Dissertations / Theses on the topic 'Professional qualifications'

Due to increasing societal demands, accountability and economic constraints, there has been a paradigm shift in the healthcare culture with a move to formally train medical educators. This has resulted in the professionalisation of medical education, with various development initiatives including postgraduate qualifications. The demand for these qualifications in medical education can be judged by the increase in providers, from 2 to 31 in the UK and from 7 to 124 worldwide over the last two decades. However, detailed information about the influence and effectiveness of such courses remains sparse. This study investigated the impact of postgraduate qualifications in medical education on graduates’ educational identities, practices and career progression. The study design is mixed methods using the explanatory model. The first study comprised of an online survey of graduates from the Centre for Medical Education, Dundee between 2008 and 2012. The data collected were sequentially explored in more depth through semi-structured interviews in the second study. To increase the range and scope of enquiry a third study was carried out, which involved a 10 month follow-up of a new cohort of face-to-face students (2013/14) through the course and to the workplace. The quantitative data were analysed using non-parametric statistics on SPSS 21, and constructivist grounded theory analysis was used for the qualitative data in ATLAS.ti 7. I found that a qualification in medical education enhances theoretical foundations in educational practices, with increased self-efficacy and engagement in scholarly activities. The qualification encourages transformational changes and epistemological development as a teacher, researcher, leader and learner. Many participants attributed their career progression to the qualification. The graduates were able to lead various educational changes in the workplace and they described substantial performance attainments. I also found their work environment and personal factors influenced the impact of these qualifications. A conceptual framework based on an increased understanding of the identity development of healthcare educators was also developed. This is the first study on the long-term effects of a degree-awarding course in medical education on healthcare professionals worldwide. The findings have implications for the educators, course directors, healthcare organisations and professionalisation of the speciality.

Executive management training is a fast growing field in adult training and an important component of a wider demand for reconstruction in the educational system and its orientation towards a closer relationship with the needs of the labour market and the priorities of the business environment. This study investigates the development achieved in this field in Greece from the initial efforts made by the Greek Productivity Centre, the Hellenic Management Association and the Athens University of Economics and Business in the beginning of the 1960s up to today’s development of recognized vocational training programmes and the contribution of Executive MBAs by modern educational organizations, as well as, by both Greek and foreign Business Schools operating in this field. In particular, this study examines the structure and the content of short-term in-company seminars, open courses and long-term courses leading to Certificates, Diplomas or Master’s Degrees and the efforts of introducing distance learning. The Hellenic Management Association, which is the most reliable management training establishment, is the major case study of the research. In addition, the contributing factors in the provision of training services, such as the process of designing, organising, implementing and evaluating the courses, are also analyzed together with modern training methods and techniques, trainers’ specialization and qualifications, the attitude adopted by companies and the role of the State and supervisory organizations. The study involves a team of trainers who propose some changes with a view to improving their work and the overall efficiency of training through action research. In addition, it examines the conditions of developing a model programme leading to an Advanced Diploma in Management, which is designed for executives who are already on the “management threshold” on their way to being promoted to higher managers. In conclusion, the study establishes a dynamic development in the field, supports the introduction of learner-centred methods and training technologies and makes proposals for improvement and better organisation. A 514 pages book on “The Art of Management” is an outcome of the project. It is published and delivered to the trainees of several training programmes.

This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study. The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry. The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals. The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'. The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general. This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.

Teaching in Australia is acknowledged as a profession. The public, however, generally perceives teaching as a poorly paid occupation whose practitioners exert little control over their own standards of practice. Consequently, the professional status of teachers is low, and very few of the most capable school leavers and high ability university graduates are attracted to teaching as a career. Furthermore, teachers' perceptions that the public does not appreciate their work have led to low morale, high rates of resignations, and early retirements among experienced practitioners. These factors will contribute to serious shortages of teachers in the new millennium. In the past Australian employers in both government and non-government school sectors have attempted to circumvent teacher shortages by reducing qualifications required for teaching. This anti-professional practice has contributed to the belief that teaching is something that anyone can do. It is argued in this thesis that the status of the teaching profession in Australia must be enhanced if teaching is to attract capable new recruits and retain knowledgeable, experienced practitioners. This could be achieved by giving teachers greater responsibility for their profession's standards through a system of statutory regulatory boards, comprised largely of practising teachers. The boards would be responsible for establishing and enforcing standards for registration of teachers, accreditation of teacher education, and provision of advanced certification. Furthermore, such regulation of the profession should be on a national basis to ensure that all children in all schools in Australia have access to competent, professionally qualified teachers, and to overcome the problems of interstate mobility of teachers. The thesis concludes by calling on all stakeholders to acknowledge teaching as a full profession. This could be achieved by accepting that teachers should regulate their professional standards in the same way that other professions do. A model to achieve that end is presented.
Doctor of Philosophy (PhD)

Orientador: Aparecida Neri de Souza
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T10:22:41Z (GMT). No. of bitstreams: 1 Dobermann_LeniseMitidieriGarcia_M.pdf: 347698 bytes, checksum: 05f885aff9b7466224812755fa364baa (MD5) Previous issue date: 2006
Mestrado
Ensino, Avaliação e Formação de Professores
Mestre em Educação

This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

Ce travail s’inscrit dans la lignée des recherches portant sur la professionnalité des enseignants. Nous nous intéressons plus particulièrement à l’activité langagière des débutants. L’hypothèse centrale est qu’il est possible d’identifier, au sein du discours des enseignants en interaction avec leurs élèves, des indices de leur développement professionnel. Le cadre théorique croise les apports de la didactique professionnelle avec ceux de la pragmatique du langage et de la théorie interactionniste linguistique. Replacé dans un contexte didactique, nous envisageons le langage comme premier instrument stratégique pour enseigner et nous nous situons dans une approche instrumentée de l’activité enseignante. Nous avons mené une enquête ergonomique auprès de trois néo-titulaires, à partir de vidéos réalisées au cours de séances de mathématiques et d’entretiens d’auto-confrontation. Les interactions langagières entre les enseignantes et leurs élèves ont été analysées quantitativement et qualitativement, en relation avec l’identification de fonctions pédago-didactiques. Les résultats caractérisent des savoir-agir-langagiers-professionnels, révélateurs de la professionnalité et du développement professionnel de chacune des enseignantes enquêtées
This work takes place within a line of research regarding teachers’ professionalism. We are looking particularly at the language activity of beginners. The central hypothesis is that it is possible to identify, within teachers’ conversations as they interact with pupils, clues regarding their professional development. The theoretical framework links the contributions made by professional didactics with those of language pragmatic and interactional linguistic theory. Set within a didactical context, we consider language as the first strategical tool to teach and we are placed within an approach orchestrated by teacher activity. We lead an ergonomic investigation alongside three newly qualified teachers, from videos shot during mathematics lessons and from self- confrontation interviews. Language interactions between teachers and their students have been analysed qualitatively and quantitatively, in relation with the identification of pedago-didactic functions. Results highlight professional language know-hows, revealing of the professionalism and the professional development of each of the teachers investigated

Background: Several international studies have been published on the importance of exploring and describing the perceptions of professional nurses to improve patient safety and quality of care. There is also a growing body of literature that has established the associations of qualifications on patient safety and quality of care. However, no comparable research has been conducted in South Africa, and little is known about the influence of personal characteristics, such as qualifications of the professional nurse, on his/her perception of patient safety and quality of care. Objective: To investigate the perceptions of professional nurses regarding patient safety and quality of care as well as the relationship between the qualifications of professional nurses and these perceptions in medical and surgical units in public and private hospitals in South Africa. Design: Cross-sectional survey of nurses. Setting and participants: 1187 professional nurses (161 Baccalaureate degree and 956 diploma-prepared) working in medical and surgical units of 55 private hospitals and 7 public national referral hospitals in South Africa completed the survey. Measurements: Perceptions of patient safety, quality of care and occurrence of adverse events, qualifications, age, job satisfaction, emotional exhaustion, experience, personal accomplishment and depersonalization. Results: 54.1% (n = 87) of Baccalaureate professional nurses and 51.2% (n = 490) diploma nurses feel as if their mistakes are held against them. 37.9% (n = 61) of Baccalaureate professional nurses and 42.4% (n = 404) diploma nurses perceive important information to be lost during shift changes. 39.1% (n = 63) of Baccalaureate professional nurses and 38.6% (n = 369) diploma nurses feel that things “fall between the cracks” when transferring patients from one unit to another. 43.5% (n = 70) of Baccalaureate professional nurses and 48.7% (n = 465) diploma nurses feel that their hospital‟s managements are not approachable. Almost half of professional nurses (49% [n = 79] Baccalaureate and 44.4% [n = 418] diploma) do not have confidence in hospital management to resolve reported problems regarding patient care. 26.6% (n = 26.8) of Baccalaureate professional nurses and 25.5% (n = 237) of diploma professional nurses perceive the quality of care in their hospitals to have deteriorated. Both Baccalaureate and diploma professional nurses reported adverse events to occur a few times a year or less. Verbal abuse towards nurses is reported to occur once a month or less. Qualifications revealed no correlation with perceptions of patient safety and quality of care, though emotional exhaustion and depersonalization showed a small to medium negative correlation and personal accomplishment a small to medium positive correlation with these perceptions. Conclusions: Supportive leadership and development of an environment in which professional nurses can freely report adverse events and hindering factors with regard to quality of care might benefit patients in terms of safety and better quality care.
Thesis(M.Cur.)--North-West University, Potchefstroom Campus, 2012.

El libro constituye una guía didáctica para quienes se encuentren en la búsqueda de una carrera profesional. Los consejos, metodologías y ejercicios presentes en la publicación son de suma utilidad para que el lector pueda conocer sus competencias y habilidades que mejor puedan adecuarse a una carrera profesional y después a un determinado campo laboral. También se explican las demandas de los diversos centros laborales y cuál es el tipo de profesional especialista o generalista que requieren en la actualidad.
This book is a teaching guide for those who are in search of a professional career. The advice, methodology and exercises in this book are of much use, so the readers identify the competencies and skills they have and that better adjust to a professional career and later to a certain field of work. The demands of the different workplaces and the type of specialized or general professional required today are also explained.

O objetivo do presente estudo é reavaliar o conceito de competências sob o ponto de vista das teorias que o explicam e a prática de sua utilização nas empresas. Partindo de uma revisão histórica do conceito, foi constatada significativa diversidade de nomes e dos conteúdos que representam. Neste campo há uma situação semelhante à Torre de Babel. Os discursos não são decodificados da mesma forma pelo locutor e pelo ouvinte. Para suportar esta análise, foi realizado um trabalho empírico de comparação entre perfis de competências propostos pelas empresas e os perfis profissionais sugeridos por especialistas a partir de suas experiências com este campo de estudo. Apesar da Torre de Babel há consistência entre as competências propostas pelos especialistas e aquelas praticadas pelas empresas.
The aim of the present study is the reassessment of the concept of competence by matching its theoretical evolution with the professional practice which was developed to manage human resources capabilities. Setting out from the historical evolution it was easy to see the wide span of meanings, names and contents attributed to competence, from the very beginning of the personnel management. Through an oversight glance on it one has the impression of a kind o Babel Tower. Every new author who scans that concept finds a new side in it. The discourses about competence have not been decoded in the same way by the speaker and the listener. To support the analysis here carried out, an empirical investigation was planned and carried out. In it competence profiles as produced by enterprises were matched with profiles proposed by experts and researchers. Notwithstanding the evidences of a Babel Tower some consistency was found between the practice and the conceptual proposals.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
Este trabalho se propÃe a recuperar a trajetÃria de participaÃÃo das organizaÃÃes da sociedade civil na implementaÃÃo do Plano Estadual de QualificaÃÃo do Cearà â PEQ/CE com esteio na percepÃÃo dos sujeitos sociais envolvidos Tem como cenÃrio as transformaÃÃes econÃmicas sociais polÃticas e culturais que marcam a sociedade nas Ãltimas dÃcadas em decorrÃncia da mundializaÃÃo do capital reestruturaÃÃo produtiva e gestÃo do trabalho redefiniÃÃo do papel do Estado e das suas relaÃÃes com a sociedade civil sob a Ãgide da hegemonia neoliberal Dessa perspectiva sÃo analisadas as polÃticas pÃblicas de emprego no Brasil com destaque no Plano Nacional de QualificaÃÃo do Trabalhador e em um dos seus mecanismos de implementaÃÃo â o Plano Estadual de QualificaÃÃo do Cearà â onde se insere o objeto de investigaÃÃo empÃrica Esta investigaÃÃo foi orientada por quatro objetivos: a) configurar o perfil das organizaÃÃes da sociedade civil participantes da implementaÃÃo do PEQ/CE; b) compreender os motivos determinantes do seu ingresso no PEQ/CE; c) conhecer a experiÃncia vivenciada por essas organizaÃÃes no processo de credenciamento e seleÃÃo ao PEQ/CE; e d) resgatar a experiÃncia das organizaÃÃes da sociedade civil na execuÃÃo de aÃÃes de qualificaÃÃo profissional no Ãmbito desse Plano O procedimento metodolÃgico compreendeu estudos bibliogrÃficos documentais e pesquisa de campo de natureza qualitativa no sentido do conhecimento da experiÃncia social dos diversos sujeitos envolvidos na implementaÃÃo do PEQ/CE na sua relaÃÃo com o objeto de investigaÃÃo O resultado da investigaÃÃo empÃrica mostra na percepÃÃo dos vÃrios sujeitos sociais envolvidos a importÃncia da participaÃÃo da sociedade civil no Plano Estadual de QualificaÃÃo do Cearà e no Conselho Estadual do Trabalho como mediaÃÃo entre as demandas da populaÃÃo e os programas governamentais e na criaÃÃo de espaÃos pÃblicos de representaÃÃo e negociaÃÃo dos interesses populares no sentido de sua inscriÃÃo na agenda pÃblica
This study aims at recalling the participation of civil societyâs organizations trajectory in the implementation of the Qualification State Plan of Ceara â PEQ/CE, from the perception of social subjects engaged in it. Its background are the economic, social, political, and cultural transformations that are marking society in the last decades, due to the capitalâs globalization, the production restructuring and work management, and the redefinition of Stateâs role and its relationships with society, scaffolded by neoliberalist hegemony. From such perspective, this research analyzes public policies for jobs in Brazil, by focusing the National Plan for the Qualification of Worker, as well as one of its mechanisms of implementation, the Qualification State Plan of Ceara, object of this empirical investigation. This work had four guideline objectives: a) designing the profile of organized civil societies engaged in the implementation of PEQ-CE; b) understanding the determinative reasons in their ingress in PEQ-CE; c) knowing the experience lived by these organizations in the inscription and selection for PEQ-CE; and d) recalling the experience of organized civil societies in the performance of actions of professional qualification, within such Plan. The methodological procedure comprehended documental and bibliographic studies and qualitative field research, in order to recognize the social experience of the varied subjects engaged in the implementation of PEQ-CE in their relation with the object under investigation. The result of this empirical study shows, from the perception of the varied social subjects involved, the importance of civil society in the Qualification State Plan of Ceara, and in the State Work Council, as mediation between the populationâs demands and the governmental programs, as well as in the creation of public spaces of representation and negotiation of peopleâ interests, in order to inscribe it in the public agenda.

This study originated from a professional interest of the researcher in competency standards and their implementation in the professions. The study was conducted with the aim of informing policy development and implementation in Namibia in this area by drawing lessons from the Australian experience. It set out to identify the factors that influenced the implementation of this policy in Australia, the importance of these factors and the strategies employed by implementors to enhance successful implementation. The study is grounded in policy implementation theory. Twenty professions have been involved in developing and implementing competency standards in Australia under the guidance and with the support of a national government organisation called the National Office of Overseas Skills Recognition (NOOSR). The main objectives of the Australian government in implementing this policy were the improvement of migrant skills recognition and the achievement of recognition for professional qualifications across state and territory borders. Time and budgetary constraints would not allow the involvement of all the professional groups in this study, so four groups were selected based on their size and progress made in developing and implementing the standards. The groups ranged from a very large professional group (more than 250 000 members) to a very small professional group (approximately 3 500 members). Eleven respondents from NOOSR and the professional groups participated in the study. Data was gathered by structured interview, a rating schedule and document analysis. The study found that there were seventeen factors that influenced this process as perceived by the respondents. These factors were classified into five categories: technical, political, economic, administrative and political, and then placed on a matrix with the levels at which they exerted their greatest pressure: external, internal to the professional body, and on the steering group. This classification of factors gave indications of the types of strategies and the level of intervention which may address implementation problems best. The study compiled a list of the factors in order of importance as rated by the respondents. This ranking showed that leadership was the most important factor, followed by experience and expertise of the steering group and the need for and appropriateness of the standards for the professions. The study also found that the Australian government employed inducement, capacity building and facilitation strategies to enhance the successful vii implementation of the standards, while the professional bodies employed mainly staff development and training as strategies. The study concluded that Namibian policy makers and implementors can draw the following lessons from the Australian experience: 1. there is a need for a balance between pressure and support from government; 2. there is a role for a national implementation plan; 3. the main attraction of national competency standards is still the many uses it can be put to and the many purposes it serves for different organisations; 4. assessment strategies need to be considered from the beginning; 5. the methodology of using a representative steering group to lead standards development is one of the best features of the Australian approach; 6. Over time, the original objectives of the policy became low priority for NOOSR and the government; 7. the classification matrix can be used as a planning tool; and 8. the ranking of the factors indicates the importance of organisational, technical and economic factors.

The importance of reliable parts and production methods in the aerospace industry is crucial to guarantee safety in the air. Hence, each material used in the production of aircrafts needs to be tested and verified as fit for use in all intended environments. This is however a complex task since material requirements differs largely depending on various material applications. The tests and the development of these test programs are both expensive and time-consuming, which therefore gives incentives to increase the performance in qualification processes. The purpose of this study is therefore to identify potential improvements and give suggestions for how to enhance the process performance in a qualification process.The research was executed as a single-case study at Saab Aeronautics in Linköping. The results are based on qualitative data, mainly from observations and from interviews with people affected by the qualification process. Problems and sources of improvements were identified in the collected data and thereafter addressed with relevant process improvement- and quality tools. “Experience-based process”, “Insufficient communication”, and “Insufficient customer focus” were expected to be the most essential problems to address to enhance the process performance. A root-cause analysis was done to find the root-causes of these problems. The root-causes were thereafter screened and prioritized based on the expected benefits from solving them and based on the effort to address them. 12 root-causes were selected as the most relevant problems to address, and 16 recommended actions for these problems were thereafter formulated. This research has showed the success of established quality- and process improvement tools in a complex process environment. The study has also provided a structured approach for how process improvements efforts can be applied in an effective manner, where no quantitative data is available to analyze.

The present master paper investigates the challenges which are met while trying to implement the provisions of the directives on professional qualifications into national law. Despite the fact that the directives regulating the recognition of professional qualifications have already been implemented into the national law of the Republic of Lithuania after the new European Parliament and Council directive 2005/36/EC codifying all the existed directives on the recognition of professional qualifications, has been adopted, the competent authorities face new challenges trying to implement the provisions of new directives. Due to this fact, several stages of the implementation of the directives of European Union are distinguished.: the obligations Lithuania had to fulfil before the accession to EU and after the new Directive 2005/36/EC was adopted. The main objective of this paper is to analyse problematical issues regarding the transposition of directives on recognition of regulated professional qualifications into national law. The attempt was made to disclose the main features of the systems regarding recognition of regulated professional qualifications. A great deal of attention is alloted to the analysis of the process of recognition, the presumptions and the development of General system of recognition and Sectoral directives. The main legal documents on professional qualifications as well as provisions of the new law are widely discussed. Currently more and more emphasis... [to full text]

Au cours de ces dernières années, l’éducation et la formation connaissent des phénomènes d’industrialisation accrus notamment sous l’effet du développement des TIC. Le domaine de l’enseignement et de l’apprentissage de langues vivantes étrangères (LVE) est également confronté à des transformations dues à l’internationalisation des normes de certification et au développement d’une offre de formation privée à caractère marchand. Le champ des LVE au Vietnam n’échappe pas à ces évolutions qui entraînent inévitablement des changements relatifs au processus de professionnalisation du corps enseignant. Notre recherche vise à mettre en lumière la façon dont les enseignants de LVE, dans les secteurs public et privé, se représentent leur professionnalité dans ce nouveau contexte et les priorités qu’ils estiment importantes en termes de développement professionnel. Pour ce faire, nous avons mené une enquête empirique en deux temps : une pré-enquête par entretiens auprès des enseignants de Dalat et une enquête complémentaire par questionnaire en ligne. L’analyse des entretiens semi-directifs (N 14) nous a aidé à construire le questionnaire, destiné à un public d’enseignants plus large dans le pays. L’étude des réponses (N 364) nous permet de dessiner une typologie d’enseignants qui se positionnent différemment vis-à-vis des évolutions de l’enseignement des LVE. La discussion des déterminants des trois profils identifiés nous amène à mieux cerner la dynamique du développement professionnel des enseignants de LVE vietnamiens
During recent years, education and training have experienced greater phenomena of industrialization in particular under the influence of the development of technologies. The field of foreign language teaching and learning (FLT) has also undergone changes due to the internationalization of certification standards and the growth of private training sector. The foreign language teaching field in Vietnam is not immune to these developments that inevitably lead to significant changes in the process of professionalization of the teaching staff. Our research aims at highlighting the way foreign language teachers in both public and private sectors represent their professionalism in this new context and the priorities they consider important in terms of professionalization. To do this, we conducted our empirical research in two stages: a pre-survey by interviews with colleagues in Dalat and a supplementary survey by an online questionnaire. The analysis of the 14 semi-structured interviews of the first phase helped us to build the questionnaire that was intended for a wider audience of teachers in the country. Our questionnaire survey (N 364) allowed us to draw three different profiles which are differently positioned in terms of the evolution of FLT. The discussion of the determinants of each profile provides a better understanding of the professional development dynamics of Vietnamese foreign language teachers

Notre travail porte sur le développement professionnel des enseignants de fabrication mécanique au Sénégal. Cette étude est analysée sous le double point de vue de l’identité professionnelle des enseignants et de leur activité en situation d’enseignement/apprentissage. Notre cadre théorique articule l’identité professionnelle et la didactique professionnelle. Dans un premier temps, notre cadre d’analyse est la caractérisation statistique des profils identitaires des enseignants à partir des indicateurs recueillis dans la revue de la littérature. Et dans un deuxième temps, nous nous référons aux connaissances professionnelles inférées des schèmes d’action repérés dans l’organisation de l’activité des enseignants. Pour cette double analyse, nous avons élaboré une méthodologie pour recueillir, d’abord par questionnaire, les représentations des enseignants sur leur métier, et ensuite, d’élucider les schèmes mobilisés dans leur activité. Dans les invariants opératoires des schèmes mobilisés dans leur activité, nous avons identifié les connaissances professionnelles des enseignants en jeu. Le croisement de ces deux cadres d’analyse nous a permis de voir l’influence de l’identité professionnelle des enseignants sur le développement de leurs compétences
Our work focuses on the professional development of teachers of mechanical manufacturing in Senegal. This study is analyzed from the dual point of view of the professional identity of teachers and their activity in teaching / learning situations. Our theoretical framework articulates professional identity and professional didactics. As a first step, our analytical framework is the statistical characterization of teacher identification profiles based on the indicators collected in the literature review. Secondly, we refer to the professional knowledge inferred from the action plans in the organization of the teachers' activity. For this double analysis, we have developed a method to research, approach and answer a questionnaire, the representation of teachers on their profession and the following, to elucidate the patterns mobilized in their activity. In the operating invariants of the patterns mobilized in their activity, we have identified the professional knowledge of the teachers involved. The crossing of these two analytical frameworks allows us to see the influence of the professional teaching sign on the development of their skills

L'objectif de notre recherche est de tenter d'identifier les compétences professionnelles (Altet, 1996 et 2009) acquises ou en cours d'acquisition des maîtres novices durant leur année de stagiarisation (visée heuristique). Pour ce faire, nous nous inscrivons dans le paradigme écologique ou paradigme de la complexité (Clanet, 1997 ; Piot, 2014). Nous portons un intérêt particulier à l'acquisition des compétences liées à trois dimensions clés que sont la gestion du temps, la tâche et les interactions maîtres-élèves, dimensions étudiées notamment par les chercheurs intégrés au réseau OPEN (Observation des pratiques enseignantes). Nous postulons que le développement professionnel (Wittorski & Briquet-Duhazé, 2010), initié en début de carrière, est variable selon les novices et que cette variabilité est interdépendante du degré de maîtrise des compétences attachées à ces dimensions. Le niveau d'expérience constituant un axe majeur de notre recherche, nous opposerons dans une approche contrastive, l'enseignant stagiaire à l'enseignant expérimenté, évoluant dans des situations similaires. Si nous avons pour ambition de déceler des différences entre les stagiaires en formation professionnelle (variabilité inter-maîtres), nous visons également l'identification des « invariances qui dénotent la présence d'organisateurs des pratiques » (Clanet, 2001). Nous nous efforçons donc de repérer parmi les pratiques enseignantes mobilisées, les organisateurs des pratiques typiques des maîtres « novices ». Pour ce faire, nous recourons à des méthodes mixtes, quantitative (questionnaires) et qualitative (observations et entretiens). Les questionnaires portent sur le niveau de maîtrise des compétences attendues (Référentiel de compétences, 2013) et sur les difficultés potentielles des futurs maîtres. La population enquêtée concerne les stagiaires eux-mêmes (N=178) ainsi que les maîtres d'accueil temporaire (MAT) (N=83) qui les accompagnent. Dans un second temps sont confrontés les deux corpus de représentations pour en évaluer le degré de congruence. Centrées sur trois dimensions organisatrices précédemment déclinées (Clanet, 2010), les observations portent sur six trinômes d'enseignants (un MAT et deux stagiaires N=18) œuvrant dans des classes de cycle III. Nous prenons appui sur la dimension tâche, afin d'analyser les dimensions transversales temps et interactions. Plus précisément, les étapes communes, mises en évidence au sein de séances portant sur la résolution de problèmes – et partant la tâche donnée à l'élève – sont analysées via la gestion du temps et des interactions. Dans une perspective ergonomique (Leplat, 2000), nous mesurons enfin, à travers ces observations et des entretiens, l'écart entre tâche « prescrite » et tâche « effective ». Les premiers résultats nous ont permis de dégager une typologie déclinant trois profils dominants parmi les maîtres stagiaires. En outre, il semble que s'agissant de l'enseignement des mathématiques à l'école élémentaire, les stagiaires rencontrent certaines difficultés communes, caractéristiques des premiers pas dans le métier. Pour autant, l'opposition initiale entre pratiques des stagiaires et pratiques des maîtres expérimentés laisse place à un continuum intégrant la complexité des pratiques d'enseignement donnant lieu à de multiples déclinaisons. Au regard de l'analyse des résultats, la formation initiale des futurs professeurs des écoles pourrait être questionnée dans le but d'en améliorer la qualité via un processus réflexif
The aim of our research is to try to identify the professional competences that have been acquired or are being acquired by new teachers during their training year (heuristic objective). To do so, we are following an ecological or complex paradigm (Clanet, 1997; Piot, 2014). We are particularly interested in the acquisition of competences related to three key notions such as time control, task, teacher-pupil interactions, that are studied by researchers integrated in the OPEN network (Observation des pratiques enseignantes). We presume that the professional development (Wittorski & Briquet-Duhazé, 2010), initiated at the beginning of a career, varies according to people and that this variability is interdependent of the level of these notions' competence mastering. The experience level is a major axis in our study; in a contrastive study, we shall oppose the trainee to the experienced teacher that are working in similar situations. If we aim to find out differences between professional trainees (Inter-trainee varaibility), we also claim to identify « invariabilities that show the presence of practice organisers » (Clanet, 2001). We try to identify typical beginner teacher organisers among teaching practice that are set up. To do so, we use mixed, quantitative (questionnaires) and qualitative (observation and interviews) methodologies. Questionnaires are about the mastering level of expected competences (Competence official list, 2013) and about the potential difficulties met by future teachers. People in the survey are trainees (N=178) as well as their temporary trainee supervisers (MAT: N=83). Eventually, the two representation studies are compared in order to assess their similarities. Six groups of three persons (a superviser and two trainees) in cycle 3 classes are being observed according to the three previously defined notions (Clanet, 2010). We focus on the notion of « task » in order to analyse the cross notions time and interactions. Common steps that are seen during lessons dealing with problem solving activities- and consequently tasks given to pupils- are analysed through time control and interactions. In an ergonomic perspective (Lepalt, 2000), we measure the gap between a « given » and an « effective » task through observation and interviews. The first results allow us to find out a typology of three main profiles among trainees. Moreover, in maths teaching at primary level, trainees meet similar obstacles that are common to beginners. The initial opposition between training and experienced teachers is replaced by a continuum which integrates complex teaching practice leading to multiple consequences. Through the result analysis, initial primary teacher training could be questioned in order to improve its quality, thanks to a reflexive process

This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.

Detta arbete utgår ifrån den diskussion som förts i det svenska samhället vad gäller förskollärarnas ansvar som synliggjorts i den reviderade läroplanen samt införandet av lärarlegitimation. Arbetet syftar på att förstå, genom kvalitativa intervjuer, vad fyra verksamma pedagoger inom förskolan har för tankar omkring arbetets huvudfrågor: Samarbete, ledarskap och ansvar, erfarenhet och praktisk kunskap samt teoretisk kunskap. Vidare finns viss historik omkring förskolan och förskollärarens bakgrund. Målet med denna undersökning är att lyfta upp frågan om samverkan mellan praktisk kunskap och teoretisk kunskap och diskutera samarbetet mellan yrkesgrupperna samt stärka betydelsen av att inneha båda dessa kunskaper. I resultatdelen ämnas de fyra intervjuade pedagogernas åsikter framföras och sedan diskuteras i förhållande till begreppen och tidigare forskning. Samtliga pedagoger är och har varit aktiva i förskolan under minst fem år. Genom studien har resultatet pekat allt tydligare på att de två förskollärarna och de två barnskötarna har olika syn på de olika arbetsrollerna. Sammanfattningsvis menar jag att förskollärarna verkar tycka att ansvar och ledarskap till viss del är deras uppgifter men att arbetslaget, innefattande både förskollärare och barnskötare, bör samarbeta och man kan ana att de inte vill ta hela ansvaret själva. Barnskötarna, å andra sidan, eftersöker mer ledarskap av förskollärarna och vill att de tar det ansvar som de har utbildning och får lön för. De två barnskötarna är inte lika strikta i sin linje vad gäller rollfördelningen, den ena barnskötaren uttrycker att många pedagoger på förskolan gör ett bra arbete oavsett teoretisk kunskap. Som resultat vill jag lyfta fram att det alltså är de som saknar akademisk utbildning som lyfter fram att det är den teoretiska kunskapen är avgörande för ansvarsbiten. Detta trots att samtliga fyra pedagoger menar att den praktiska kunskapen är viktig. Slutligen innefattar arbetet förslag på vidare studier inom ämnet: då särskilt, varför tycker förskollärarna och barnskötarna i denna undersökning så olika beroende av egen utbildningsgrad?
This study departs from the discussion in Swedish society concerning preschool teachers’ responsibilities as visualized in the revised curriculum and the introduction of teacher license registration.The study is aimed at understanding, through qualitative interviews, what four active pedagogues involved in pre-school feels about the changes, which are this study’s main issues: the concept of cooperation, leadership and responsibility, experience and practical knowledge and theoretical knowledge. Further, there is some history about kindergarten and preschool teachers’ background. The purpose of this study is to highlight the issue of interaction between practical knowledge and theoretical knowledge as well as the cooperation of the people involved in preschool.The results section is dealing with the four pedagogues, who are and have been active in pre-school for at least five years, to be presented and then discussed in relation to the concepts and previous research. The study results have indicated more clearly that the two preschool teachers and the two childminders have different views on the differing roles. In sum I believe that preschool teachers find that responsibility and leadership in some way lies on their shoulders, but they’re pointing more to the team, including both preschool teachers and childcare workers, for cooperation. You can sense that they do not want to take full responsibility themselves. Childcare workers are on the other hand looking for more leadership from the preschool teachers and expect that they should take the responsibility they have been educated and are paid for. The two childcare workers are not as strict in the terms of roles. One of them expresses that many teachers in the preschool are doing a good job regardless of theoretical knowledge. As a result, I would highlight that it is the pedagogues without theoretical knowledge that emphasizes that theoretical knowledge is crucial for the responsibility part, despite the fact that all four teachers believe that practical knowledge is important. Finally, this study includes suggestions for further studies in the subject: on particular, why do preschool teachers and childcare workers in this study feel so different depending on their own level of education?

Cette thèse porte sur l’étude des dynamiques implicationnelles faisant suite à la mise en œuvre d’une innovation dans le champ de l’administration universitaire. Mises en place dans le cadre d’une démarche de recherche-action, nous avons souhaité interroger ces dynamiques à partir d’ancrages hétérogènes, non réductibles les uns aux autres, mais complémentaires. L’innovation en question renvoie à la mise en place d’une démarche participative et co-construite, permettant aux professionnels qui y sont impliqués de passer d’un statut qualifié d’agents, à un statut de co-auteur d’actions collectives. C’est par le biais d’une étude diachronique en deux temps de recueil de données par entretiens que nous avons cherché à mettre à jour les effets potentiels de cette démarche sur les dynamiques implicationnelles (hypothèse 1), représentationnelles (hypothèse 2) et identitaire (hypothèse 3) des professionnels interrogés. Les résultats, enrichis et étayés par différentes phases de restitutions investigantes, nous permettent de repérer que l’implication professionnelle s’exprime dans des formes d’être et d’agir qualitativement différentes entre les deux temps de recueil de données. L’innovation co-construite dans le cadre d’une recherche-action a notamment permis un renforcement identitaire, une réappropriation du sentiment de contrôle, une évolution de la représentation professionnelle du travail des professionnels administratifs interrogés, celle-ci passant d’une représentation « hors-sol » à une représentation collectivement assumée. Ainsi, ces résultats nous amènent à inscrire nos travaux dans une perspective de professionnalisation permanente, où l’innovation et la recherche-action permettent l’émergence d’une logique de renforcement de la professionnalité des acteurs concernés. Par ailleurs, en envisageant la démarche mise en place comme relevant d’un espace transitionnel, nous interrogeons l’innovation et la recherche-action comme possibles vecteurs d’émancipation
This thesis deals with implicational dynamics following the implementation of an innovation in the field of university administration. Our concern has been to question these dynamics set up within the framework of an action-research process starting from heterogeneous anchorages not reducible to each other but supplementary. The innovation in question sends back to the implementation of a participative and co-constructed approach allowing the professionals who are involved there to pass from a so-called status of agents to a status of co-authors of collective actions. By means of a diachronic study in two phases of data collection through interviews, we have tried to measure the potential effects of this approach on the interviewed professionals’ implicational (hypothesis 1), representational (hypothesis 2), and identity (hypothesis 3) dynamics. The results enriched and supported by several stages of investigational feedback allow us to point out that professional implication expresses itself in forms of being and acting qualitatively different between one period of data collection and the other. Innovation co-constructed within the framework of research-action has notably led to a strengthening of identity, a reinforced sense of control, progress in the professional perception of the work of the administrative professionals interviewed, this one switching from a rather indistinct representation to a collectively assumed representation. Therefore these results bring us to register our work in a prospect of permanent professionalization where innovation and action-research allow the emergence of a logic of reinforced professionalism in the actors involved. Moreover by approaching the whole process as part of a transitional space, we question whether innovation and action- research can be vectors of emancipation

AZEVEDO, Arlete Rebouças. Sociedade civil e qualificação profissional no Ceará: construção de espaços de participação. 2007. 161f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2007.
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This study aims at recalling the participation of civil society’s organizations trajectory in the implementation of the Qualification State Plan of Ceara – PEQ/CE, from the perception of social subjects engaged in it. Its background are the economic, social, political, and cultural transformations that are marking society in the last decades, due to the capital’s globalization, the production restructuring and work management, and the redefinition of State’s role and its relationships with society, scaffolded by neoliberalist hegemony. From such perspective, this research analyzes public policies for jobs in Brazil, by focusing the National Plan for the Qualification of Worker, as well as one of its mechanisms of implementation, the Qualification State Plan of Ceara, object of this empirical investigation. This work had four guideline objectives: a) designing the profile of organized civil societies engaged in the implementation of PEQ-CE; b) understanding the determinative reasons in their ingress in PEQ-CE; c) knowing the experience lived by these organizations in the inscription and selection for PEQ-CE; and d) recalling the experience of organized civil societies in the performance of actions of professional qualification, within such Plan. The methodological procedure comprehended documental and bibliographic studies and qualitative field research, in order to recognize the social experience of the varied subjects engaged in the implementation of PEQ-CE in their relation with the object under investigation. The result of this empirical study shows, from the perception of the varied social subjects involved, the importance of civil society in the Qualification State Plan of Ceara, and in the State Work Council, as mediation between the population’s demands and the governmental programs, as well as in the creation of public spaces of representation and negotiation of people’ interests, in order to inscribe it in the public agenda.
Este trabalho se propõe a recuperar a trajetória de participação das organizações da sociedade civil na implementação do Plano Estadual de Qualificação do Ceará – PEQ/CE com esteio na percepção dos sujeitos sociais envolvidos Tem como cenário as transformações econômicas sociais políticas e culturais que marcam a sociedade nas últimas décadas em decorrência da mundialização do capital reestruturação produtiva e gestão do trabalho redefinição do papel do Estado e das suas relações com a sociedade civil sob a égide da hegemonia neoliberal Dessa perspectiva são analisadas as políticas públicas de emprego no Brasil com destaque no Plano Nacional de Qualificação do Trabalhador e em um dos seus mecanismos de implementação – o Plano Estadual de Qualificação do Ceará – onde se insere o objeto de investigação empírica Esta investigação foi orientada por quatro objetivos: a) configurar o perfil das organizações da sociedade civil participantes da implementação do PEQ/CE; b) compreender os motivos determinantes do seu ingresso no PEQ/CE; c) conhecer a experiência vivenciada por essas organizações no processo de credenciamento e seleção ao PEQ/CE; e d) resgatar a experiência das organizações da sociedade civil na execução de ações de qualificação profissional no âmbito desse Plano O procedimento metodológico compreendeu estudos bibliográficos documentais e pesquisa de campo de natureza qualitativa no sentido do conhecimento da experiência social dos diversos sujeitos envolvidos na implementação do PEQ/CE na sua relação com o objeto de investigação O resultado da investigação empírica mostra na percepção dos vários sujeitos sociais envolvidos a importância da participação da sociedade civil no Plano Estadual de Qualificação do Ceará e no Conselho Estadual do Trabalho como mediação entre as demandas da população e os programas governamentais e na criação de espaços públicos de representação e negociação dos interesses populares no sentido de sua inscrição na agenda pública.

La notion de compétence est aujourd'hui centrale dans le contexte de compétitivité des entreprises: plus particulièrement, concevoir la compétence comme un patrimoine technologique qu'il convient d'optimiser et de valoriser est devenu une nécessité stratégique. Or, a contrario des autres ressources de l'entreprise (financières, produits/procédés), l'analyse des compétences est un point faible des méthodes de conduite du développement technologique. En exposant dans une première partie le rôle des compétences dans le pilotage et l'évolution des systèmes industriels, l'auteur justifie la pertinence de la problématique d'inventaire et d'évaluation des compétences, et déduit les fonctionnalités requises d'une démarche d'inventaire et d'évaluation: ces fonctionnalités permettent notamment de mettre en évidence l'architecture de la démarche sous forme de principes méthodologiques. L’auteur conduit dans une seconde partie l'analyse des méthodes existantes dans le cadre de ces principes, et évalue leur contribution à la résolution de la problématique. Cette évaluation mène au constat des défaillances suivantes: d'une part, un manque d'intégration des méthodes d'inventaire des besoins et des ressources en compétence, et d'autre part, un problème de mise en œuvre de ces méthodes, en conséquence de la difficulté à rendre opératoire le concept de compétence. L’auteur spécifie ainsi l'hypothèse de la nécessité d'élaborer un instrument de mesure, le référentiel des compétences, permettant d'analyser avec les mêmes critères les compétences liées aux emplois et les compétences des individus. Afin d'observer les conditions de validité théorique et de praticabilité de l'instrument, l'auteur propose dans une troisième partie la conduite d'une conception interactive d'un référentiel des compétences, alternant l'apport d'éléments conceptuels issus de différents champs disciplinaires et l'élaboration pratique de l'outil sur un terrain constitué des ingénieurs et cadres de la société Unimétal

Cette recherche concerne le développement professionnel des enseignants du premier degré. Elle vise à appréhender l’effet de la formation sur l’évolution de la professionnalité des enseignants, via les activités et les accompagnements disponibles dans leur environnement quotidien. Après avoir mis au jour les caractéristiques du processus de développement professionnel et le rôle joué par les différentes ressources du milieu professionnel – dont l’implication de l’inspecteur de circonscription –, nous avons utilisé la construction de savoirs comme indicateur de modification des composantes de la professionnalité de l’enseignant.Le corpus a été composé de questionnaires et d’entretiens. Dans la première partie du corpus, les questionnaires ont donné lieu à une approche quantitative ; celle-ci a été complétée par une approche qualitative. En effet, la seconde partie du corpus, constituée d’entretiens d’enseignants et d’inspecteurs de l’Éducation nationale, a permis des confrontations de points de vue de ces différents acteurs de l’enseignement et de la formation sur leurs interactions, afin d’identifier des variables susceptibles de favoriser le développement professionnel des enseignants. Cette analyse se fonde principalement sur le modèle d’analyse de l’activité de Goigoux (2007) et l’approche du développement professionnel de l’enseignant selon Jorro (2011). Nos résultats indiquent que l’enseignant fait évoluer les caractéristiques de sa professionnalité par la mobilisation systémique des ressources de son environnement, lesquelles sont sollicitées de façon inégale selon le contexte, et à des moments spécifiques, pour être mises en relation et entrer en synergie.Des caractéristiques particulières des différentes ressources peuvent favoriser le développement de nouvelles compétences professionnelles : la modification des conditions de travail, le développement de collectifs de travail entre enseignants du même niveau de classe, des modalités de formation adaptées aux attentes des enseignants, une relation inspecteur/enseignant explicite et bienveillante, et des modalités cohérentes directes de travail de l’inspecteur
This research concerns professional development of primary school teachers. It aims at measuring the effects of training on teacher’s professionalism development via activity and support available in their daily environment. After exposing features of professional development and the role of various resources in the work environment – among district inspector involvement –, we used knowledge construction process as teacher’s professionalism indicator.The corpus was composed with questionnaires and interviews. In the first part of the corpus, questionnaires were given rise to quantitative analysis; this one was completed with a qualitative analysis. In fact, the second part of the corpus, constituted by inspector of education and teachers’ interviews, brought us to confront some points of view of this education and training actors on their interactions in order to identify variables in order further to favor professional development of teachers. This analysis relies on Goigoux scientific model of activity (2007) and on Jorro professional development of teachers (2011). Our results show how teachers evolve their professionality by systemic mobilization of daily resources, which are requested in an uneven way according to the context, and at specific moments, to be got in touch and in synergy. Particular features of the various resources could favor change in professionalism: modification of working conditions, development of working groups between same level of class teachers, training procedures adapted to teachers’ expectations, explicit and benevolent relationships between inspectors and teachers, and coherent and direct actions of the inspector

Dans un monde décrit comme VICA (volatile, incertain, complexe et ambigu), les grandes organisations internationales (Union Européenne, OCDE, World Economic Forum, etc.) multiplient les études pour identifier les compétences du 21ème siècle. Leurs résultats montrent que les soft skills - les compétences qui ne relèvent ni du savoir, ni du savoir-faire - sont des leviers de la performance individuelle et organisationnelle (Carnevale & Smith, 2013). Pour autant, le concept de soft skill reste flou et les travaux concernant leur développement rares (Boyatzis, 2006). L’objectif de notre thèse est de développer une meilleure connaissance des soft skills et de leurs modes de développement. Nous adoptons pour ce faire une démarche qualitative mobilisant différentes méthodologies et terrains de recherche : une étude exploratoire multi-site, une recherche-intervention et l’étude d’un cas extrême (Yin, 2014). Nos résultats, éclairés par la théorie sociocognitive de Bandura (2001), nous permettent de contribuer à une meilleure compréhension conceptuelle des soft skills, d’identifier les facteurs personnels et environnementaux de leur développement et in fine, de soumettre des préconisations pour la mise en œuvre d’une démarche soft skills dans les organisations
In a world described as VICA (volatile, uncertain, complex and ambiguous), major international organizations (European Union, OECD, World Economic Forum, etc.) are multiplying studies to identify the skills of the 21st Century. Their results show that soft skills - skills that are neither knowledge nor know-how - are levers of individual and organizational performance (Carnevale & Smith, 2013). However, the concept of soft skill remains unclear and research on its development is rare (Boyatzis, 2006). The objective of our thesis is to develop a better knowledge of soft skills and their development modalities. To do this, we adopt a qualitative approach using different methodologies and fields of research: a multi-site exploratory study, an intervention research and the study of an extreme case (Yin, 2014). Our results, informed by Bandura's (2001) social cognitive theory, allow us to contribute to a better conceptual understanding of soft skills, to identify the personal and environmental factors of their development and ultimately, to submit recommendations for the implementation of a soft skills approach in organizations

Orientador: Aparecida Neri de Souza
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A pesquisa tem por objetivo realizar uma comparação entre homens e mulheres que concluíram o curso de qualificação profissional em Confeitaria Básica, em 2011, observando como se articulam as relações entre trabalho, educação, qualificação profissional e arranjos familiares nas experiências de cada um, a partir de um enfoque nas desigualdades de gênero. O trabalho aborda o debate teórico sobre qualificação profissional e trabalho informal e precário, assim como a relação entre essas formas de trabalho e a família, pensada em sua dimensão de classe social. A análise proposta compreende, metodologicamente, duas categorias sociológicas: relações sociais de sexo, tomando como referência Daniele Kergoat e Helena Hirata; e configuração, construída por Norbert Elias. Apesar da condição de classe social aproximar homens e mulheres que vivenciam a realidade do trabalho precário, informal, instável e a marginalidade em relação aos direitos sociais e garantias trabalhistas, as mulheres experimentam outras formas de opressão e exclusão no mundo do trabalho, as quais só podem ser apreendidas a partir de uma perspectiva de gênero, considerando-se a rede de relações que envolvem o trabalho, a família e a educação.
Abstract: The research's objective is to compare men and women that have ended the professional qualification course of Basic Confectionery, in 2011, observing how the relations between work, education, professional qualification and family arrangements are articulated in each one's experience, from a gender inequality focus. The dissertation discusses the theoretical debate about professional qualification and informal and precarious forms of work, as the relation between these forms of work and family, in its social class dimension. The proposed analysis comprehend, methodologically, two sociological categories: sex social relations, taking Daniele Kergoat and Helena Hirata as references; and configuration, built by Norbert Elias. Even though the social class condition brings closer men and women who live the reality of the precarious, informal, instable work and the marginality regarding social rights and work guarantees, women experiment other forms of oppression and exclusion of the labor world, that can only be apprehended from a gender perspective, considering the relation's net that involve work, family and education.
Mestrado
Ciencias Sociais na Educação
Mestra em Educação

La rénovation de la voie professionnelle en 2009 a abouti à la mise en place du baccalauréat professionnel en trois années de formation après la classe de troisième. Les enjeux sociaux et politiques affichés par le ministère s’articulent autour d’un objectif d’élévation des niveaux de qualification pour favoriser l’employabilité des jeunes. Nous avons contextualisé la mise en place de cette politique dans un secteur de formation particulier, le secteur sanitaire et social. Nous étudions à partir d'écrits scolaires et institutionnels et d'entretiens d'élèves le lien entre, d’une part, les enjeux politiques et économiques nationaux présidant à l’élaboration des diplômes, et, d’autre part, la façon dont les enseignants et acteurs de la formation investissent le nouveau référentiel et ses incidences sur le rapport au curriculum et la construction professionnelle des élèves
The renovation of the vocational education and training (VET) in 2009 led to the introduction of the vocational baccalaureate in three years of training. The social and political issues raised by the ministry revolve around a goal of raising the levels of qualification to promote the employability of young people. We have contextualized the implementation of this policy in a particular training sector, the health and social sector. We study from academic and institutional writings and student interviews the link between, on the one hand, the national political and economic issues governing the development of diplomas, and, on the other hand, the way in which teachers and VET actors invest in the new curriculum and its impact on the relationship to the curriculum and the professional construction of students

Cette thèse s’intéresse à l’activité quotidienne des cadres de santé formateurs exerçant en institut de formation en soins infirmiers. Elle s’attarde à la construction et la mise en œuvre des dispositifs de formation et développe les raisons d’action des formateurs dans leur agir situationnel. L’activité des acteurs n’est pas une marque laissée au hasard et les concepts organisateurs de celle-ci peuvent être identifiés pour comprendre l’activité des professionnels. Le formateur est un être agissant qui va faire des choix en situation où valeurs et dilemmes vont s’articuler pour organiser l’action. Le matériau empirique a été obtenu au moyen d’entretiens semi-directifs, d’observations en situation suivies d’entretiens d’autoconfrontation à partir de vidéo et de représentations graphiques. Il a été traité selon des méthodes issues de la didactique professionnelle et de l’ergologie. Nos résultats témoignent des spécificités de l’activité des cadres de santé formateurs. La volonté d’accompagner de manière singulière un groupe d’apprenants amène à réaménager en situation de cours les objectifs définis à l’avance témoignant de la signature pédagogique de l’acteur
This thesis is about daily activities of nurse trainer managers working in nurses training centers. It concerns building and implementing training organization and activities and develops how and why trainers act in their real circumstances. Stakeholders activity is not a random mark and structuring ideas can be known so as to understand the activities of these professionals. A nurse team manager is someone active who enhances his/her experience and develops his/her resources along with encountered professional situations. He/she is going to make choices in real life where morals and dilemmas are combining together to get an answer and to organize action. Work context, trainers team, and learning people as well, associated with pressures from requirements of the nurse job are influencing teaching activity of each stakeholder. Presented data have been collected during partly guided interviews, as well as real observed situations, and their debriefed video sessions and drawn schematics showing activity. They have been processed according to methods derived from professional didactics and from ergology. Our results show specificities of nurse trainer managers

The transition to the work life of young people with low professional qualifications is a topic of concern to European education systems . "Second-chance" programs try to help these young people to follow different itineraries. The aim of the research is to know if the second chance programs that were developed in Catalonia between 2009 and 2014 (PTT and FIAP) were a good alternative for the educational and professional transition of the students without a graduation from compulsory secondary education. The thesis combines a quantitative study, based on the analysis of the internal documentation of these programs, and a qualitative study based on interviews with young people, their families, teachers, and employers, and a discussion group with tutors of the PTT and FIAP programs. It is concluded that this educational offer is a good support and that the personal and professional guidance provided to young people had a crucial role in their transition
La transició a la vida activa dels joves amb baixa qualificació professional és un tema que preocupa als sistemes educatius europeus. Els programes “de segona oportunitat” intenten ajudar aquests joves a seguir diferents itineraris. L’objectiu de la investigació és conèixer si els programes de segona oportunitat que es van desenvolupar a Catalunya entre el 2009 al 2014 (PTT i FIAP) van ser una bona alternativa per a la transició formativa i professional dels alumnes sense graduat de secundària obligatòria. La tesi combina un estudi quantitatiu, basat en l’anàlisi de la documentació interna d’aquests programes, i un estudi qualitatiu basat en entrevistes als joves, les seves famílies, professorat i empresaris, i un grup de discussió amb tutors dels PTT i FIAP. Es conclou que aquesta oferta formativa constitueix un bon suport i que l’orientació personal i professional que es proporciona als joves té un paper clau per la seva transició

Cette recherche porte sur les effets de transformation identitaire de techniciens faisant fonction d’ingénieurs et candidats au diplôme d'ingénieur Hors Temps de Travail du Conservatoire national des arts et métiers. Au cours de ce cursus, le sujet est amené à rédiger un écrit dont la forme académique attendue s’associe sur le fond à un projet professionnel. L’analyse des liens pouvant être établis entre cet écrit et la transition professionnelle opérée par le sujet participe à mieux appréhender certains ressorts de la professionnalisation. Cette étude vise à comprendre en quoi le discours tenu, au cours du processus d’écriture, par les rédacteurs du mémoire de fin d’études d’ingénieur, permet de saisir les moments révélateurs de la transition identitaire professionnelle des sujets. La formulation de l’hypothèse a porté sur ces moments révélateurs qui procèdent d’une fertilisation réciproque entre discours tenu sur l’écriture et sur l’écrit lui-même. Le cadre théorique principal mobilisé est celui de la professionnalisation entendue ici comme développement professionnel des sujets à travers l’identité vécue (Wittorski, 2008) et de l’identité énonciative (Guibert, 2007) : un système multidimensionnnel de représentations, celles de l’identité rédactionnelle (image de soi comme écrivant), de l’écrit à produire (images du texte prescrit) et de l’autrui à qui s’adresse le mémoire (images d’autrui pour soi sur soi). Les observations sont réalisées par le biais d’entretiens compréhensifs à dimension phénoménologique (Haas & Masson, 2006 ; Matthey, 2005) du processus rédactionnel. La méthodologie choisie s’appuie sur une approche qualitative et compréhensive principalement basée sur une analyse thématique de contenu (Bardin, 2007) et une analyse de l’énonciation (Charaudeau, 2010 ; Kerbrat-Orecchioni, 2006). Une méthode quantitative, à l’aide du logiciel Iramuteq, permet de compléter l’approche qualitative. Les résultats obtenus permettent d’identifier des moments de tension portant sur des modalités de résolution et des objets singuliers
This research focuses on identity transformation effects of technicians acting as engineers and candidates to Cnam’s degree outside study preparation agenda. During this training program, the subject is expected to draft a text into an academic format linked to a professional project. The analysis of the links which can be established between this text and the professional transition operated by the subject contributes to grasp some mechanisms of the professional developement. The aim of the study is to understand the relationships between the speech held by the writers during the writing process and the revealing moments of their professional identity transition. The hypothesis is related to these revealing moments which proceed of a mutual fertilization between verbalizations on the writing process and on the text itself. The main theoretical framework is the professional development of these subjects and how they feel their professional identity (Wittorski, 2008) and the enunciative identity (Guibert, 2007) : a multidimensional system of representations : those of writer identity (self-images as writing), those of the written document to be produced (images of the prescribed text) and those of recipients of the text (images of others for oneself on oneself).The observations are realized by means of comprehensive interviews in a phenomenological dimension (Haas & Masson, 2006 ; Matthey, 2005) about writing process. The chosen methodology leans on a qualitative approach crossing a thematic analysis of contents (Bardin, 2007) and an analysis of the enunciation (Charaudeau, 2010 ; Kerbrat-Orecchioni, 2006). The first approach is completed by a quantitative method with the Iramuteq software. The resulting data allows to identify moments of tension concerning terms of resolution and specific objects

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este trabalho tem como intencionalidade problematizar o PROEJA enquanto possibilidade de qualificação profissional para sujeitos com trajetórias descontínuas de trabalho e escolarização e que trabalharam no período infanto juvenil. A metodologia desenvolvida teve como inspiração os estudos de Josso (2004), que trabalha com as histórias de vida. O referencial teórico do trabalho foi desenvolvido a partir dos estudos de Frigotto, Kuenzer, Arroyo para discutir questões relacionadas à escola e o mundo do trabalho. Fonseca também se tornou referencial teórico dessa investigação, para problematizar questões relacionadas ao trabalho infanto juvenil. Além de Josso ser inspiração metodológica, é referencial teórico dessa pesquisa, pois ao final da pesquisa, procurou-se identificar as marcas formadoras dos participantes da pesquisa e da pesquisadora. Os dados da pesquisa evidenciam a relação entre o trabalho infanto juvenil e a evasão escolar dos sujeitos participantes da pesquisa, bem como, suas histórias de vida, revelaram as experiências truncadas com a escola e as trajetórias descontinuas no mundo do trabalho. Evidenciou também, a relação que os participantes estabelecem entre a escolarização e o lugar que ocupam no mercado de trabalho. Os dados revelaram que para os estudantes, o PROEJA é visto não apenas como possibilidade de qualificação profissional, mas também uma possibilidade de transformação humana.
This study has as its main objective to analyze the PROEJA as possible professional qualification for individuals with discontinuous work and schooling trajectories, and who worked during their childhood and adolescent periods. The methodology utilized was based upon the studies of Josso (2004), who employed the life stories technique. The theoretical framework was developed from Frigoto, Kuenzer and Arroyo´s studies which discussed issues related to school and the working world. This study also utilized Fonseca´s theoretical framework for the research in order to examine questions related to children´s work. Besides Josso´s methodological inspiration for our study, his theoretical guidelines were established as reference of this investigation, insofar as it was useful for the purpose of identifying the formation marks of the research participants, as well as, of the researcher. The data examined show a relationship between childhood and adolescent work experiences and student´s evasion among the research participants, as well as their life stories revealed their unsuccessful school experiences and their discontinued trajectories in the working world. The data analyzed also showed the relationship that research participants establish between schooling and their position in the labor market. Finally, the data suggest that the students, the PROEJA is seen not only as a possibility for professional qualification, but also as a possibility of human transformation.

Orientador: Newton Antonio Paciulli Bryan
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta tese tem por objeto a análise das relações existentes entre as políticas públicas de qualificação de trabalhadores e a inovação tecnológica na indústria brasileira. O ponto de partida é o recorrente discurso, para o qual convergem parcelas importantes dos segmentos da sociedade (Governo, empresários, representantes de trabalhadores, acadêmicos etc.), sobre a importância da qualificação profissional dos trabalhadores para impulsionar o desenvolvimento tecnológico, colocando-se a sua deficiência como um dos fatores que comprometem a competitividade das empresas e, em decorrência, do país. No entanto, as contradições subjacentes ao discurso nos levaram a interrogar sobre os liames que ele engendra e o que de fato ele traduz. Assim, dada a tendência de transferir a atribuição da qualificação de trabalhadores ao Estado e considerando que este vem operacionalizando políticas públicas para dar conta desses reclamos, por que esse discurso persiste e, até, se intensifica? Por que se continua a colocar a falta de trabalhadores qualificados como fator que dificulta a inovação tecnológica na indústria brasileira? Para dar resposta a estas questões foi necessário não apenas estudar o momento presente ¿ onde se coloca a necessidade de desenvolver um novo perfil de trabalhador para dar conta dos desafios implícitos nos processos de trabalho que privilegiam a flexibilidade ¿ mas também buscar na história pregressa as razões que condicionaram as políticas públicas de qualificação de trabalhadores e a incorporação de tecnologia na indústria brasileira. Para isto, fazemos uma recuperação histórica das políticas públicas de qualificação de trabalhadores no Brasil; examinamos o processo de industrialização brasileira e as formas adotadas para a incorporação de tecnologia na indústria; estudamos a terceira revolução industrial e as suas implicações na formação dos trabalhadores; e analisamos as repercussões das políticas públicas de qualificação de trabalhadores na inovação tecnológica na indústria brasileira; e, por fim, nas considerações finais, expomos as evidências levantadas durante o estudo que fundamentam a tese de que o discurso veiculado, que coloca a necessidade de uma maior qualificação para o conjunto dos trabalhadores como uma necessidade para alavancar o processo de inovação tecnológica na indústria brasileira, quando iluminado pelas opções realizadas em termos de incorporação de tecnologia e pelas alterações estruturais ocorridas nos processos de produção, na atual fase do desenvolvimento capitalista, não se sustenta, cumprindo apenas uma função mistificadora e ideológica, ajustada às necessidades operacionais e produtivas definidas pelo processo de modernização dependente empreendido no Brasil
Abstracts: This thesis as an aim the analysis of the existed relations between the public politics of qualification of workers and the technological innovation in the Brazilian industry. The starting point is the recurring discourse for which converge important shares of the segments of the society (Government, businessmen, workers and academic representatives, etc.), about the importance of the professional qualification of the workers to boost the technological development, raise its deficiency as one of the factors that compromise the competitiveness of the companies and, as a result, of the country. Nevertheless, the contradictions that are under the discourse take us to question about the links that it engenders and in fact it translates. Thus, given the tendency of transferring the attribution of the qualification of workers to the State and considering that that is accomplishing public politics to cope with these complaints, why does this discourse persist and, even, intensify? Why does it go on rising the lack of qualified workers as a factor that makes difficult the technological innovation in the Brazilian industry? To answer these questions it was necessary not only to study the present moment ¿ where the necessity to develop a new profile of worker is raised to cope with the challenges implicit in the processes of work that favors the flexibility ¿ but also to search in the former industry the reasons that conditioned the public politics of qualification of workers and the incorporation of technology in the Brazilian industry. For this, we do historical review of the public politics of the qualification of workers in Brazil; exam the process of the Brazilian industrialization and the ways adopted to the incorporation of technology in the industry; study the third industrial revolution and its implications in the vocational training of workers; and analyze the repercussion of the public politics of qualification of workers in the technological innovation in the Brazilian industry; and, at last, in the final considerations, we expose the evidences raised during the study that give support to the thesis that the discourse which is announced, that raises the necessity of a better qualification to the group of workers as a necessity to promote the process of technological innovation in the Brazilian industry, when enlightened for the options done in terms of technological incorporation and for the structural alterations occurred in the process of production, in the current phase of the capitalist development, it does not survive, carrying out only a mythical and ideological function, adjusted to the operational and productive necessities defined by the process of dependent modernization proposed in Brazil
Doutorado
Politicas de Educação e Sistemas Educativos
Doutor em Educação

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This paper examines the practice of teaching in the Youth and Adult Education. The choice of this theme is related to the finding of lack of word on the subject in that region. The research is qualitative in nature and their analysis is reflected in the histotical-critical perspective. The word had as main objectives: to analyze how the practice is carried out of the educator of youth and adults in the State School in the municipality of Pedro Teixeira Tabatinga - Am, and reflect on the policies undertaken by the Brazilian govemment for teacher training. The methodological procedures followed steps: literature, non-participant, observation techniques used by teachers to make the realization of his teaching, application forms to 8 (eight) teachers and 94 (ninety four) students of the 3rd. years of high school youth and adults of the night shift. In addition to application forms for teachers, held semi-structured interviews with six of the night professionals involved in research work in this mode of teaching, as well as its practices still reproduce the focus of traditional pedagogy. Although perceived effort of these teachers overcome this educational dimension. I think it is necessary to show the contradictions because the work shows, although no specific training, teachers strive to do their job the Best way possible. Identifield yet, the conditions for the realization of teaching are insuffcient in order to enhance the teaching-leaming process in adult education. Finally, we believe it necessary to prioritize the Field of public policy actions aimed at taining and development of education professionals.
O presente trabalho analisa a práxis docente na Educação de Jovens e Adultos EJA. A escolha da temática está relacionada com a constatação da inexistência de trabalhos sobre o tema na região do Alto Solimões. A pesquisa é de natureza qualitativa e sua análise está consubstanciada na perspectiva histórico-crítica. O trabalho teve como objetivos principais: analisar de que maneira se realiza a práxis do educador da educação de jovens e adultos na Escola Estadual Pedro Teixeira no município de Tabatinga - Am. Refletir sobre as políticas públicas empreendidas pelo Estado brasileiro para a formação docente. Nos procedimentos metodológicos adotamos os seguintes passos: levantamento bibliográfico, observação não participante das técnicas utilizadas pelos docentes para a realização do seu fazer pedagógico, aplicação de formulários a 8 (oito) docentes e a 94 (noventa e quatro) discentes do 3º. ano do ensino médio da educação de jovens e adultos do turno noturno. Além da aplicação dos formulários aos docentes, realizamos entrevista semi-estruturada com 6 (seis) dos 8 (oito) profissionais envolvidos no trabalho de investigação. Os resultados desse trabalho de pesquisa revelam que todos os professores envolvidos no processo de ensino e aprendizagem não possuem formação específica para atuarem nesta modalidade de ensino EJA, bem como suas práticas, ainda reproduzem o enfoque da Pedagogia Tradicional, embora seja perceptível o esforço desses docentes superarem esta dimensão educativa. Penso que seja necessário mostrar as contradições, porque o trabalho revela, embora não tenham formação específica, os professores procuram realizar seu trabalho da melhor maneira possível. Identificamos ainda, que as condições para a realização do trabalho docente são insuficientes, no sentido de potencializar o processo de ensino e aprendizagem na EJA. Por fim, acreditamos ser necessário priorizar no campo das políticas públicas ações voltadas para a formação e valorização dos profissionais da educação de jovens e adultos.

Orientador: Marcia de Paula Leite
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente trabalho analisa como os movimentos de precarização das relações de trabalho e de uso desgastante da força de trabalho ¿ implementados a partir da reestruturação produtiva e da adoção da agenda de políticas econômicas restritivas ¿ também se manifestam através da inflexão da qualidade geral da força de trabalho brasileira. Em princípio e a título do estabelecimento de comparações entre modelos de relações de trabalho, é feita uma revisita histórica à formação do padrão norte-americano de desenvolvimento - caracterizado pela comunhão entre a organização taylor-fordista do trabalho e a relação salarial fordista - edificado a partir de Bretton Woods. Na seqüência, analisa os sistemas produtivos dos países de capitalismo avançado, reestruturados a partir da Terceira Revolução Industrial e Tecnológica e dos novos métodos de produção flexível, comparando-os com o sistema brasileiro. Conclui que a tentativa de implementação do modelo japonês no Brasil tem esbarrado no conservadorismo empresarial, ao mesmo temo em que produzido um modelo industrial particular, idiossincrásico e, acima de tudo, predatório e desagregador das relações de trabalho. Sem se prender aos aspectos produtivistas, a análise envereda pelos aspectos políticos e sociais, chamando atenção para a degradação do mercado brasileiro de trabalho, que vem ocorrendo em função da adoção das políticas de adequação da produção à demanda, cujos principais sintomas são a brutal elevação do desemprego e o uso crescente das modalidades não-capitalistas de contratação de mão-de-obra. Conclui estabelecendo um indicativo de que a tais políticas estariam impactando negativamente na qualificação profissional dos trabalhadores, inflexionando a capacidade produtiva da força de trabalho no que diz respeito ao manuseio de sistemas avançados de agregação de valor, ao passo em que contribuindo ainda mais para o desvio da economia brasileira dos trilhos do desenvolvimento sustentado
Abstract: The present work analyzes as the movements of precarization of the work relations and of absorbing use of the work force of implemented from the productive reorganization and of the adoption of the agenda of restrictive economics politics also they are disclosed through the precarization of the general quality of the Brazilian force of work. In principle and the heading of the establishment of comparisons between models of work relations, is made one revisits historical to the formation of the North American standard of development - characterized for the communion it enters the taylor-fordista organization of the work and the fordista wage relation - built from Bretton Woods. In the sequence, it analyzes the productive systems of the countries of advanced capitalism, reorganized from the third industrial and technological revolution and of the new methods of flexible production, comparing them with the Brazilian system. It concludes that the attempt of implementation of the models Japanese in Brazil has collide in the conservative empresariable and produced particular a model industrial, idiosyncratic and above of everything, predatory and desaggregator of the work relations. Without if arresting to the aspects produtivists, the analysis guide for social the politics aspects and, calling for the degradation the Brazilian market of work, that comes occurring in function of the adoption of the politics of adequacy of the production to the demand, whose main symptoms are the brutal rise of unemployment and the increasing use of the modalities not-capitalists of man power act of contract. It concludes establishing an indicative of that to such politics they would be shocking negative in the professional qualification of the workers, inflectioning the productive capacity of the force of work in whom it says respect to the manuscript of advanced systems of value aggregation, to the step where contributing still more for the shunting line of the Brazilian economy of the tracks of the supported development
Mestrado
Educação, Sociedade, Politica e Cultura
Mestre em Educação

Cette thèse se propose d'analyser les rapports de qualification en milieux ouvriers, notamment au sein des usines gabonaises de transformation du bois. Elle tente de saisir la dynamique des qualifications au regard des processus qui conduisent à leur production et des dispositifs qui sous-tendent leur reconnaissance. Elle interroge les discours et les pratiques autour des régimes de production et de reconnaissance des qualités productives en articulation avec les trajectoires professionnelles. En privilégiant une approche sociétale tenant compte de l'histoire structurelle de l'industrie nationale du bois, l'analyse des processus de production des qualifications ouvrières interroge la place du système scolaire et/ou universitaire, des entreprises et des organisations professionnelles. Les tentatives de professionnalisation des activités industrielles du bois au Gabon depuis les années 50 n'ont pas abouti à la formation de catégories professionnelles qualifiées au sens académique du terme par le diplôme ou tout autre titre. La permanence de ces décalages entre les formations scolaires existantes et les emplois en présence est associée à une longue pratique de production, de reproduction ou de transfert des savoir-faire techniques par l'expérience du travail. Les ouvriers développent ainsi des savoir-faire et des compétences plus ou moins professionnels au gré des trajectoires allant des parcours scolaires généraux ou techniques-professionnels aux expériences d'emplois variées. Les qualités productives construites par la force du travail apparaissent donc comme un caractère dominant des rapports de qualification dans ce secteur industriel. Se pose de fait le problème de leur codification et de leur reconnaissance socioprofessionnelle. De quels dispositifs, de quels espaces et de quelles marges disposent les acteurs alors que les accords, les conventions de travail, bien que « négociés », se révèlent inopérants ? L'intérêt de cette thèse réside moins dans la proposition d'une définition singulière de la notion de qualification que dans la compréhension de ce qui se joue au sein des rapports de qualification dans ces milieux ouvriers. L'étude cherche ainsi à saisir les rapports de qualification sous le prisme des formes et des enjeux de la production, de la reconnaissance, du déni ou du contrôle des rapports salariaux au regard de la structure des trajectoires professionnelles. Elle s'appuie sur la sociologie du travail et emprunte aussi bien à l'histoire, à l'anthropologie, à l'économie qu'au droit du travail
This thesis offers an analysis of the relations of the qualification in workers' environment, more particularly in the Gabonese wood transformation factories. This work attempts to understand the dynamics of the qualifications through the processes leading to their production and the system that underpins their recognition. It will examine the discourses and practices concerning the regimes of production and recognition of productive qualities in articulation with occupational trajectories. This issue will be focused on a societal approach in consideration with the structural history of the national timber industry. The analysis of the production process of workers' qualification will question the role of the educational system (respectively school and university), the firms and occupational organisations. Since the 1950's, the professionalization of the activities in the wood industry in Gabon has failed to create qualified occupational categories in the academic sense of the word, either through the diploma or any other certification. The continuous gap between existing educational trainings and the jobs offered is associated with a long experience of production, reproduction or transfer of technical know-how acquired by the on-the-job experience. The workers thus develop more or less occupational know-how and competences according to the trajectories, going from general or technical/vocational educational paths to various job experiences. The productive qualities built by the force of the work thus appear as a prevailing reference of the qualification relations in the history of the Gabonese timber industry. As a consequence we may wonder about their codification and their socio-occupational recognition. Which system, which spaces and which margins do the actors of the sector have whereas collective labour agreements, albeit "bargained", turn out to be ineffective? The interest of this study is less centred on a single definition of the notion of qualification than on the understanding of what is going on in the qualification system inside the workers' environment. With this objective in mind, this study will try to shed light on the qualification system under the prism of the forms and stakes of the production, recognition, rejection or control of the wage-earner relationships in the factories with regard to the structure of the occupational trajectories. This work is based on the labour sociology but also history, anthropology, economy and labour law

The impact of successive government reforms in education over the last twenty years has had its greatest impact on headteachers. The increase in responsibilities imposed on headteachers had led to the inextricable linking of effective schools with effective leadership. School improvement and school effectiveness research has identified the significance of the role played by headteachers in developing the school and raising standards of achievement. Preparation for school leadership and management has become one of the major issues of the last decade. The emergence of the Teacher Training Agency in 1993 enabled the government to establish a number of training programmes for potential and experienced headteachers. The National Professional Qualification (NPQH) provides training and development for aspiring school leaders. The qualification is based on nationally agreed standards for headteachers and in due course will be mandatory to all seeking headship appointments. This thesis tracks the significant milestones in headteacher training and development within England and Wales alongside comparative developments in Singapore and the United States. Through the use of a survey instrument and semi-structured interviews, NPQH candidates and their respective headteachers revealed their experiences of the programme, its impact on the candidates, colleagues and headteacher, and its impact on the school. Because of the difficulty in obtaining permission to survey candidates, the sample was restricted to the first cohort of candidates from Cambridgeshire LEA. The thesis concludes with a consideration of some of the approaches used in other countries, the role of the headteacher of a candidates' school and whether preparation for this highest position in school leadership can solely be through assessing a candidates' competence in specific aspects of school management.

O processo de reestruturação produtiva em curso desde os anos de 1990 provocou profundas transformações no mundo do trabalho, que resultou em um grave quadro de desemprego no Brasil, sob o neoliberalismo. Os anos de 2000 viram os empregos retornarem sob as políticas desenvolvimentistas governamentais. Em ambos os momentos da ocupação da força de trabalho, a qualificação foi apontada como um problema que atinge a classe que vive do trabalho: no país faltam trabalhadores qualificados no quadro de alta do desemprego, responde pelos seus elevados índices; no quadro de alta do emprego, responde pelas dificuldades de contratação. Discurso ideológico, a qualificação é elemento chave para a adesão dos trabalhadores ao processo de intensificação do trabalho em curso, pela responsabilização individual dos desempregados pelo desemprego e pela movimentação econômica de um mercado educacional/formativo profissionalizante crescente. Neste trabalho, procuramos aprofundar o entendimento da ideologia da qualificação e identificar no processo de divisão do trabalho o processo de desqualificação do trabalho que institui a qualificação de molde capitalista. Buscamos identificar nas metamorfoses do trabalho produzidas pela reestruturação do capital nesta passagem do século XX para o XXI, os elementos de desqualificação-qualificação do trabalho e sua apropriação pela ideologia da qualificação
The productive restructuring process underway since the 1990s led to profound transformations in the world of work, which resulted in a serious situation of unemployment in Brazil, under neoliberalism. The years 2000 saw the return jobs in the governmental developmentist policies. In both moments the occupation of the workforce, vocational skills was identified as a problem that affects the lives of the working class: the country lacks skilled workers - in the context of high unemployment, is liable for its high rates, in the context of high of employment, is liable for difficulties of recruitment. Ideological discourse, the qualification is key to the workers\' adherence to the process of intensification of work in progress, for the individual accountability of the unemployed by unemployment and for drive economic a market educational / vocational training growing. In this work, we try to advance the understanding of the ideology of qualification and identify in the process of division of labor, the process of disqualification of work establishing the vocational skills of capitalist mold. We sought to identify in the metamorphosis of the work produced by the restructuring of capital in this transition from the twentieth to the twenty-first century, elements of disqualification/qualification the labor and its appropriation by the ideology of qualification

Comment définir un professionnel de la traduction et de l’interprétation judiciaire ? Aujourd’hui le métier de traducteur et d’interprète judiciaire en France et en Espagne est en voie de professionnalisation. Les structures professionnelles – formation, associations, régulation de l’État – contribuent à cette transformation de même que les attitudes favorables à la professionnalisation des praticiens, autrement dit le professionnalisme. Nous avons constaté que les travaux en traductologie n’ont pas développé la notion de professionnalisme et ont accordé une place centrale à la formation, laissant souvent de côté les aspects attitudinaux. Par ailleurs, la formation se révèle comme un critère de différenciation des traducteurs et interprètes, distinguant ceux qui sont diplômés en traduction – qualifiés de « professionnels » – de ceux qui ont acquis des compétences en traduction par la pratique – qualifiés de « natifs » (« naturels » ou « non-professionnels »). Cette thèse interroge cette dernière distinction et propose un modèle pour l’étude du professionnalisme centré sur cinq dimensions : l’idéal de service, l’intérêt pour les associations professionnelles et pour la qualité-efficacité dans la réalisation des tâches, les souhaits d’amélioration des conditions de travail et enfin les références en principes éthiques. Par le recours à ce modèle, notre travail explore les différences de professionnalisme entre traducteurs et interprètes judiciaires « natifs » et « professionnels » travaillant en France et en Espagne à partir d’entretiens biographiques. Les résultats avancent que l’interaction entre les acteurs interviewés et les structures professionnelles autres que la formation, détermine la définition du professionnalisme et du professionnel de la traduction
What defines a professional on the field of legal translation and court interpretation? Nowadays, France and Spain are in the process of professionalizing this field. Even now, professional structures like a formal education, organizations and state regulations are contributing to this transformation, as well as demonstrating a favorable attitude towards the professionalization from its practitioners. In other words, professionalism. We have noticed that translation studies do not have a notion of professionalism, but keep a central role in formal education, which in effect neglects its attitudinal aspects. Furthermore, a formal education becomes the differentiation between translators and interpreters, distinguishing those who are certified in translation (qualified as “professionals”) from those who have acquired their translation skills through practice (qualified as “natives”, “naturals” or “non-professionals”). This thesis draws into question the above differentiation and proposes a model that studies professionalism focused on five aspects: the ideals of service, the interest for professional associations and quality-efficiency in task completion, the desire to improve working conditions and finally the standards in ethical principles. Through the use of this model, we performed biographical interviews to explore the differences in professionalism between “natives” and “professional” legal translators and court interpreters who work in France and Spain. The results indicate that, the interaction between the interviewees and the professional structures, other than a formal education, determines the definition of professionalism and of a translation professional

Trata-se de um estudo sobre o processo de trabalho dos citotécnicos que atuam em laboratórios de Anatomopatologia e Citopatologia no Estado do Rio de Janeiro, cujo objetivo geral é: analisar a percepção dos citotécnicos sobre as competências necessárias à execução de sua atividade laboral; e específicos: (1) descrever a atividade laboral do citotécnico; (2) identificar o modo de produção da atividade por meio das inter-relações de trabalho; (3) conhecer e compreender as implicações do trabalho do citotécnico nas ações de controle do câncer. A investigação foi de abordagem qualitativa, de natureza descritiva e social, realizada em três laboratórios de Anatomopatologia e Citopatologia no Estado do Rio de Janeiro, com a participação de 33 citotécnicos. Os dados foram obtidos pela técnica de entrevista semiestruturada, aplicação de questionário, e grupo focal, no período de janeiro a agosto de 2014, e analisados com base na Análise de Conteúdo de Bardin, tendo como unidade de registro o tema. Os resultados revelaram: dos 33 citotécnicos, 73% são do sexo feminino; 34% estão distribuídos em igual percentual para as faixas etárias entre 41 a 50 anos e 51 a 60 anos. Com relação à variável do grau de escolaridade, 43% possuem especialização e 24% concluíram o curso superior. Em relação ao cargo exercido, 73% atuam como citotécnicos e 70% são funcionários públicos. O trabalho do citotécnico tem especificidade única desse trabalhador de nível técnico, que é a realização da primeira análise do exame citopatológico, com ações articuladas e complementares de natureza técnica, de gestão, e educativas vinculadas à equipe, com ênfase nos princípios de prevenção e promoção da saúde. Por meio da escala de avaliação do contexto de trabalho, foram avaliadas as condições físicas, materiais e organizacionais do processo de trabalho. O quesito clareza, na definição das tarefas, foi o maior valorado com 4,7% de média, seguido das relações socioprofissionais com média de 4,0%. Os resultados da análise de conteúdo revelaram: na trajetória da atividade laboral, emergiram quatro categorias associadas à motivação e ao ingresso na ocupação por pessoas de referência na formação, acesso ao mercado de trabalho, busca pelo aperfeiçoamento profissional e aprendizagem prática no trabalho; no conceito de modo de produção, emergiram cinco categorias: responsabilidade de salvar vidas, crítica em relação ao próprio trabalho com qualidade, características físicas, atividades distintas do citotécnico e do histotécnico, visão do trabalho com otimismo; nas condições de trabalho, emergiram quatro categorias: trabalho em equipe e responsabilidade individual, ambiguidade em relação à autonomia, precarização do trabalho, esperança no reconhecimento da profissão. O trabalho do citotécnico é uma ocupação fracamente regulamentada, que se caracteriza por ausência de perfil profissional específico compatível com o escopo de prática real observada no trabalho levando a condições de trabalho precário. O reconhecimento ocorre entre os próprios trabalhadores que se valorizam por serem responsáveis pela promoção da saúde tornando seu trabalho socialmente útil.
This study examines the work processes of cytotechnicians employed in Anatomic Pathology and Cytopathology laboratories in Rio de Janeiro State, Brazil, whose general purpose is: to analyze perceptions among cytotechnicians of the skills needed to perform their jobs; and more specifically: (1) to describe the work activities of cytotechnicians; (2) to identify activity production modes through workplace relationships; and (3) to explore and understand the implications of the work of cytotechnicians on cancer control actions. Conducted at three Anatomic Pathology and Cytopathology laboratories in Rio de Janeiro State, this qualitative, descriptive and social research project involved 33 cytotechnicians. Obtained between January and August 2014 through semi-structured interviews, questionnaires and focus groups, the data were subsequently analyzed through the Bardin Content Analysis technique, with the theme constituting the record unit. The findings showed that 73% of these 33 cytotechnicians were women and 34% were split equally between two age brackets: 41  50 years old and 51  60 years old. For the education variable, 43% held specialty qualifications and 24% were university graduates. In terms of their positions, 73% worked as cytotechnicians while 70% were civil servants. The work of the cytotechnician has a specific characteristic that is unique to these technical level employees: they handle the initial analyses of cytopathologic tests through tight-knit team-based complementary actions involving technical, administrative and educational aspects, grounded on health promotion and disease prevention principles. The physical, material and organizational conditions of their work processes were assessed on a work-place rating scale. The issue of task definition clarity ranked highest with a 4.7% mean score, followed by social and professional relationships at a 4.0% mean score. The Content Analysis findings showed that four categories appeared for their work-place activities, associated with: motivation and career choices steered by persons of influence while studying; access to the job market; quest for professional enhancement; and on-the-job training using a hands-on approach. The production mode concept gave rise to five categories: responsibility for saving lives; criticism of their own work and quality; physical characteristics; activities specific to cytotechnicians and histotechnicians; and positive views of their jobs. Their working conditions resulted in four categories: teamwork and individual responsibilities; ambiguity about autonomy; weak job security; and hope for better professional acknowledgment. The work of cytotechnicians is covered by lax labor regulations, undermining the presence of a specific professional profile compatible with the scope of their actual job routines as observed and resulting in poor working conditions. They affirm they see themselves as buttressing health promotion, appreciatively aware that their work is useful to society.

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O objetivo desta dissertação, de forma geral, foi estimar empiricamente a probabilidade de imigração interestadual de trabalhadores qualificados para o Brasil. Consideraram-se tanto as variáveis relativas ao indivíduo quanto as variáveis relacionadas aos fatores regionais de origem e destino do imigrante e as análises foram feitas para os anos de 2001, 2006 e 2011. Para estimar os coeficientes das variáveis explicativas foram utilizados os modelos probit e logit. Os bancos de dados utilizados foram os microdados da PNAD e os principais resultados mostram que o principal polo de atração de trabalhadores qualificados é o estado de São Paulo. Em geral a probabilidade de migração de trabalhadores qualificados é maior para os indivíduos do sexo masculino, brancos e solteiros. Pessoas mais jovens e com maiores salários também são mais propensas a serem imigrantes qualificados.
The purpose of this dissertation, in general, was empirically estimate the probability of interstate migration of skilled workers to Brazil. We considered both variables concerning the individual as related to regional factors origin and destination of immigrants and the analyzes were made for the years 2001, 2006 and 2011. Probit and Logit Models were used to estimate the coefficient of the explanatory variables. The databases used were the PNAD and the main results show that the main pole of attraction of skilled workers is the state of São Paulo. In general the probability of migration of skilled workers is higher for male individuals, white and unmarried sex. Younger and higher income people are also more likely to be skilled immigrants.

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CNPQ
Esta dissertação teve como objeto de investigação a proposta do Programa Nacional de Acesso ao Ensino Técnico e ao Emprego, instituído pela Lei 12.523/2011. Este estudo se torna relevante na medida em que nos levou a identificar os limites e as possibilidades da proposta de acesso a Educação Profissional e ao emprego a partir deste Programa. Todo o estudo teve como objetivo compreender os motivos pelos quais, em tempos de crise, como a crise de ordem estrutural do capitalismo, que se manifesta na crise de desemprego estrutural, surgem programas como solução ao desemprego, a exemplo do Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec). Na primeira parte desta dissertação realizamos a revisão da literatura pertinente e a produção acadêmica de estudiosos e pesquisadores das áreas de Sociologia e Economia do Trabalho e Trabalho e Educação. Nessa revisão,identificamos os reflexos da crise que, afetaram e afetam o mundo do trabalho e por isso, a classe trabalhadora. Na segunda parte desta dissertação tratamos da própria trajetória da educação profissional e dos Planos e Programas para qualificação dos trabalhadores, dos quais se destacam o Programa Intensivo de Preparação de Mão-de-Obra (PIPMO) - 1963 - 1982, o Plano Nacional de Qualificação do Trabalhador (Planfor) -1996 - 2002 e o Plano Nacional de Qualificação (PNQ) - 2003 - até os dias atuais, situando-os em seus determinados momentos históricos, portanto imersos em uma determinada conjuntura. Da análise do Programa, que constitui a última parte desta dissertação reafirmamos a necessidade de um debate que lance luz sobre a evidência de um ajuste estrutural da educação profissional em determinados momentos históricos, enquanto mecanismo de desenvolvimento de capital humano e, além disto, como estratégia de submissão da classe trabalhadora e seus filhos à precariedade do mercado de trabalho, resultante da reação da burguesia à crise estrutural do capital e por conseqüência a crise estrutural do emprego. Concluímos que, assim como o PIPMO, Planfor e PNQ, que foram também programas de qualificação profissional, o Pronatec não garante a inserção do trabalhador em postos de trabalho socialmente protegidos. Ao contrário, a qualificação profissional desenvolvida no Pronatec responsabiliza o próprio trabalhador pelo seu desemprego e, ou, pelo seu auto-emprego em postos de trabalho precarizados.
ABSTRACT This dissertation aimed the investigation of the proposal of the National Program for Access to Technical Education and Employment, established by the Law 12.523/2011. This study becomes relevant as it will lead us to identify the limits and possibilities of the access proposal to Professional Education and employment based on this program. The whole study was guided aiming the understanding of the reasons why in times of crisis, as the crisis of structural order of capitalism manifested in structural unemployment crisis, some programs arise as a solution to unemployment, such as the Pronatec. The first part of this dissertation includes a review of relevant literature and academic production of scholars and researchers in the fields of Sociology and Labor Economics and Labor and Education. In this review we identified the reflexes of the crisis which affected and still affects the world of work and therefore the working class. The second part of this dissertation deals with own the trajectory of the vocational education and the Plans and Programs for the qualification of workers, among which are the Intensive Plan Preparation of Manpower (PIPMO) - 1963 - 1982, the National Plan for Worker Qualification (Planfor) - 1996-2002 and the National Qualification Plan (PNQ) - 2003 - until today, situating them in their particular historical moments therefore immersed in a given situation. From the program’s analysis, which is the last part of this dissertation we reaffirm the need for a debate that will shed light on the disclosure of a structural adjustment of vocational education in certain historical moments as a mechanism of development of human capital and, moreover, as a strategy submission of the working class and their children to the precariousness of the work resulting from the reaction of the bourgeoisie to the structural crisis of capital and hence the structural crisis of unemployment market. We conclude that, like the PIPMO, Planfor and PNQ, who were also professional qualification programs, the Pronatec does not guarantee the participation of workers in jobs socially protected. On the contrary, the qualification developed in Pronatec blames the worker and their unemployment, or by self-employment in precarious jobs.

Depuis les années 1970, la formation professionnelle continue s’étend à de nombreuses activités économiques et sociales, salariées comme non-salariées. La loi et le contrat, notamment, permettent cette expansion réalisée dans une grande instabilité normative. Constamment modifiés, les dispositifs d’accès à la formation sont souvent complexes et parfois peu efficaces. Le financement de la formation professionnelle suscite également des interrogations en raison des nombreuses personnes, publiques ou privées, chargées d’intervenir dans ce domaine. Le dispositif peut et doit être amélioré afin de permettre l’expansion de la formation professionnelle là où celle-ci mérite d’être encouragée
Since the 1970s, continuing vocational training extends to many economic and social activities, either employed or self-employed. The law and the contract particulary provide such an expansion, which is carried out in a context of great normative instability. Constantly amended, training programmes are often complex and sometimes even reveal to be ineffective. Financing vocational training also raises questions due to the many people, both public and private, who are involved in this area. The overall system can and must be substantially improved so as to enable the expansion of vocational training wherever it deserves to be encouraged

La recherche porte sur le sentiment identitaire professionnel des débutants infirmiers. Elle interroge le vécu subjectif des débuts professionnels et éclaire les rapports entre les dynamiques identitaires (Kaddouri, 2006) en jeu dans cette transition (Guichard, 2007) et l’émergence de la professionnalité. La méthodologie qualitative dans le cadre d’une approche psychophénoménologique (Vermersch, 2012), permet de questionner la logique personnelle du sujet dans ces moments (Mouchet, 2014), en mobilisant principalement les concepts de sentiment identitaire (Erikson, 1968 ; Allport, 1970 ; Tap, 1988) et de professionnalité émergente (Jorro, 2011). L’étude longitudinale s’appuie sur des entretiens compréhensifs (Kaufmann, 2014), d’explicitation (Vermersch, 1994) avec décryptage de sens (Faingold, 1998, 2011) et d’explicitation biographique (Lesourd, 2009). Les résultats mettent en évidence l’émergence d’un sentiment identitaire professionnel nécessaire à la construction de la professionnalité émergente spécifique des débutants infirmiers, et pourraient être pris en compte pour repenser leur accompagnement
The doctoral research focuses on nursing beginners’professional identity feeling. It questions subjective experience about starting and enlightens the relations between identity dynamics (Kaddouri, 2006) during this transition (Guichard, 2007) and the emergence of the beginner’s professionalism. The qualitative methodology, in a psychophenomenology approach (Vermersch, 2012), questions personal subject logic in these moments (Mouchet, 2014) ; it mainly relies on concepts of identity feeling (Erikson, 1968; Allport, 1970; Tap, 1988) and emerging professionalism (Jorro, 2011).The longitudinal study is based on comprehensive interviews (Kaufmann, 2014), elicitation interviews (Vermersch, 1994) completed with the decryption of meanings (Faingold, 2011) and biographical interviews combined with elicitation (Lesourd, 2009).The results reveal a professional identity feeling which emerges among the beginners, and which is useful to develop their specific emerging beginning professionalism, and help to reconsider the professional accompaniment

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The adoption and the organization of a new a production system reproduces changes not only to the work organization, but for people involved in this environment. From the second half of the twentieth century, in answer to the depletion of mass production system, lean production system comes at Toyota, the company localized in Japan. This production model has the main characteristics like wastes reduction, quality continuous improvement, work processes flexibility, team building, besides others aspects that provided the answer to the market request. Several scholars defect lean production as the production model capable that provides a better work environment for the workers, with better organization and a professional qualification increase. Other theorists, however, consider lean production as a new model of work intensification, with practices that, although they advocate the qualification increase, lean production increases the work rhythm and the work responsibility. This dissertation aims to confront this theorical duality existing among the lean production scholars in the literature with a case study on the workers perception about the adoption of the lean production tools in a metalworking company. As a result of this case study, the workers indicate positive and negative effects. The positive effects show the work improvement with the chance to learn new functions (multifunctionality), the introduction of new technologies, the possibility to learn knowledge of new production techniques, a work organization rearrangement, a better sector organization (5S Program), the possibility of participating in kaizen (factory), and the change in the physical work environment (the transformation of the cell layout). The negative effects mentioned were these: the increased of the workload, the work rhythm and work pressure, they generated by the new organization, the withdrawal of some intervals of work, lack of wage increases. Some suggestions are left for companies that will adopt the tools of lean production, that will contribute to the success of this adoption: to introduce new concepts, you need to add the workers since the beginning of the process, so they can participate better in the process; you need to elucidate with clarity and transparency the objectives of each change, and what is expected of each employee, because many of them can consider the lean production as something negative because they don´t know the lean production goals and consequences.
A adoção e a estruturação de um novo sistema ou modo de produção geram mudanças não só para a organização do trabalho, mas para os indivíduos envolvidos no processo. A partir da segunda metade do século XX, em resposta ao esgotamento da produção em massa, surge a produção enxuta na Toyota, empresa sediada no Japão. Este modelo produtivo tem como características principais a redução de desperdícios, a melhoria contínua de qualidade, a flexibilização dos processos de trabalho, a formação de equipes, entre outros aspectos que proporcionaram atender à demanda do mercado. Vários estudiosos defendem a produção enxuta como o modelo de produção capaz de propiciar um melhor ambiente de trabalho aos operários, com melhores condições de organização e aumento da qualificação profissional. Outros teóricos, porém, consideram a produção enxuta como um novo modelo de intensificação do trabalho, com práticas que, embora preguem o aumento da qualificação, acabam por elevar o ritmo e a responsabilidade de trabalho. Esta dissertação tem como objetivo confrontar uma dualidade teórica existente entre os estudiosos da produção enxuta na literatura e com um estudo sobre a percepção dos trabalhadores acerca da adoção das ferramentas da produção enxuta em uma empresa metal mecânica. Como resultado deste estudo de caso, ocorreu que os trabalhadores apontam efeitos positivos e negativos. Os positivos mostram a melhoria no trabalho com a possibilidade de aprender novas funções (multifuncionalidade), a introdução de novas tecnologias, a possibilidade de conhecimento de novas técnicas de produção, um rearranjo da organização do trabalho, mais bem organização do setor (Programa 5S), a possibilidade da participação em kaizen (na fábrica), e alteração no ambiente físico de trabalho (a transformação do layout em célula). Os efeitos negativos apontados foram estes: o aumento da carga, do ritmo e da pressão do trabalho gerado pela nova organização, a retirada de alguns intervalos de trabalho, a falta de reajuste salarial. Algumas sugestões são deixadas para as empresas que venham adotar as ferramentas da produção enxuta, contribuindo para o sucesso dessa adoção: ao introduzir os novos conceitos, inserir os trabalhadores desde o início para que eles possam participar melhor do processo; elucidar com clareza e transparência os objetivos de cada mudança, e o que se espera do trabalhador, pois, muitos deles podem considerar algo como negativo por desconhecer os seus objetivos e consequências.

L'objectif de cette recherche est de mettre en lumière les représentations sociales des compétences pour enseigner les mathématiques des professeurs brésiliens et français et d'étudier comment celles-ci se manifestent dans leurs pratiques professionnelles. Nous partons de l'hypothèse que la professionnalité, particulièrement dans l'enseignement des mathématiques, est influencé par les représentations sociales que les professeurs ont de leurs compétences professionnelles à l'oeuvre dans leurs pratiques dans des contextes sociaux spécifiques et qui fonctionnent comme des guides de conduite dans le développement de leur action en classe et en dehors la classe, dans des activités de préparation de l'enseignement par exemple. Ainsi, dans le développement méthodologique de la recherche, nous avons procédé à l'identification des représentations sociales des compétences pour enseigner les mathématiques et plus spécifiquement des compétences pour organiser les enseignements relatifs à un thème, pour préparer une séance de classe et pour faire la classe. Nous avons administré une association libre des mots, des entretiens et des observations de classe de certains professeurs d'établissements d'enseignement publiques au Brésil et en France. Les résultatsde recherche obtenus dans le champ empirique nous ont permis de mettre en évidence des ressemblances et des différences entre les représentations sociales des professeurs brésiliens et français, selon les domaines de la professionnalité (disciplinaire, pédagogique, didactique, déontologique entre autres) et le lien avec leurs pratiques d'enseignement des mathématiques
The purpose of this research is to study how social representations of Brazilian and French mathematics teachers concerning the competence to teach mathematics influence their teaching practice. We assume that the professionalism, particularly in the field of mathematics teaching, is influenced by the social representations held by the teachers concerning the professional competence that they mobilize in their practices in specific social contexts and that serve as behavior guidelines in the development of teachers’ action inside and outside classrooms (for example, considering the preparation of lessons). Thus, in the methodological development of the research we have identified social representations of competences to teach mathematics and particularly the competences to plan the teaching of a mathematics theme, to prepare a lesson and to give the lesson. We have administered a test of free association of words, interviews and class observations in Brazilian and French public schools. The outcomes of the research point out similarities and differences in the social representations of Brazilian and French teachers, according to the domains of the professionalism (disciplinary, pedagogical, didactic, deontological, among others), as well as a relationship with their mathematics teaching practices
O objetivo deste trabalho é analisar as representações sociais de competência para ensinar matemática de professores brasileiros e franceses e como elas interferem na prática docente. Partimos do pressuposto que a profissionalidade docente, em particular em matemática, é influenciada pelas representações sociais que os professores possuem de sua competência profissional engendradas nas práticas de seus contextos sociais específicos e elas funcionam como guias de conduta no desenvolvimento das ações dos professores em sala de aula e também fora dela (nas atividades de preparação do ensino). No decorrer de nosso estudo tecemos algumas considerações sobre a relação entre “profissionalidade, ofício e profissão” e “profissionalidade, qualificação e competência” a fim de melhor cotejarmos a identificação das competências profissionais docentes no campo empírico e no campo das prescrições institucionais. Especificamente, sobre a noção de competência ressaltamos o papel do contexto social e dos recursos mobilizáveis em suas diferentes dimensões (cognitiva, afetivomotivacional, ético-política e social). Para o desenvolvimento metodológico da pesquisa tomamos como referência a abordagem psicossocial da Teoria das Representações Sociais desenvolvida por Serge Moscovici e a Teoria do Núcleo Central de Jean-Claude Abric. Inicialmente, procedemos à identificação das representações sociais de competência para ensinar matemática através da aplicação de um Teste de Associação Livre de Palavras e de hierarquização de itens, com a participação de duzentos e cinquenta e seis professores de matemática do Brasil e da França. Na análise dos resultados do TALP, utilizamos o software Trideux na quantificação das palavras ou expressões mencionadas pelos professores e a técnica de análise de conteúdo de Bardin para sua categorização. Em seguida, com base nos resultados obtidos na hierarquização (2/6 das palavras consideradas como mais importantes do TALP), a fim de identificarmos a organização interna das representações, foi aplicado um teste de verificação e entrevistas com trinta professores dos dois países Na análise das entrevistas utilizamos o software Alceste como suporte à identificação dos sentidos atribuídos pelos professores aos referidos elementos. Finalmente, foram realizadas ao total vinte e nove horas-aula de observação da prática docente em cinco escolas da rede pública de ensino no Brasil e na França, com a colaboração de um professor em cada uma delas. Dentre os resultados obtidos na investigação do campo empírico, expomos as aproximações e distanciamentos entre as representações de competência para ensinar matemática de professores brasileiros e franceses e de sua recorrência em diferentes domínios da profissionalidade docente (disciplinar, deontológico etc.), de como se situaram em diferentes dimensões (cognitiva, afetivo-emocional etc.) e em que medida elas dialogam com as competências prescritas no campo da qualificação pelos Ministérios de Educação do Brasil e da França. Por fim, apresentamos o que foi identificado na prática docente com base no NC das representações de competência para ensinar matemática de professores brasileiros e franceses e destas correlacionadas às representações de competência para organizar o planejamento, preparar aula e dar aula. Por exemplo, destacamos a análise da prática docente a partir das representações do conhecimento matemático e da capacidade de dominá-lo. E, de modo particular, no caso dos professores brasileiros, a partir do compromisso com a função de ensinar e dos professores franceses, do conhecimento das dificuldades em matemática de seus estudantes

Comme dans la quasi-totalité des pays, les autorités éducatives en Syrie ont des préoccupations quant à l’amélioration de la qualité de l’enseignement et quant aux réformes qu’elles cherchent à mettre en œuvre pour donner aux enseignants la possibilité d’acquérir les nouvelles connaissances et compétences avant et une fois qu’ils exercent leur métier, surtout dans le contexte du changement économique et social de grande ampleur que vit le monde aujourd’hui. La complexification du contexte éducatif a amené les autorités pédagogiques syriennes à accorder une attention particulière aux programmes de la formation initiale et continuée des enseignants. Pour juger de l’efficacité des programmes de formation continue qui existent actuellement en Syrie, la présente thèse s’est fixée comme objectif d’analyser les impacts de ces programmes sur l’amélioration des compétences professionnelles des enseignants. Il ressort des analyses que les programmes de formation continue suivis en Syrie sont positivement corrélés à l’ensemble des compétences professionnelles des enseignants de l’échantillon. Les programmes de formation continue génèrent, d’après les estimations des membres de l’échantillon, une grande différence dans le niveau général de leur travail professionnel. Les analyses ont abouti également à la conclusion que d’autres facteurs jouent dans l’amélioration des compétences des enseignants. L’indicateur de la formation continue est donc statistiquement plus significatif si cette dernière s’adhère aux autres facteurs
As in nearly all countries, educational authorities in Syria have concerns about improving the quality of education and about there forms they seek to implement to give teachers the opportunity to acquire new knowledge and skills before and once they start teaching, especially in the context of economic and social change of the magnitude the world lives today. The complexity of the educational context has led the Syrian educational authorities to pay particular attention to programs for initial and continuous training of teachers.To assess the effectiveness of continuous training programs that currently exist in Syria, this thesis has set as its objective to analyze the impact of these programs on the improvement of professional skills of teachers. The statistical analysis shows that continuous training programs followed in Syria are positively correlated with all the professional skills of teachers in the sample. The continuous training programs generate, according to the estimates of the sample, a big difference in the overall level of their professional work. The analysis concludes that other factors play also a role in improving the skills of teachers. The indicator of continuous training programs is statistically significant if it adheres to other factors

En aquesta recerca entenem l'aprenentatge de la professió en un continuun que es desplega al llarg de la vida professional en un ampli ventall de situacions. L'aprenentatge dels mestres no es pot ubicar només en espais de formació inicial dissenyats formalment per preparar-los amb agents especiíicament orientats a acomplir aquesta funció, sino que s'esdevé en els diferents periodes en el decurs de la vida professional, per la participació dels mestres en una amplia varietat de situacions, contextos i tasques professionals. Entre aquests periodes, podem assenyalar un dels més habituals i que explorem en detail en aquest treball: l'arribada de mestres nous amb experiència a les escoles, que s'hi incorporen participant amb d'altres companys en contextos de tasques rellevants de la comunitat, com són els espais de coordinació. Abordarem l'estudi d'aquest periode com una oportunitat d'aprenentatge professional, enfocant la seva analisi des d'una aproximació sociocultural que entén l'aprenentatge entre mestres com un procés mediat socialment i culturalment, on el discurs esdevé un eix central de la construcció de l'activitat i d'influència formativa conjunta. En !'entrada i incorporació de nous mestres a l'escola, la planificació del treball de l'aula esdevé una de les tasques professionals rellevants en la comunitat en que les mestres desenvolupen la seva pràctica professional habitual. El treball de tesi que presentem té com a finalitat l'anàlisi i comprensió de l'activitat conjunta de la planificació del nivell entre dues mestres que inicialment tenen graus de coneixement-competència diferent en la comunitat en que exerceixen la mateixa funció, la tutorització de dos grups classe de Parvulari (P4). L'activitat de les mestres se situa en un àmbit rellevant de la comunitat professional (escola) com es la coordinació del nivell educatiu, en que les dues mestres tutores planifiquen i coordinen el treball que portaran a terme als respectius grups-classe de que són responsables. De manera més especifica, la recerca se centra a identificar i analitzar les formes a través de les quais les mestres construeixen la seva activitat conjunta de planificació. Així mateix, la investigació explora a través de quines estructures comunicatives es construeix aquesta activitat i com l'estat inicial de competència divers de les mestres condiciona la construcció i l'avenç de la seva activitat conjunta. Particularment, ens interessa conéixer com una i altra s'impliquen a fer-Ia avançar durant les sessions de coordinació.La rellevància institucional de la tasca de planificació de nivell a l'escola ens porta a explorar-la en profunditat i a analitzar en més detail el focus mateix entom del qual es vertebra l'activitat conjunta de planificació. En aquest sentit, l'anàlisi del contingut de les converses entre les mestres constitueix el darrer nucli d'anaàisi d'aquest treball. Per donar resposta als objectius plantejats, hem optat per una metodologia qualitativa que té com a objectiu conéixer en detail el fenomen objecte d'estudi. L'estratégia metodologica escollida ha estat l'estudi de cas únic, identificat i seleccionat a traves d'informants clau. El cas seleccionat per a la recerca es un Institut Escola públic de la ciutat de Barcelona (institució que inclou Educació Infantil i Primaria, Educació Secundària Obligatoria i Batxillerat, amb alumnat entre 3 i 18 anys). Les situacions observades han estat les sessions de coordinació del nivell que s'han portat a terme entre els mesos de setembre i gener, on han participat dues mestres tutores amb graus inicials de coneixença del centre diferents: una mestra amb antigüitat a l'escola i una mestra acabada d'arribar (novella en el context). Les dues mestres participants en la recerca tenen experiencia professional prévia, però presenten graus de competencia diferents en la comunitat en que actuen exercint la mateixa funció. El periode objecte d'anàlisi compren la totalitat de l'estada de la mestra nova a l'escola (11 sessions). Les sessions de coordinació han estat registrades en audio per part de les mateixes participants. Les converses han estat transcrites i analitzades atenent a les formes d'organització de l'activitat conjunta i el contingut entom del qual es vertebren. Els resultats ens han pennes constatar que les formes d'organització amb què les mestres construeixen la seva activitat de planificació estan focalitzades en les activitats i tasques d'ensenyament i aprenentatge, cosa que comporta la seva caracterització situada, la distribució i ajust d'aquestes activitats i tasques en els plans de treball, així com la identificació i anàlisi de condicionants que alteren l'activitat habitual prevista en el grup classe. Per altra banda, també hem identificat moments de l'activitat conjunta centrats a caracteritzar altres tasques docents que les mestres han de portar a terme fora de les aules, com les relatives a l'avaluació i el seguiment de l'alumnat dels grups del nivell. L'anilisi mes detallada del discurs entre les mestres ens ha permés identificar formes característiques que aquest discurs adopta; per una banda, en la planificació d'activitats i tasques d'ensenyament i aprenentatge, on es poden reconeixer les formes especifiques amb les quals porten a terme la caracterització de les activitats, la distribució i gestió del pla de treball, i l'anàlisi de condicionants que alteren l'activitat prevista per ésser desenvolupada en el grup classe i, per l'altra, les formes comunicatives amb què les mestres caracteritzen les tasques docents d'avaluació i seguiment. Aquesta anàlisi també ens ha permés constatar formes de participació diferenciades entre les mestres que posen de manifest el paper de guia i orientació que exerceix la mestra amb més competència a l'escola en l'elaboració de la planificació i en la caracterització de l'avaluació i el seguiment dels alumnes;un paper que no desapareix en el decurs de les sessions de coordinació, però que fluctua en l'activitat conjunta amb la mestra novella. La mestra amb més competència orienta l'elaboració de la planificació seguint la programació prevista per al nivell i, alhora, contribueix a dissenyar conjuntament amb la novella noves propostes de treball a les aules. La mestra novella, per altra banda, al llarg de les sessions, explora l'escola i els elements que la caracteritzen i proposa formes de fer i actuar alternatives, que es negocien i despleguen conjuntament amb l'altra mestra. Finalment, l'anàlsi del treball entre les mestres ens ha permés constatar que l'activitat conjunta de planificació no pot ser considerada una activitat tècnica, sinò complexa i situada, mediada per representacions situacionals. Aquesta anàlisi mostra que la planificació de les dues mestres comporta la reflexió continuada sabre la relació entre l'acció dissenyada o planificada i la seva plasmació practica en condicions que la sostenen i la fan possible en situacions concretes a l'aula i/o a l'escola. És a dir, els resultats apunten que la planificació comporta per a ambdues elaborar de manera conjunta la representació de sistemes d'activitat situada en espais i temps específics de la pràctica, considerant tots els elements que hi intervenen com una unitat holística i de manera relacionada. L'anàlisi del contingut temàtic de les converses entre mestres posa de relleu la diversitat d'elements que composen la situació, entre els quals destaquen la incorporació de la representació de l'actuació conjunta de la propia mestra amb els nens del seu grup classe. Des de la nostra perspectiva, i tenint en compte els estudis sabre planificació el resultat d'aquesta anàlisi esdevé una de les aportacions originals al nostre entendre, rellevants, de la tesi. L'anàlisi i comprensió de l'activitat de planificació entre mestres a l'escola com una part habitual de la seva activitat professional i des de l'enfocament amb que l'hem portada a terme, te implicacions rellevants per a l'abordatge d'aquesta activitat en l'àmbit de la formació del professorat i en la construcció del coneixement professional dels mestres: cal ensenyar a planificar en context i en el marc de la relació entre disseny i acció pràctica i situada.
In this research we understand the learning of the teaching profession as a continuum which unfolds throughout working life in a wide range of situations. Teacher learning not only takes place in spaces of initial training formally designed to prepare teachers to fullfil their function, but it also happens in different periods throughout their professional life by their participation in a wide range of situations, contexts and professional tasks. Teachers with working experience arriving at a different school who participate with other colleagues in contexts of relevant tasks of the community, such as coordination spaces,represent one of the most common of these periods which is explored in detail in this research. The study of this period will be tackled as an opportunity for professional learning from a sociocultural approach, which understands learning between teachers as a socially and culturally mediated process where discourse becomes central part of the construction of the activity and joint formative influence. In the community where teachers develop their everyday professional practice, lesson planning becomes one of the most relevant tasks particularly when new teachers incorporate into the schooL The thesis we present aims to analyse and understand the joint activity of planning between two teachers who initially have different degrees of knowledge and competence in the community in which they perform the same function: the form tutoring of two groups of 4th level of pre-school (four-year-old children). The research that has been carried out focuses on identifying and analysing the ways in which these two form tutor teachers plan and coordinate the tasks they are going to apply in the groups they are responsible for. Moreover,we also explore the communicative structures these teachers use to construct this joint activity. We are particularly interested to know how both teachers are willing to progress throughout the coordination sessions, taking into account that each one of them departs from a different stage in competence due to their personal experience, and thus conditions the construction and progress of their joint activity. The institutional relevance of the planning in schools leads us to explore it in depth, analysing in detail the environment where the joint planning activity is structured in this case. In this sense, the last nucleus of analysis of this work consists on exploring in depth the content of the conversations between the two teachers. In order to respond to the objectives set, we have chosen a qualitative methodology that aims to know in detail the phenomenon under study. The methodological strategy that has been followed is the single case study, identified and selected through key informants. The case selected for research takes place in a State School in the city of Barcelona which englobes Pre-school and Primary levels, Compulsory Secondary Education and A levels, with students between 3 and 18 years old. The situations observed have been the coordination sessions which took place from September toJanuary between two form tutor teachers of 4th level of Pre-School with different initial degrees of knowledge of the school context a teacher with previous experience in that school and a newly arrived teacher (novice teacher). Both teachers participating in the research have previous professional experience, however, they present different degrees of competence in the community in which they perform the same function. The period analysed in this research covers the entire stay of the new teacher at the school (11 sessions). The participants themselves have recorded in audio their coordination sessions. The conversations have been transcribed and analysed according to the organization of the joint activity and the content around which they are structured. The results have allowed us to see that the different forms of joint activity are focused on learning activities. Tills, involves the located characterisation, distribution and adjustment of these activities in the working plans, as well as the identification and analysis of determining factors which alter the usual activity planned in class. In addition to this, there have also been identified moments in the joint activity which are focused on other teaching tasks that teachers must carry out outside the classrooms, such as those related to the assessment and follow-up of the students in the groups of that particular level. A deeper analysis of the discourse between the two teachers has allowed us to identify, on the one hand, communicative forms adopted in the planning of learning activities/tasks, identifying the specific forms in which they carry out the characterisation of these activities, the distribution and management of the working plan and the analysis of determining factors which alter the activity planned to be developed in the group and, on the other hand, the communicative forms in which the teachers characterise the teaching tasks of assessment and follow-up.1bis level of analysis has also given relevance to the different forms of participation between teachers: it highlights the role of guidance that the teacher with the most competence in the school plays when elaborating the planning and in the characterisation of the assessment and student follow-up; a role that does not disappear during the coordination sessions but that fluctuates in the joint activity with the novice teacher. The novice teacher, however, explores the school and the dements that characterize it throughout the sessions, and proposes alternative ways of doing and acting which are negotiated and deployed together with the other teacher. Finally, analysing the work between the two teachers has allowed us to ascertain that the joint planning activity cannot be considered a mere technical activity but a complex and situated one, mediated by situational representations. 1bis analysis shows that the planning of the two teachers involves continuous reflection on the relationship between the action designed or planned and its practical embodiment in conditions which support it and make it possible in specific situations in the classroom and / or in the school. That is to say, the results indicate that the planning entails for both teachers to elaborate together the representation of activity systems located in specific spaces and times of the practice, considering all the dements that take part in it like a holistic unit and related among them. The analysis of the content of the conversations between the teachers points out the diversity of dements that compose the situation, highlighting the incorporation into the representation of the joint performance of the teacher herself with the children in her class. From our point of view and taking into account the studies on planning, the result of this analysis becomes one of the original and relevant contributions of the present thesis. The analysis and understanding of the planning activity between teachers in the school as a regular part of their professional activity, and from the approach with which we have carried it out, has relevant implications for the approach of this activity in the field of teacher training and in the construction of the professional knowledge of teachers:it is necessary to teach how to plan in context and within the framework of the relationship between design and action both practical and situated.