exhibited interest in using the approach in a range of collaborative interactions with colleagues. Overall this study revealed that online approaches to knowledge mobilisation have potential but that teachers need to be supported in their engagement with research and the wider research community. This thesis is a contribution to the knowledge of how online approaches can be developed and deployed to enhance knowledge mobilisation towards teaching being an evidence informed profession. Equally school leaders and policy-makers need to create environments that are supportive of teachers' use of research, if they want teachers to use research knowledge to inform their practices.

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Mau, Stephen Christopher. "The professional knowledge base for teaching : a philosophical justification for a plurality of ways of knowing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0005/MQ43694.pdf.

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Francis, Lorien Young. "A High School Biology Teacher's Development Through a New Teaching Assignment Coupled with Teacher-Led Professional Development." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6469.

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This self-study examined the learning that emerged from a change in teaching assignment coupled with self-initiated, teacher-led professional development in order to understand a high school science teacher's development as a teacher. The two participants in the study were the teacher/researcher, an experienced high school biology teacher who was taking up a new assignment teaching biotechnology, an advanced science course; and a first-year teacher assigned to teach biotechnology, who served as collaborator in the professional development and critical friend in the study. In order to uncover the teacher/researcher's learning and thinking, self-study of teaching practice methodology most clearly met the demands of the study. Data emerged from three research conversations and included transcripts of the conversations, artifacts from the participants' practices, notes from meetings, and memos. Data were analyzed using constant comparative methods and the understandings generated are grounded in the data. The study reveals shifts in teacher identity as the expert teacher takes up novice roles, the challenges encountered when teacher knowledge is insufficient for the teaching task, and the experienced teacher's need to return to a place of expertise when faced with a new teaching context. The study finds that (a) teacher identity shifts and develops in new teaching contexts, and teaching expertise facilitates expert identity development in such contexts; (b) expert teacher knowledge mediates novice-ness when experiencing new teaching contexts such as new teaching assignments; and (c) teacher-led professional development is a viable model for professional development experiences and can lead to increased teacher knowledge. The author suggests that (a) teachers are capable of determining what they need to learn and how they might best learn it in a professional development setting; (b) teachers' specific contexts should be honored when designing professional development, which should be practice-centered, and special attention should be given to developing specific subject matter knowledge, pedagogical content knowledge, and science knowledge for teaching; and (c) capable others should be included in collaborative professional development teams.

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Hegender, Henrik. "Mellan akademi och profession : Hur lärarkunskap formuleras och bedöms i verksamhetsförlagd lärarutbildning." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52449.

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Syftet med avhandlingen är att granska hur lärarkunskap formuleras och bedöms i verksamhetsförlagd utbildning (VFU) inom svensk lärarutbildning. Utgångspunkten tas i det faktum att lärares yrkeskunskaper under lång tid varit uppdelade och beskrivna som teoretiska och praktiska, till exempel uttryckta som lärares tänkande respektive lärares handlande, eller vad lärare vet och vad lärare kan utföra. Det senaste policydokumentet för svensk lärarutbildning speglar denna uppdelning och poängterar vikten av en integrering av det teoretiska och praktiska under såväl högskoleförlagd utbildning (HFU) som VFU. Därmed finns det policyintentioner kring en mer forskningsgrundad VFU samtidigt som HFU anmodas ta sin utgångspunkt i erfarenhetsgrundad kunskap. Som analysverktyg används ett kunskapsteoretiskt ramverk där lärarkunskap förstås som påståendekunskap eller procedurkunskap och kunskap-för-praktiken (forskningsgrundad) eller kunskap-i-praktiken (erfarenhetsgrundad). I Studie I granskas kunskapsmål, riktade mot VFU, vid sjutton lärarprogram i Sverige. I Studie II och Studie III granskas bedömningssamtal i två olika VFU-kurser vid ett (1) lärarprogram i Sverige. Resultaten från Studie I visar att kunskapsmålen kan förstås som ett mischmasch av lärares påstående- och procedurkunskaper, där procedurkunskaperna dominerar, och kunskapsmålens kunskapsgrunder kan svårligen spåras. I Studie II och Studie III arrangerar lärarutbildarna sina skolbesök och bedömningssamtal på olika sätt vilket påverkar vilka av, och hur, lärarstudenternas kunskaper bedöms. I Studie II besöker lärarutbildarna lärarstudenterna vid deras skolplaceringar men gör inga lektionsobservationer innan bedömningssamtalen. I Studie III görs lektionsobservationer. Resultaten från de båda studierna visar att bedömningssamtalen explicit kännetecknas av en formativ bedömning där lärarstudenternas procedurkunskaper och kunskap-i-praktiken fokuseras. En bedömning av påståendekunskaper och kunskaper-för-praktiken kan svårligen spåras. I Studie III analyseras bedömningen av lärarstudenternas procedurala kunskaper-i-praktiken även med hjälp av ett ramverk av modeller för bedömning av yrkeskunskap. Resultatet visar att bedömningen av lärarstudenternas procedurkunskaper karaktäriseras av en holistisk modell där lärarutbildarna refererar till flera olika omständigheter som påverkar lärarstudenternas handlingar, med koppling till deras egna erfarenhetsgrundade och tysta yrkeskunskaper, snarare än till kursernas formella kunskapsmål. En diskussion förs om frånvaron av kunskap-för-praktiken i VFU i relation till teorier om yrkeskunskap och yrkeslärande. Vidare diskuteras den tydliga närvaron av kunskap-i-praktiken i VFU i relation till teorier om de tysta dimensionerna av yrkeskunskap.
The purpose of the dissertation is to examine how teacher knowledge is formulated and assessed in the school-based education (SBE) in Swedish teacher education. The basis is that teachers’ vocational knowledge has been divided and described as theoretical and practical, i.e., expressed as teachers’ thinking versus their actions, or what teachers know in relation to what they can do. The recent policy document for Swedish teacher education reflects this division and stresses the importance of integrating practice and theory within both university-based education as well as SBE. Thus, the intention of the policy is directed towards a more research-based SBE at the same time the university-based education is proposed to take its starting point in experience-based knowledge. An epistemological analytical tool is used where teacher knowledge is understood as being propositional or procedural, and knowledge-for-practice (research-based) or knowledge-in-practice (experience-based). In Study I the learning objectives directed to SBE in seventeen Swedish teacher education programs are analyzed. In Study II and Study III student-teaching conferences in two different school-based courses at one (1) Swedish teacher education program are studied. The results from Study I show that the learning objectives can be understood as a mishmash of propositional and procedural teacher knowledge, though procedural knowledge dominates, and the learning objectives’ basis of knowledge can hardly be traced. In Study II and Study III the teacher educators’ school visits and the studentteaching conferences are arranged in different ways, and affect what and how student teachers’ knowledge is assessed. In Study II teacher educators visit the student teachers at their school placements without having done any lesson observations prior the student-teaching conferences. In Study III observations are done. The results from these two studies show that the student-teaching conferences are explicitly characterized by formative assessments where student teachers’ procedural knowledge and knowledge-in-practice is emphasized. An assessment of propositional knowledge and knowledge-for-practice can hardly be traced. In Study III the assessment of student teachers’ procedural knowledge-in-practice is also analyzed within a framework of models for assessment of vocational knowledge. The results show that a holistic model characterizes the assessment of student teachers’ procedural knowledge where teacher educators refer to several circumstances that affect student teachers’ vocational actions, according to their experience-based and tacit teacher knowledge, rather than the course’s formal learning objectives. A discussion is held about the absence of knowledge-for-practice in SBE, in relation to theories of vocational knowledge and vocational learning. Furthermore, the clear presence of knowledge-in-practice in SBE is discussed in accordance with theories of the tacit dimensions of vocational knowledge.

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MacVane, Fiona E. "Midwifery knowledge and the medical student experience. An exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.

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The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

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MacVane, Fiona Ellen. "Midwifery knowledge and the medical student experience : an exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.

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The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

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Delgado, Cesar, Gail M. Jones, Hye Sun You, Laura Robertson, and Justin Halberda. "Size and Scale Tasks and their Relation to Evolutionarily-based and Culturally-based Knowledge." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/767.

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Scale, proportion, and quantity constitute a “crosscutting concept” in science education – a concept that pervades science and can help students connect their knowledge across topics and disciplines. An understanding of wide ranges of size is a prerequisite for the learning of scale. Students must have a good understanding of size and scale if they are to leverage them to connect their science understanding. In this study, we examine two qualitatively different types of knowledge that may underlie the understanding of size and scale: the evolutionarily-based approximate number sense, and the culturally-based understanding of measurement units. We explore how closely these two types of knowledge are related to size and scale knowledge useful for secondary science classrooms. This study has implications for instruction: evolutionarily-based abilities are biologically primary, are acquired universally, and are motivating, whereas culturally-based abilities are biologically secondary, and depend on instruction, practice, and external motivation. Different educational approaches might be better suited to biologically primary and secondary abilities. The results of an empirical study with 36 seventh grade students are reported.

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Puck, Brenda S. "Developing and validating a knowledge-base for professional development activities in gender equity for the study of technology." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009puckb.pdf.

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Halliday, Linda. "An analysis of how knowledge is differentiated in a vocationally based curriculum for a new profession." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13697.

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Inspired by Muller’s (2009) ‘Forms of Knowledge and Curriculum Coherence’ and his theories relating to types of knowledge and curricula differentiation, this study interrogates knowledge in a vocational qualification, asking how it is differentiated in a vocationally based curriculum intended for a new ‘fourth generation’ profession (as opposed to ‘first generation’ professions such as medicine or engineering). The study specifically examines and compares two recontextualising processes; a vocational, unit-standards-based qualification intended for the fitness profession and its curriculum that is designed to meet the qualification’s requirements. The analysis reveals the type of knowledge developed in both. According to Muller (2009), market-related shifts have given rise to many new professions – fourth generation professions - which he claims lack the epistemic foundation of traditional disciplines. To meet the growing demand for these emerging professions, institutions of higher education are being asked to make knowledge and skills more accessible through a range of sector-based, vocational and higher education pathways, leading to clearly-defined outcomes. According to Wheelahan (2007), reducing knowledge to observable outcomes or competencies simply produces a ‘fragmented and atomistic view of knowledge’. Thus, the concern is about knowledge and the call from many educational sociologists is for ‘powerful knowledge’; that increases access, encourages cumulative learning and enables its transferability (Young, 2008a, Wheelahan, 2007). Acknowledging the socio-epistemic nature of knowledge, this study focuses on the epistemic, exploring different types of knowledge in a vocationally based higher education setting. Working within the recontextualising field of Bernstein’s (2000) Pedagogic Device, the study explores types of knowledge and the organising principles that constitute knowledge practices within a South African vocational educational setting. Of particular interest to the study are ways in which conceptual knowledge increases through a process of concept-integration, and whether or not such knowledge informs practice. The analysis calls upon Maton’s (2000) Legitimation Code Theory (LCT), specifically LCT Semantics, to explore meanings in curriculum texts in order to identify different types of knowledge. In using LCT Semantics, conceptual and practice-based knowledge is identified and graded according to differing levels of conceptual complexity and context-dependence. While the analysis exposes a range of theoretical knowledges, from simple to relatively complex concepts which emanate from the disciplines that form exercise science, it also explains the nature of contextually based knowledge, shaped by the demands of vocational practice (Muller, 2009, Shay, 2013). This study reveals that, despite the segmental nature of its unit-standards-based qualification, it is possible for vocational curricula to ensure concept-building, while being informed by its vocational requirements.

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Mike, Alyson Mary. "Determining the impact on the professional learning of graduates of a science and pedagogical content knowledge-based graduate degree program." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/mike/MikeA0510.pdf.

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This study examined the professional learning of participants in a science and pedagogical content knowledge-based graduate degree program, specifically the Master of Science in Science Education (MSSE) at Montana State University. The program's blended learning model includes distance learning coursework and laboratory, field and seminar experiences. Three-quarters of the faculty are scientists. The study sought to identify program components that contribute to a graduate course of study that is coherent, has academic rigor, and contributes to educator's professional growth and learning. The study examined the program from three perspectives: recommendations for teachers' professional learning through professional development, components of a quality graduate program, and a framework for distance learning. No large-scale studies on comprehensive models of teacher professional learning leading to change in practice have been conducted in the United States. The literature on teachers' professional learning is small. Beginning with a comprehensive review of the literature, this study sought to identify components of professional learning through professional development for teachers. The MSSE professional learning survey was designed for students and faculty, and 349 students and 24 faculty responded. The student survey explored how course experiences fostered professional learning. Open-ended responses on the student survey provided insight regarding specific program experiences influencing key categories of professional learning. A parallel faculty survey was designed to elicit faculty perspectives on the extent to which their courses fostered science content knowledge and other aspects of professional learning. Case study data and portfolios from MSSE students were used to provide deeper insights into the influential aspects of the program. The study provided evidence of significant professional learning among science teacher participants. This growth occurred in key categories defined in the literature including inquiry, building social capital, critical and responsive learning, valuing learning and building content knowledge. In general, findings from students and faculty were well aligned. Based on respondents' recommendations, the author recommended a stronger emphasis on pedagogical content knowledge, analysis of student work, and strategies for differentiating instruction for diverse learners. Conclusions include a framework and roadmap elements to inform those working to improve graduate education or professional development for science teachers.

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Wong, Edward Sek. "An heuristically critical reflective practititioner researches the explication of tacit knowledge in three case studies investigating a Web-based knowledge management system and in professional academic practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1312.

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In this thesis, I report on a critical and reflective practitioner heuristic inquiry investigating three case studies on the adoption and use of a Web-based knowledge management system. In addition, I investigate the research process itself and my own professional academic practices. Of particular interest is the conversion of group's, individual's, and eventually my own tacit knowledge into explicit knowledge, whether in the organisational or personal domains. In this thesis, I seek to explain why the explication of tacit knowledge is important for individuals, organisations, and me, with a potential to motivate efficiency and effectiveness and especially empowerment within an ethical emergence.

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Alm, Maria. "När kunskap ska styra : Om organisatoriska och professionella villkor för kunskapsstyrning inom missbruksvården." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-41378.

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This thesis focuses on the changed governance of the public sector and what it can entail for professional work in substance abuse treatment. The point of departure is one of these new forms of governing, namely ‘knowledge governance’, which refers to a policy-driven process for promoting the use of evidence-based practice. The overall aim is to contribute to understanding and knowledge of the meaning and the conditions for knowledge governance in substance abuse treatment. The thesis studies how knowledge is interpreted by professionals and adapted to local practice in relation to organizational and professional conditions. The thesis also highlights the implications that these conditions may have for knowledge development on a professional and organizational level. The empirical material comprises three studies. Study 1 included a document analysis and a literature review. The document analysis examines how knowledge governance is described in official documents, while the focus of the literature review is on the concept of knowledge management. In Studies 2 and 3 focus group interviews were conducted with professionals who participated in a specific project, and professionals who use structured interview methods in their work (Addiction Severity Index, ASI, or Documentation of clients, DOC). The theoretical perspectives used in the thesis are neo-institutional theory, professional theory and perspectives on workplace learning. The results of Study 1 showed that knowledge governance embodies a steering of organizations, in comparison with knowledge management as a means for steering in organizations. The analyses from the focus group interviews demonstrate that knowledge governance becomes the subject of translations and edits to a local context. This process was affected by both organizational and professional conditions. The thesis is concluded with a discussion of the conditions that must be present if knowledge governance can lead to development of knowledge. The main result is that strategies must be tailored to each organization's specific condition and must be anchored throughout the organization.

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Vetter, Diana Lindsey. "Recommendations for Vocal Pedagogy Curriculum Based on a Survey of Singers’ Knowledge and Research in Vocal Hygiene." UKnowledge, 2016. http://uknowledge.uky.edu/music_etds/61.

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Professional voice users such as singers and teachers are at high risk for vocal injury. A literature review was conducted to understand the prevalence of voice problems and the effectiveness of vocal hygiene education. The findings of the review suggested that in order to reduce the impact of voice disorders, it is imperative that the education of singers and teachers include how the voice functions and how to best take care of it. The purpose of this study was to discover what students on a collegiate level know about vocal anatomy, physiology, and vocal hygiene issues. It was hypothesized that graduate students who had taken a pedagogy course, were more knowledgeable about vocal anatomy, physiology, and vocal health than undergraduate or graduate students who had not had such a course. A survey was administered to voice students at a large university music program to ascertain the level of student knowledge. An analysis of the survey results provides educators with insight into specific areas of student deficiency and current collegiate pedagogical needs. The findings from the study survey were applied to recommendations for undergraduate and graduate vocal pedagogy curriculum, with an emphasis on anatomy, physiology, and preventative care of the voice. Course descriptions, objectives, and assessment methods were included for each vocal pedagogy course. The study recommended that all voice students receive information that allows them to make educated decisions regarding voice care and prepares them to be leaders in teaching singing based on voice science. In addition to anatomy and physiology of the voice, vocal hygiene is an important topic to be included in pedagogy curriculum. Issues and resent research in vocal hygiene were discussed including: speaking habits, hydration, reflux, medical management, etc. and how these contribute to or detract from efficient voice use.

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Myrén, Christian, and George Lärkefjord. "Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession." Thesis, Karlstads universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45562.

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Socialarbetare använder sig av flera typer av kunskap för att hantera komplexiteten av deras arbete, en del får man via utbildning men en del behöver förkroppsligas utifrån ett eget utforskande. Syftet med denna studie var att undersöka hur fronesis kommer till uttryck bland socialarbetare som jobbar med ungdomar med missbruksproblematik. Med inspiration från hermeneutik har i denna studie utforskat hur socialarbetare översätter deras tidigare erfarenheter till praxis. Empirin består av sex intervjuer med praktiserande socialarbetare som har flera års erfarenhet i behandlande arbete med ungdomar. Datat analyserades utifrån fronesis teori vilket är uppbyggd ur tre subkategorier: praktisk handling, moralen och personlig utveckling. Fronesis i denna studie är förmågan att anpassa sig till sammanhanget hos en situation och förmågan att handla i enlighet med en målsättning. Resultatet visar att subkategorierna gick att identifiera hos informanternas utsagor samt hade påverkan på varandra. Analysen visar att behandlarens målsättning kunde påverka både arbete samt möjligheter till vidare utveckling.
Social workers use several types of knowledge to get about in their complex work, some of which is given through education but some you have to embody on your own. The aim of this study is to use phronesis as a theory and see if this theory can explain some of the nature behind social workers experience-based knowledge. Using an approach inspired by hermeneutics this study aimed to explore how social workers translate their experience into praxis. The data consists of six interviews with practicing social workers with several years of experience in caring work with adolescents. The material was analyzed with phronesis theory which is built up by three subcategories¨: practical action, morals and personal development. Phronesis in this study is the ability to adapt to the context of the situation and the ability work towards a goal. The results show that the subcategories were identifiable in the data and had an influence on one another. Analysis shows that one’s goals could have effect on work and possibilities for further growth.

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Perriam, Christine. "Social work is what social workers do: A study of hospital social workers’ understanding of their work and their professional identity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1674.

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Hospital social work in Australia appears to be undergoing a crisis of identity. The current socioeconomic context of economic rationalism and managerialism is not always compatible with social work values and social workers working in hospitals talk about feeling threatened, despite evidence of numerical growth comparable to other professions. In this study I interviewed five social workers who were practising in hospitals. The method used was the Long Interview which allows the responders freedom to express their thoughts while providing a common framework for all the interviews. Using grounded theory methodology I distilled their common understandings about what it meant to be a social worker and to do social work in a hospital. Using a theoretical framework of critical theory I also examined how the hospital setting influenced these social workers perception themselves and their work. Overall the results were positive. The social workers were insightful and articulate and demonstrated good understanding of their context and how it influenced their practice. They all felt the hospital environment was not supportive of social work but believed they made a positive contribution both to the outcomes for individual patients and for the hospital as an organisation. They all drew strongly on their social work values to confirm their identity so there was a strong common understanding of what being a social worker meant. The ‘doing’ of social work was illustrated by the social workers by the use of bridge metaphors. They identified that they built bridges between patients in the hospital and their lives outside the hospital. As patient advocates they also built bridges between the patient and other staff to help the other staff understand the patient’s perspective. A third bridge between discourses, the dominant discourse of economic rationalism and the quieter discourses about upholding rights was described but not named. The only problematic area for all the social workers was their difficulty in naming the skills and knowledge used in their practice. This is noted as an area for development. Despite acknowledging the contextual difficulties confronting hospital social work, the results of this study showed the social workers interviewed to be confident in all their roles and optimistic about their future.

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Gerhard, Gary Wayne. "Factors associated with mastery of the 4-H professional research and knowledge base by extension agents, 4-H in Ohio /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050227845.

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Morrissey, Chris, and n/a. "Changes in teachers' classroom practice and teaching knowledge and beliefs, resulting from participation in a workplace based learning professional development activity." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.094627.

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There are many recognised forms of teacher professional development ranging from simply reflecting on a lesson recently taught to enrolling in a formal course at university. This study set out to examine the perceived effectiveness of one mode of professional development, a spaced learning activity(SLA). The SLA was selected for a number of reasons. Firstly, current government economic and industrial policy includes an emphasis on the training and retraining of the Australian workforce as an economic necessity. Within this policy, teacher professional development is considered to improve the quality of teaching and to raise professionalism. Secondly, the literature in the area suggests that professional development activities have the potential to improve the quality of teaching by enhancing teachers' knowledge and skills. Thirdly, an SLA appeared to incorporate many characteristics of effective professional development which are identified in the literature, for example, allowing time for critical reflection and for internalising concepts. This study sought to determine the effectiveness of an SLA as a training strategy and in enhancing teachers' knowledge, beliefs, classroom practice and students' learning outcomes and also to identify characteristics of an SLA which assisted and inhibited its effectiveness. Perceived costs and benefits of participation to the individual teacher were also evaluated.. The study was carried out at Marist College, Canberra , a Y7-12 single sex secondary school with an enrolment of approximately 1100 boys. The study involved twenty five teachers who participated voluntarily in a pilot collegial group programme at the school during 1993. The term "collegial group" is used for a small group of professionals who meet on a regular basis to learn together and to support one another in their on-going professional development. Adie (1988:4) explains that collegial groups are designed to assist in supporting, learning, problem solving, planning and performing. The twenty five volunteers were divided into three groups. Each group determined its own 'focus1 and met on an average of five occasions over six months, for meetings ranging from two to four hours. The foci selected by each group were: Increasing student motivation Increasing student responsibility for learning. Excellence in Teaching course. Meetings usually provided an opportunity for individual feedback on teaching changes tried, some input on the focus area, discussion of its practicality and a commitment to try something new and to report back at the next meeting. Some groups also included discussion of specific teaching and learning 'problems', where the group would offer solutions. A variety of data collection techniques were employed in the study. A questionnaire was conducted before the programme commenced to ascertain participants' expectations and concerns about the programme and anticipated effects of participation on their teaching knowledge, beliefs and practice and on their students' learning outcomes. A questionnaire was also administered at the end of the programme. The post-study questionnaire sought participants' perceptions about how well their expectations for the programme had been met, any differences participation had made to their teaching knowledge, beliefs and practice, and to their students' learning outcomes and whether these differences constituted improvements. Further questions covered: the benefits and costs to individuals of participation in the programme; the benefits participants perceived that other non-participatory colleagues could derive from a future programme; and the perceived value of the activity as a mode of professional development. The questionnaire also included a table covering organisational factors of the programme and elicited participants' responses about the degree to which each assisted and inhibited progress. In addition to the questionnaires, structured interviews were conducted with the participants after the completion of the programme asking similar questions about their perceptions of its success. Analysis of a variety of data collected through pre and post-programme questionnaires as well as interviews clearly indicates that this mode of delivery was perceived by the participants to be an effective form of professional development from the perspective of changing teaching knowledge, beliefs and practice, and as a refocussing or confirming activity by providing stimulus to an individual's professional development. Further data collected support the organisational characteristics of this SLA and provide some suggestions for changes. Finally, the findings clearly show that the benefits to individuals of participation are perceived to outweigh the costs, further supporting the effectiveness of this mode of professional development.

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Eshelman, Darla A. "The instructional knowledge of exemplary elementary general music teachers : commonalities based on David J. Elliott's model of the professional music educator /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.

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Ngwaru, Cathrine. "Improving Pre-Service Teacher Development Practices in English as a Second Language: A case of Secondary School Teacher Preparation at Great Zimbabwe University in Zimbabwe." University of the Western Cape, 2017. http://hdl.handle.net/11394/6373.

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Philosophiae Doctor - PhD ( Language Education)
Ordinarily, Teacher Development at the level of Bachelor of Education (B.Ed.) at Great Zimbabwe University (GZU) comes in two major phases spread over four years - the theoretical and the practical based phases. The theoretical phase comes in the form of courses based on pedagogical content and professional knowledge in the initial years at the university while the practical based phase comes in the form of school-based Teaching Practice (TP) for real and direct teaching experiences. The initial theoretical phase is often based on the liberal arts-like education to develop the whole teacher for adaptable life-long service. This is translated by a number of subject that can vary according the dictates of the focus of a particular national curriculum. TP on the other hand, provides student-teachers the opportunity to apply not only the knowledge acquired in the initial phase but also the schoolbased curriculum they are immersed in plus other contextual experiences they might have. If well-structured and blended, the two phases may ensure a smooth transition from a novice student teacher to an expert professional teacher for long-life practice.

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Chynoweth, Paul. "Neighbourly matters surveying practice : a critical examination of a specialist legal aspect of the professional knowledge base of chartered building surveyors." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/26617/.

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The thesis addresses the subject of 'neighbourly matters' - a specialist area of legal consultancy undertaken by members of the chartered building surveying profession. The specialism deals with the impact of property development on neighbouring properties and is largely concerned with the provision of professional services in relation to party wall and rights to light issues. The research explores a number of ambiguities and uncertainties in the legal and technical professional knowledge base underlying practice in these fields. Specifically, by undertaking its exploration in the context of current approaches to practice, it aims to critically evaluate the compatibility of existing practice with the theoretical knowledge on which it is purportedly based. The thesis places the research at the interface between the legal and built environment academic traditions and the disciplinary and epistemological implications of this are explored. The research employs a combination of doctrinal and interdisciplinary legal methodologies, as defined within the thesis. The thesis locates these within the humanities tradition of research and also draws comparisons with similar approaches within the social sciences. The research codifies relevant areas of the professional knowledge base that have not previously been explicitly articulated. In so doing it highlights a number of contradictions between the nature of the neighbourly matters prepositional knowledge base, and the reality of practice within the field. It concludes that the disparity between professional knowledge and actual practice leaves members of the profession vulnerable to legal challenge, and that such disparity should be addressed through further research and education.

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Nyberg, Britt. "Förskollärarkårens professionaliseringssträvanden 1960 – 2005 ur ett fackligt perspektiv." Licentiate thesis, Umeå University, Department of Child and Youth education, Special Education and Counselling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-26930.

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The overall point of the study is to describe and understand the endeavours of the pre-school teachers’ trade union to establish professionalism within this field of work, from the end of the 1960s to 2005. In order to shed light on the subject the main questions asked and answered in this study were: How does the pre-school teachers’ trade union act on issues regarding the autonomy of the pre-school teaching profession? To what extent, and in what way, does the pre-school teachers’ trade union strengthen the pre-school teaching profession’s position by differentiating itself from, and/or allying itself with other professional groups? Which knowledge base is the pre-school teachers’ trade union trying to establish and how does the union act on issues concerning the pre-school teaching profession’s knowledge base? How can these endeavours be understood from a gender perspective? The study presents profession and gender theoretical perspectives. It is based on an analysis of trade-union and official documents concerning pre-school, such as government enquiries, general guidelines and formal instructions.

The analysis shows that state regulation of pre-school and its teachers has increased over the 45-year period in question. The result of this has been clearer directives but, at the same time, a loss of professional autonomy. The pre-school teachers’ trade unions’ endeavours to establish a professional monopoly through attempting to differentiate the profession by excluding people without a university degree, has been unsuccessful despite exclusion strategies aimed at nursery nurses. A clear effort can be seen to build an alliance with the teachers in compulsory schools. Aside from extending the pre-school teachers’ university training to 3.5 years, it is also evident that the move from care and developmental psychology to pedagogy and learning has been effected through the alliance with the compulsory school teachers. From a gender perspective, the context of pre-school teaching can be seen to have changed symbolically from one primarily intended to provide care and monitor children to a more pedagogical institution. Pre-school teachers have become teachers and children’s learning is emphasised more than their development. Overall this means that the pre-school teachers have a new identity and that pre-school teaching is no longer so clearly a woman’s job.

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Mort, Sophia C. "Utilizing Health Professional Students’ Knowledge, Attitudes, and Beliefs to Inform the Development of a Contact-Based Educational Approach to Address the Opioid Epidemic." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1597412295795281.

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Moja, Lorenzo P. "A continuing medical education program based in high quality evidence to transfer knowledge and to improve practice for health care professionals." Thesis, Open University, 2014. http://oro.open.ac.uk/54933/.

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This Doctoral of Philosophy program aimed to evaluate an initiative to foster knowledge translation through a national, interactive, and distant continuing education program based on an evidence based medicine point-of-care information service. It further explored the quality of the contents used in ECCE as compared to its market competitors (i.e. other evidence-based practice point-ofcare services). Our randomised controlled trial of nearly 200 physicians revealed little evidence for a difference in the health care knowledge of physicians who were exposed to versus those who were not exposed to contents derived from a point-of-care service. These results suggest that changes in behaviours, a direct consequence of changes in knowledge, may be difficult to obtain or might not be attainable at all, at least when a single continuing medical education program is implemented for short time period. In terms of determining the best available online resources among the 18 authoritative point-of-care services for guidance in clinical decision making that were assessed, only a minority satisfied the quality criteria (coverage of medical conditions, editorial quality, evidence-based methodology, and speed of updating), with none excelling in all. Publishers should continue to invest in the development of such products and improve their efficient use in continuing educational programs. These results might influence how international research and editorial groups that advocate evidence-based decision-making and evidence syntheses think about dissemination.

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Hardman, Alison. "Caught between theory and practice? : expert and practitioner views of the contributions made by universities and schools to initial teacher preparation in England." Thesis, University of Derby, 2016. http://hdl.handle.net/10545/618614.

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In November 2010, the coalition government published its seminal The White Paper, The Importance of Teaching. Its recommendations sought to reform Initial Teacher Training (ITT) so that more training was school-based; to create a new national network of ‘Teaching Schools’ that gave outstanding schools in England a leadership role in the initial training and professional development of teachers. This thesis critically analyses the subsequent changes in relationships and tensions between universities and schools as the reforms were implemented. The consequent increase in the number of routes into teaching, coupled with more autonomy devolved to schools in relation to Initial Teacher Preparation (ITP), has served to jeopardise university-based preparation. The changing notions of pedagogy and practice in school-led initial teacher preparation alter the significance of theory in ITP and ultimately question the future for university-led initial teacher education. What constitutes effective teacher preparation is explored through a series of semi-structured interviews drawn from a small, reputational sample across the field of education. This provides the data that reveals a contemporary dichotomy between ‘training’ and ‘education’ that challenges the relevance of a theoretically informed teacher education in favour of ‘on the job training.’ From the discussion of the contested data provided by reputational sample, an outcome of the current changes could result in a peripheral role for universities in ITP. In particular, undergraduate provision, such as the B.Ed, was threatened because it did not provide a sufficient depth of subject knowledge; a shift to post-graduate school-based preparation and a reliance on assessment-only routes renders the role of the universities defunct. The findings from the analysis of the reputational sample were further examined in the workplace through questionnaire given to academics and partnership school mentors working in delivering ITP in an East Midlands University. The tensions between ‘training’ and education and the role of universities in initial teacher preparation were mirrored by teachers and academics. In conclusion, the changes made by the coalition government have made the future of ‘teacher education’ uniquely fragile.

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Sandlund, Jenna Marie. "School-Based Training and Consultation to Improve Concussion Awareness." University of Dayton / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1370612746.

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Jerndahl, Fineide Mona. "Controlled by Knowledge : A Study of two Clinical pathways in Mental Healthcare." Doctoral thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12937.

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Standardisation of professional work is a major policy concern to ensure quality and efficiency of services and a number of hospitals are now focusing on the use of clinical pathways as an important tool to standardise their work. This study sheds light on the processes set in motion when notions of standardisation meet local practice. In order to gain insight into what clinical pathways mean for professional work in mental health care, the focus of the study was to explore the contexts in which standardisation by “rule production” takes place. Two empirical cases from Norwegian mental health care show how dedicated professionals are in charge of carrying out the standardisation work, strongly influenced by a steering framework of defined governmental policies where employee involvement and responsibility ensured loyalty to the idea. Along with a “package” of ideas, new bodies and techniques, clinical pathways contribute to the institutionalisation of prima facie knowledge in demonstrating that evidence basing is linked to steering and control of employees. Thus, professional autonomy is threatened in an insidious way: through the institutionalisation of evidence-based knowledge as ‘prima facie’ knowledge in combination with professionals who standardise and control their own work. The thesis therefore concludes that the control of professional work has now become a complex and sophisticated process where professional work is “controlled by knowledge”.

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Mead, Nicholas Charles. "Values in teacher education : developing professional knowledge through engaging with trainee teachers' personal moral and political values in the context of standards-based teacher education." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/21332/.

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Between 1989 -1997 I was head of the Religious Education department in a comprehensive school and mentored trainee teachers throughout that period. This meant that I was involved in the initial implementation of the first set of Teaching Standards set out in Circular 9/92 (DFE, 1992). As I progressed in the mentoring role I became increasingly aware of the challenge of meeting trainee’s training needs through a standards-based approach. In particular, I was aware of the importance of the role of the mentor in helping trainees to realise their personal values and motivations through their developing classroom practice. In researching my role for a research paper (Mead 1996) I reached the conclusion that the mentor’s self-understanding and their dialogic skills seemed to me to be crucial in developing the relationship between trainees’ personal moral and political values within their classroom practice, thereby contributing to a fusion of the moral and the instrumental within a standards-based framework. From 1997 until the present I have held a number of positions in the Department of Education at Oxford Brookes University, including Religious Education course leader, PGCE secondary course leader and head of the department of professional and leadership education. I am currently an associate School Direct university tutor. In these roles I have been fully immersed in the implementation of the 2002, 2007 and 2012 Teaching Standards for qualified teacher status, working closely with secondary and primary trainee teachers. The 2002 set of standards (Teacher Training Agency 2002) represented a landmark in that they introduced explicit professional values and this provided me with the impetus to continue to address those concerns which had emerged in my school mentor experience. It was through accumulated detailed knowledge and first-hand experience that I was increasingly able to interpret and make judgements about the impact of successive sets of prescribed teaching standards on the development of the relationship between trainees’ personal moral and political values. What I found emerging, then, is a sense of something of worth being at stake which has historical, political and professional implications and which is felt strongly enough by trainees and teacher educators to constitute an issue worthy of exploration. For me, as for many others who responded to my findings, the relationship between trainees’ personal moral and political values lies at the heart of professional fulfilment and consequently, the development of effective professional knowledge and expertise. The strength of the cohesiveness of the overall argument developed across the papers lies in my lived experience as the researcher who is also a practising teacher educator throughout the research period. Of particular importance here is both the immediacy and evolving nature of the research, as I respond personally and professionally to successive external measures affecting trainee teacher development. My overall aim has been to make sense of these experiences over more than thirteen years of professional experience. The outcome of this project is a set of claims which challenge key instrumentalist and positivistic features within expanding school-based teacher education, particularly in relation to trainee autonomy and identity and which, as I argue, have implications for re-defining process, pedagogy and provision.

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Johansson, Camilla, and Ida Svedjenäs. "Nyutexaminerade socionomers uppfattningar om relevansen av sina professionella kunskaper som de fått under utbildningen efter inträdet i arbetslivet : En kvalitativ studie." Thesis, Linnéuniversitetet, Institutionen för socialt arbete (SA), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44981.

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The aim of this study was to examine how newly qualified social workers from Linnaeus University in Kalmar feel that the school has prepared them with the professional skills to meet the demands that exist within social work. Social work education is a generalist training that will result in a professional qualification. With a qualitative approach eight newly qualified social workers were interviewed.We used the sociology of knowledge as an overall theoretical approach. We also used experience- based knowledge as a theoretical approach. One of the study's conclusion was that the graduates had difficulty linking theory to practice. The graduates also felt that knowledge about the law and dialogue methodology were two useful courses for use in practical work. The results and conclusions can be seen as a reinforcement and extension of previous research in the subject.

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Alsaleh, Sultan Abdullah. "Investigating Riyadh's public health inspectors' ability to conduct risk-based food inspection, and their professional needs: A mixed-methods research study." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/208321/1/Sultan%20Abdullah%20R_Alsaleh_Thesis.pdf.

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Globally, the responsibilities of Food Safety Inspectors have dramatically evolved in recent times. The major change is the shift from a diagnostic and traditional food safety assessment role to a proactive and risk-based evaluation, resulting in better protection from foodborne illnesses. The aim of this study was to investigate the knowledge and skills required by food inspectors in Riyadh, Saudi Arabia, that will enable continuous improvement to food safety inspection practices by using proactive and risk-based evaluation methods. The result being that the implementation of more effective food inspection practices will result in the provision of safer food for consumers.

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Mohammad, Hasibah. "Understanding the impact of a reflective practice-based continuing professional development programme on Kuwaiti primary teachers' integration of ICT." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15932.

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The main theme of the study is exploring and understanding the impact of an innovative continuing professional development model for integrating ICT into classroom pedagogy. The focus is on the relationship between teachers’ beliefs, knowledge and pedagogic practice in the process of developing and adopting new knowledge and skills to cope with 21st century education. The study explores the 'future schools' primary teachers’ education, in-service training, status, beliefs, knowledge, and skills of using ICT in practice in the Kuwait context. The finding from the exploratory study shows that teachers’ lack of Technological, Pedagogical and Content knowledge TPACK and that this impacts on their capacity to improve their pedagogic practice. The study applied a social-constructivist approach to understand the process of change in the nine participants' teachers' beliefs, knowledge through an innovative continuing professional development model, and stimulating teachers to develop a reflective practice skills focusing on improving pedagogic practice and using ICT. A case study approach was used as the methodology of the study to develop an understanding of the process of change in the nine participant teachers' reflection on and experienced of the effects of adopting alternative pedagogic practice and integrating ICT. The numerous small findings from the quantitative and qualitative methods applied to the six months of continuing professional development involving nine primary teachers come under four main themes: 1) In-service teachers' beliefs and knowledge development, 2) Classroom pedagogy for autonomy with ICT integration, 3) Constraints affecting future schools’ teachers' integration of ICT, and 4) The key principles of an RP-BCPD model for teachers CPD in Kuwait. The understandings from the findings of the study show that the quality of the CPD for improving teachers' pedagogic practice is affected by the socio-cultural context of the 'future schools'. The study shows that the nine participant teachers can develop effective alternative pedagogic practice and successfully integrate ICT, when they are empowered to reflect, inquire into their practice, and learn from each other and from cross-cultural best practice. The unique finding of the study indicated that the nine participant teachers experiences some difficulties with engaging in the change process because of classroom cultural context such as: teachers' TPACK knowledge and competences, curriculum overload, and classroom size. Finally, the finding shows that providing the participant teachers with reflective practice as the base of CPD programme within schools context linked learning theory to improve pedagogic practice.

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Toure, Abdel Rahman. "Diffusion of Social Network Technology and Overuse among Health Industry Knowledge Workers." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/76.

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Many organizations now realize the important role of social network technology (SNT) in building social capital and hence broadening their customer base. However, observations have indicated that, while working, many knowledge workers use SNT to engage in non-job related activities, potentially leading to a decrease in productivity. The purpose of this study was to examine the relationship between the usage of SNT and productivity in the health sector. The theoretical foundation of this study emanated from Rogers's theory of diffusion of innovations and Campbell, Rodney, Scott, and Christopher's theory of performance. Collection of data involved a self-administered survey designed with tools from SurveyMonkey. Out of 123 respondents, some were team members (67%), some were independent (24%), others were team leaders (8%), and a few were administrators (2%). A multiple linear regression analysis subsequent to correlation analysis between each of the 4 variables of SNT (frequency of SNT use, duration of cellphone-based SNT use, duration of PC-based SNT use, and performance rating) and knowledge worker productivity revealed a significant relationship between productivity and performance. The findings suggest that, of the 4 SNT variables, performance rating statistically predicts productivity of the health care professional. Managers may find these results informative in their effort to boost productivity among their health care professional workers. Further investigations are recommended to explore the association between productivity and SNT among knowledge workers.

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Carvalho, Taynara Franco de. "Constituição e caracterização dos saberes da base profissional de professores de Educação Física em início de carreira /." Rio Claro, 2018. http://hdl.handle.net/11449/183133.

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Orientador: Samuel de Souza Neto
Resumo: Na perspectiva da profissionalização, o trabalho docente, exige, entre outras coisas, o reconhecimento dos saberes da base profissional dos professores, indicando assim a necessidade de se analisar a prática pedagógica e seus processos de construção de saberes. Nesse cenário, temos também a compreensão de que o campo profissional possibilita uma apropriação de saberes exclusivos do contexto de trabalho, por exemplo, o contexto da Educação Física. Deste modo, faz-se necessário estabelecer relações entre a entrada na carreira e os saberes da base profissional dos professores, uma vez que os professores iniciantes estão adentrando no campo profissional e passando de forma intensa pelos processos de construção e apropriação de saberes. Nesse sentido, objetivamos investigar os saberes da base profissional dos professores de Educação Física em início de carreira. Para isso, optou-se pela pesquisa qualitativa, descritiva, tendo como técnica de coleta de dados a entrevista semiestruturada com cinco professores iniciantes de Educação Física e, posteriormente, à análise de conteúdo. Verificamos que os professores da pesquisa nesse ciclo inicial da carreira enfrentaram diferentes dilemas (burocratização da escola; conflitos com os alunos; falta de local adequado para as aulas; falta de reconhecimento da área pelos alunos e pares), passando pelo denominado ―choque com a realidade‖. Dessa forma, embora ainda sejam muitos os desafios, consideramos que é preciso que as Instituições formador... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In the perspective of professionalization, teaching work requires the recognition of the knowledges of the teachers' professional base, among other things, thus indicating the need to analyze the pedagogical practice and its processes of construction of the knowledge. In this scenario, we also understand that the professional field allows an appropriation of exclusive knowledges of the work context, for example, the context of Physical Education. In this way, it is necessary to establish relationships between entering the career and the knowledge of the teachers' professional base, since the teachers that are beginning their careers are entering the professional field and going intensely through the processes of construction and appropriation of knowledges. Therefore, we aim to investigate the knowledges of the professional base of Physical Education teachers at the beginning of their careers. For this, we chose the qualitative and descriptive research, having as data collection technique the semi-structured interview with five PE teachers in the beginning of their careers and then content analysis. We verified that the teachers of the research in this initial cycle of their careers faced different dilemmas (school bureaucratization, conflicts with the students, lack of a proper place for the classes, students‘ and peers‘ poor recognition of the area), facing the so-called "shock with the reality". Thus, although there are still many challenges, we believe that it is necessar... (Complete abstract click electronic access below)
Mestre

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Achieng-Evensen, Charlotte. "Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/9.

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By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era.

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Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.

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Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.

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Lopes, Wiama de Jesus Freitas. "Profissionalidade docente na educação do campo." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2295.

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Made available in DSpace on 2016-06-02T19:35:48Z (GMT). No. of bitstreams: 1 4959.pdf: 10308984 bytes, checksum: e2033d7b11f298cd6cd6904dc84e6c3b (MD5) Previous issue date: 2013-02-22
Universidade Federal de Sao Carlos
This thesis entitled "Professionalism in Teacher Rural Education analyzes the process of formation of the teaching profession of educators in the field of Breves riversidemultigrade classes on the island of Marajó, state of Pará, through the subject matter of teaching based on its implications professional educators in in rural areas in multigrade classesriverside. This involved the following research question: For what reasons and educational practices that constitute the teaching profession of educators from the field in multigrade classes riverside? This, from the perspective of the discussion of knowledge base, while professional competence of professionalism that transcends the domain of skills and techniques and emerges from the interaction between moral obligation and commitment to the community where the school is; professional development of teaching from the standpoint of studies of Rural Education. This study was conducted under the framework of investigative historical and dialectical materialism and the contour ethnographic research in order to characterize the work in the multigrade teaching riparian profiles and attitudes of educators teaching intervention in the schooling process, institutional contribution to the teachers in the field and some aspects of community organization with respect to the structuring of schooling processes and dynamics of human development in rural areas.
Esta tese intitulada Profissionalidade docente na Educação do Campo objetiva analisar o processo de constituição da profissionalidade docente de educadores do campo em turmas multisseriadas ribeirinhas de Breves, na ilha de Marajó, estado do Pará. Tem seu objeto de estudo na ação educativa em escolas multisseriadas e suas implicações no desenvolvimento profissional da docência de educadores do campo. Para tanto, contou com a seguinte questão de pesquisa: Por quais fundamentos e práticas educativas se constitui a profissionalidade docente de educadores do campo em turmas multisseriadas ribeirinhas? Isto, tendo em vista que a profissionalidade enquanto competência profissional no campo, transcende o domínio de habilidades e técnicas e emerge a partir da interação entre o compromisso político, para com a competência técnica e o domínio científico, junto às comunidades em que estão sediadas as escolas em que trabalham os docentes da Educação do Campo. Este estudo se desenvolveu sob a perspectiva de análise do materialismo histórico-dialético e da pesquisa de contorno etnográfico em função da necessária análise e da caracterização dos trabalhos docentes na multissérie ribeirinha. Além de se investigar acerca dos perfis e posturas das intervenções didáticas deflagradas pelos educadores do campo em meio ao processo de escolarização no campo. O aporte institucional usufruído pelos docentes da Educação do Campo e as limitações e possibilidades de seus engajamentos na organização comunitária também foram observados e analisados neste trabalho. O que se deu em função da importância que possuem tais elementos na estruturação das práticas de escolarização e nas dinâmicas de formação humana que atravessam de modo central a constituição da profissionalidade docente na Educação do Campo.

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Dissertations / Theses on the topic 'Professional Knowledge Bases'

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