Tesis sobre el tema "Journaux de formation"
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Lacroix, Julie. "Impact perçu d'une formation au Journal créatif et sa pratique sur l'estime de soi". [S.l. : s.n.], 2007.
Etienne, Jean-François. "Formation de l’audience et comportement du consommateur : le cas de la presse sportive périodique". Paris 9, 2009. https://bu.dauphine.psl.eu/fileviewer/index.php?doc=2009PA090051.
The aim of this research project is to conceive a new method of measuring press readership in order to surpass the limits of recent reading, the common method of readership measurement for this type of media. We have begun by designing a conceptual framework for measuring press readership-per-copy focused on consumer behavior and set up so as to classify behavior which is likely to contribute to the shaping of press support readership. This behavior, referred to as end-use decision-making in the literature, is then subject to study, the chosen field of application for empirical study being the French periodical sports press. The results of this study demonstrate in particular that the trend of pass along reading is a generalized phenomenon. They establish the potential of pass along consumption for press titles. The findings further indicate that the probability of reuse of a press title subsequent to its primary consumption is on average about 80%, a statistic which highlights the fact that the collective nature of this consumer behavior is not marginal. Our project has been enhanced with the development of a new research tool which allows for the automated collection of data concerning press readership behavior via cell phone. Finally, to conclude our methodological approach, we have chosen the sample group as a means of observational research and have elaborated a questionnaire tailored to measure the editorial and advertising readership of press consumers
Weber, Brigitte. "Réflexivité et travail de l'intime en formation à la recherche : éclairages cliniques psychanalytiques de journaux de recherche de masterants". Thesis, Lille 3, 2019. http://www.theses.fr/2019LIL3H017.
Observers of the hypermodernity track down there, in continuance of its essential anxieties (political, ecological), an ideology of control and transparency, putting in danger the notion of intimacy, and a new status granted to the reflexivity, which becomes the solution of all the troubles. By crossing these observations, it indeed seems that the practices aiming at the development of the reflexivity, in professional or educational fields, have for expectation a certain transparency (cognitive and emotional) from one in front of collective others. Such a transparency, being able to go to the overexposure of one, is questioned here in the psychoanalytical field showing, on the contrary, that the reflexivity develops only (for the child as well as for the child in the adult) if a protected space of intimacy and secret is provided. So we can differentiate a constituted reflexivity, to which send back most of the works on the reflexivity in educational sciences, and a constituent reflexivity which, from the psychoanalytical contribution, underlines that the adult, to form or transform himself or herself, retrieve the archaic processes having built formerly his or her identity. It ensues that, for this adult, as for the child that he or she was, an environment guaranteeing a space-time of protected intimacy, without overexposure of one, seems particularly supportive to his or her training and to the development of his or her reflexivity.Our fieldwork leans on one of the possible devices (the research log) guaranteeing such a space-time of initimacy for students' training at the university in master 2. Through the analysis of these logs, we want to track down both levels of reflexivity (constituted and constituent) through their mutual supports and their porosities one to another. We consider that involvment in training to the research rests, certainly, on an inquiry (constituted reflexivity) but revives at the same time the stammerings of the quest of oneself of the child in the adult (constituent reflexivity). Said otherwise, the research object chosen by the student is the heir of the ancient object of love of its childhood ; the inquiry and the quest are not separated. At the conclusion of our analyses, several research tracks are proposed in educational sciences, notably about sensorialites as supports of the reflexivity, or linking work about intimacy from a psychoanalytical point of view and more sociological conception of the identity dynamics in training
Poulin, Marie-Christine. "L’arrimage entre l’histoire et l’éducation à la citoyenneté: quels positionnements dans les journaux grand public québécois?" Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/7598.
Grosso, François. "Primum scribere, deinde vivere : Leben und Schreiben im Entstehen am Beispiel der Tagebücher Heimito von Doderers". Nantes, 2009. http://www.theses.fr/2009NANT3014.
The primary aim of his dissertation is to analyse the diaries of Austrian author Heimito von Doderer. The diary can be seen essentially to have three basic perspectives, which might be compared with three windows : one towards oneself, one towards the outside world and finally a third towards the work itself. In the first part, entitled "between inward and outward", Doderer's Commentarii are considered in relation to different branches of the genre, such as the journal intime, the intellectual diary and also travel journal. The second part examines the extremely narrow and fascinating relation to the emerging work : the diary of the author often functions as father of the novels. The diary in Doderer's case though never becomes just a simple companion to the maturing work. The author has over the decades, also reflected upon the different possibilities of the genre and the aim of the last part is then to examine the "basic principles and function" of a diary
Rossi, Ana Helena. "La professionnalisation des journalistes : les fondements rationnels et sociaux du journalisme". Paris, EHESS, 1999. http://www.theses.fr/1999EHES0068.
Drouillet, Yohann. "Entre richesse heuristique potentielle et actualisation subtile : processus d’appréhension et épistémologie d’une formation : en quoi l’exercice d’une « douance » nécessiterait-il le recours à l’appréhension d’un formalisme". Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080089.
The formalism of the thesis during the construction and the elaboration in act covers two postures antagonist “a-priori” which stay profoundly paradoxical. It is a conditional scientific in construction which appears discursive and the authority of a posture close to a third included in act. The “douance” as an object of research is questioned as from the practice of the diary by its author since 12 years. The author approaches his research subject more and more following a resumption of studiesin the education sciences; his formalization will then require the help of a working philosophy. When an author doesn’t distinguish always the nature of which creates a problem for himself (such as a catastrophy in the sense of René THOM) he commits himself for the needs of the thesis, a protocol investigating the problem where the nature of the problem can unstablize its resolution. The double status of the diary is implicitly subject and put into question. Its exercise warrants a scientific use in contact of the singularity of the situation. The thesis gives to show that the dater exercises needs to be understood, where the action and experience of the person are formalized, authorizing a paradox in act
Lacroix, Julie. "Impact perçu d'une formation au Journal créatif et sa pratique sur l'estime de soi". Thèse, Université de Sherbrooke, 2007. http://savoirs.usherbrooke.ca/handle/11143/2776.
Cadet, Lucile. "Entre parcours d'apprentissage et formation à l'enseignement : le journal de bord d'apprentissage, analyse d'un objet textuel complexe". Paris 3, 2004. http://www.theses.fr/2004PA030063.
In a learner's diary as it exists in different types of language instruction training, students have to note down their learning experience of a new language. It is to this complex, diverse and textual object that this study is devoted. The research is devoted more particularly to the keeping of a learner's diary as it is organised within the framework of professional teacher training for FFL (French as a Foreign Language), and specifically within the context of FFL training at the new Paris III-Sorbonne University. Its primary aim is to help define exactly what a learner's diary is, at a "macro" level with a historical and generic perspective, and at a "micro" level in its textual and discursive reality. With this intention, the study begins by redefining the objectives of such a practice within the framework of FFL teacher training and then repositions this activity in the context of foreign language lessons of FFL Mentions. Finally it fixes the place and role of the learner's diary within a mechanism of training observations aimed at developing a systematically reflexive attitude in students. After having been presented in a specific training context, the practice of keeping a learner's diary is considered from a wider angle. It is in fact repositioned within the fields of language didactics (history and methodology), and then in the domain of a biographical process in education and professional training. The study is then based on a corpus made up of about fifty learners' diaries written by students in Japanese, Arabic and Czech classes of the FFL Mention. .
Hauswedell, Tessa. "The formation of a European identity through a transnational public sphere? : the case of three western European cultural journals, 1989-2006 /". St Andrews, 2009. http://hdl.handle.net/10023/789.
Hauswedell, Tessa C. "The formation of a European identity through a transnational public sphere? : the case of three Western European cultural journals, 1989-2006". Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/789.
Woodburn, Andréa J. "Topics in student-coach reflective journals : a study on coach reflection during undergraduate internships". Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30159/30159.pdf.
The Baccalauréat en Intervention sportive (BIS) is a three-year, undergraduate program at Université Laval that specializes in coach education and includes three internships as part of its curriculum. During their internships, student-coaches were required to complete a reflective journal. The objective of this study was to identify the topics the student-coaches chose to write about in their reflective journals during their two-year internships in the BIS. Data were gathered from the journal entries of six novice student-coaches of team sports over two seasons, showing the breadth and the reoccurrence of topics by way of emerging themes. The results offered insight into the experiences of these novice student-coaches and suggested that they most often write about actions – their mentor coaches’ and their own. Through agreeing or disagreeing (saying they would do something differently than their mentor) with their mentors’ actions, they wrote about short-term planning, long-term planning and teaching in practice situations, and in game situations about choice of strategy, game management and motivating athletes. When agreeing with their own actions they wrote about short-term planning/teaching choices, taking initiative/showing leadership, and connecting with athletes. When disagreeing with their own actions (saying they would do something differently next time) they wrote about short-term planning/teaching choices and taking initiative/showing leadership. When writing about their own actions, they also proposed actions they should take that communicated three objectives: to enhance their learning, to broaden their competencies, and to improve their teaching. These principle conclusions suggest that the student-coaches notice actions as triggers for their reflection, and that they seem to judge the actions they notice against an implicit vision of coaching effectiveness. They contribute to the limited empirical research on the coach as a reflective practitioner by providing insight into what novice coaches notice, a starting point for better understanding how they see the complex practice that is coaching, and an important first step in beginning a reflective process. The principle advantage that the BIS internships can offer is a context in which to investigate reflective practice with novice developmental coaches. This coaching population, outside of the BIS context, is transient and mostly volunteer-based, making research on their development a challenge. This study is the first of what will be a sustained line of inquiry on how development coaches learn to coach, and more specifically on their development as reflective practitioners.
Oliveira, Maria Fernanda Kosour de. "Autorregula??o: o uso de di?rios de estudo por alunos do 5? ano do Ensino Fundamental". Pontif?cia Universidade Cat?lica de Campinas, 2015. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/751.
This work is part of the research group Training and Teaching Work of Teachers and Pedagogical Practices Training Research Line of the Graduate Program in Education at PUC-Campinas. Discusses questions about the assessment and strategies and self-regulation processes of learning with tools like the use of student s study journal of the 5th elementary school network in a city in the metropolitan region of Campinas. Displays general objective is to analyze the use of daily study within the formative evaluation process, and the following objectives : (1) to investigate the use if daily study as one of the elements of self-regulation improvement processes to studies of students at home and at school ; (Ii) analyze the arguments justifying the dispersion in the tasks and the improvement of self-regulatory processes ; (Iii) verify the relationship between the development of the project, and the study journal as one of the strategies, and improving the self-assessment of students in the subjects of Portuguese Language and Mathematics ; (Iv) identify the impact on the self-regulation process of the participating students design through the IPAA ( Self-Regulation Process Inventory of Learning). This is a descriptive research used qualitative and quantitative data analysis. The study include 99 students. Data collection was performed by mean of: a ) Narrative of students: withdrawal of study daily to be filled fortnightly or monthly; b) The self-assessment questionnaire in a field; c) Inventory of Self-Regulation of Learning Processes (IPAA). The qualitative analysis of the content of the daily revealed the importance of using this tool for understanding how the students were demonstrating the learning of strategies discussed during the project, particularly regarding PLEA Model and its application in practice in the studies. Data from the self-assessment questionnaire show the improvement in self-assessment of the Portuguese language,but not is mathematics, which can be explained by several factors, including the participation in the project the Trick of the Yellow that also represents a reading project; and the most punctual intervention in the area of Portuguese caused by project development. With respect to the instrument IPAA, the difference between pre-( 1 time) and post-test (time 4) is marked and statistically significant . There are major differences between the intermediate times, suggesting that intervention of time required for the effect could be seen. The results suggest the need for time to learning strategies and therefore the educational organization inteven??es should consider this point.
Este trabalho faz parte do grupo de pesquisa Forma??o e Trabalho Docente da Linha de Pesquisa Forma??o de Professores e Pr?ticas Pedag?gicas do Programa de P?s Gradua??o em Educa??o da PUC-Campinas. Discute quest?es sobre a avalia??o e as estrat?gias e processos de autorregula??o da aprendizagem tendo como ferramentas o uso do di?rio de estudo dos alunos do 5? do ensino fundamental da rede de um munic?pio da Regi?o Metropolitana de Campinas. Apresenta como objetivo geral: analisar a utiliza??o do di?rio de estudo no ?mbito dos processos da avalia??o formativa, e como objetivos espec?ficos: (i) investigar a utiliza??o do di?rio de estudo como um dos elementos de melhoria dos processos de autorregula??o face aos estudos dos alunos em casa e na escola; (ii) analisar os argumentos que justificam a dispers?o na realiza??o das tarefas e a melhoria dos processos de autorregula??o; (iii) verificar a rela??o entre o desenvolvimento do projeto, tendo o di?rio de estudo como uma das estrat?gias, e a melhoria da autoavalia??o dos alunos nas disciplinas de L?ngua Portuguesa e Matem?tica; (iv) identificar o impacto no processo de autorregula??o dos alunos participantes do Projeto por meio do IPAA (Invent?rio de Processos de Autorregula??o da Aprendizagem). Trata-se de uma pesquisa descritiva que utilizou an?lise qualitativa e quantitativa dos dados. Participaram do estudo 99 alunos. A coleta de dados foi realizada por meio de: a) Narrativa dos alunos: retirada dos di?rios de estudo a serem preenchidos quinzenalmente ou mensalmente; b:) o Question?rio de autoavalia??o em um dom?nio; c) Invent?rio de Processos de Autorregula??o da Aprendizagem (IPAA). A an?lise qualitativa do conte?do dos di?rios revelou a import?ncia da utiliza??o desse instrumento para a compreens?o de como os alunos foram demonstrando as aprendizagens das estrat?gias discutidas no decorrer do projeto, principalmente a respeito do Modelo PLEA e da sua aplica??o na pr?tica nos estudos. Os dados do question?rio de autoavalia??o comprovam a melhora na autoavalia??o de L?ngua Portuguesa, mas n?o na Matem?tica, fato que pode ser explicado por diversos fatores, dentre eles que a participa??o no projeto As Travessuras do Amarelo que tamb?m se constitui como um projeto de leitura; e a interven??o mais pontual na ?rea da L?ngua Portuguesa ocasionado pelo desenvolvimento do projeto. No que diz respeito ao instrumento IPAA, a diferen?a entre o pr? (1? momento) e o p?s-teste (4? momento) ? acentuada e estatisticamente significativa. N?o existem grandes diferen?as entre os momentos interm?dios, o que sugere que a interven??o necessitou de tempo para que o efeito pudesse ser verificado. Os resultados sugerem a necessidade de tempo para a aprendizagem das estrat?gias e, consequentemente, a organiza??o das inteven??es educativas devem considerar esse aspecto.
Silva, Israel José Cefrin da. "Análise de formatos de documentos eletrônicos para disponibilização de artigos em periódicos científicos online". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134932.
This research aims to analyze the technological potentialities on web standards based documents and its applying on scientific articles publishing on Design electronic journals. The study goal is to explore how the technological potentialities might help on scientific knowledge spread quality with accessibility and usability criteria and webstandards based. The theoretical framework is based on the evolution of scientific journals of Lancaster (1995), the transition from print to electronic Meadows (2001), Webstandards of Sikos (2014) and OpenAccess of Suber (2012). For the work achievement it was developed a tool based on Functional and Administrative Principles of Information Design, Web Standards and Web Accessibility Guidelines of the W3C(WCAG) and concepts of Open Access (OA). The analysis was made upon a case study about three articles on three distinct journals that was selected by the their representativeness about total number of journals titles. The instrument application served as a web standards compliance verifier and technological potentiality checker on electronic journals platform. Thus, with this instrument application, was made clearly the direct relationship of Information Design compliance criteria with Webstandards and wider use of the potential and resources that electronic documents based on these standards (HTML5) may show. Collaborating to qualify scientific communication in accessibility, usability and interoperability manner about available content in electronic journals.
Almeida, Leia Raquel de. "Gestão pedagógica e acompanhamento docente: entre expectativas, práticas e possibilidades". Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6998.
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UNISINOS - Universidade do Vale do Rio dos Sinos
Esta dissertação tem como tema a gestão pedagógica e o acompanhamento docente, com foco no trabalho da Coordenação Pedagógica junto aos professores e às práticas que ambos desenvolvem conjunta ou individualmente. Tem como objetivo contribuir para a qualificação da gestão pedagógica no que diz respeito à proposição de estratégias de acompanhamento docente, que favoreçam práticas pedagógicas reflexivas. A relevância deste estudo está na inovação das estratégias de coordenação pedagógica com o intuito de tornar mais dialógico o acompanhamento docente. O cenário é um colégio confessional, que integra a rede privada de ensino no RS. A metodologia utilizada consiste numa abordagem qualitativa de pesquisa-formação, realizada por meio dos Círculos Dialógicos Investigativo-Formativos e do Diário de Registros, a fim de promover o diálogo entre a pesquisadora e os demais participantes: uma orientadora educacional e oito professores dos anos finais do Ensino Fundamental. Os registros produzidos durante a pesquisa - analisados com base na Análise Textual Discursiva reafirmam o potencial formativo dos Círculos Dialógicos e do Diário de Registros, revelando ainda os significados de sua realização no âmbito da coordenação pedagógica da escola. Com essa concepção, este trabalho incorpora como possíveis estratégias de coordenação pedagógica os Diário de Registros e os Círculos Dialógicos às práticas de acompanhamento docente, visto que dinamizam o processo dialógico de reflexão sobre a prática. Por fim, com a intenção de levar esta reflexão ao conhecimento das demais coordenações pedagógicas, a pesquisadora elabora uma Carta Pedagógica que convida as demais coordenadoras pedagógicas da mesma Instituição à leitura desta dissertação, com vistas a incentivar a continuidade do trabalho, bem como novas autorias quanto à proposição de estratégias reflexivas de acompanhamento docente na escola.
This dissertation has as a theme the pedagogical management and teaching go along, focusing on the pedagogical coordination work with the teachers and their developing school practices in groups or individually. Has as objective contribute for qualification of pedagogical management related to the proposal of strategies in teacher accompaniment, which hone the reflective pedagogical practices. This research relevance is in the innovation of coordination strategies with the aim of monitoring teacher more dialogical. The scenario is a confessional school, which is part of the private education in Rio Grande do Sul. The methodology used consists in a qualitative research-training performed by through Investigative-Formative Dialogues Circles and the log journals, in order to encourage/promote dialogue between the researcher and the other participants: a guidance counselor and eight teacher of Elementary School. The records produced during the research – analyzed based on Discursive Textual Analysis – reaffirm the formative potential in Dialogues Circles and the Log Journal, also revealing the meaning of its achievement in scope of the ´pedagogical coordination in the school. With this conception, this work incorporates as possible strategies for the pedagogical coordination the log journals and the Dialogues Circles in practices of teacher accompaniment, visa its dynamize the dialogical process of reflection about practice. Lastly, with the intention to sharing this knowledge with the others pedagogical coordinators, there searcher elaborates a formal pedagogical letter witch invites the other pedagogical coordinators from the same institution to read this dissertation, in view of encouraging the following of this research, as well new authorships regarding reflexive strategies of accompaniment teaching in school.
Wiorogorska, Zuzanna. "Shaping information literacy for enhancing the use of scientific journals comparative study on academic users' behaviour". Thesis, Lille 3, 2013. http://www.theses.fr/2013LIL30052/document.
The purpose of the research described in this thesis was: to present the problem of information literacy (IL) from the perspective of the previous works in this domain, especially those conducted in France and in Poland; to evaluate the experience, knowledge, and skills of French and Polish doctoral students in the area of use of scientific journals offered by academic libraries; and to prepare and educational project for doctoral students, based on IL international standards and principally aimed at increasing the use of scientific journals
Jannin, Leslie. "Approche psycho-ergonomique de l'usage de la simulation en e-learning pour l'apprentissage de procédures : le cas du point de suture Atomized or delayed execution? An alternative paradigm for the study of procedural learning, in Journal of Educational Psychology 111(8), 2019". Thesis, Brest, 2020. http://www.theses.fr/2020BRES0027.
Learning surgical gestures is an important part of training for medical profession. An ethical imperative now requires that these gestures must be learned in a simulation situation. The objective of this thesis was to determine the psychological and pedagogical factors for optimizing procedural learning among medical students by combining e-learning and simulation. To meet this objective, we have implemented 5 studies. The first study sought to confirm that learners did realize an action atomization process at the beginning of learning. The second study compared the use of a methodological paradigm allowing action atomization and a paradigm of delayed execution. The next two studies were concerned with the instructions design and more particularly with their perspective, taking into account the visuospatial abilities of the learners.The last study investigated the validity of a blended learning course by comparing two educational organizations. The contributions of this thesis fall into 3 areas. In terms of the procedural learning process, the learners atomize the action during the first phase of procedural learning. Methodologically, it is therefore essential that the study paradigm takes into account this process, as well as the many repetitions necessary for procedural learning. From an educational point of view, the self-centered point of view would be the most profitable, whatever the visuo-spatial abilities of the learners. Finally, using a combination of e-learning and face-to-face simulation seems to be effective for procedural learning
Kellow, Amanda Lee. "The Generation and Evolvement of Ideas in the Lifeworld of Artists and the Practice of Their Art: Implications for Education". Queensland University of Technology, 2005. http://eprints.qut.edu.au/16043/.
Kellow, Amanda Lee. "The Generation and Evolvement of Ideas in the Lifeworld of Artists and the Practice of Their Art: Implications for Education". Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16043/1/Amanda_Kellow_Thesis.pdf.
Sheikh, Farah Naz. "Apprentissage à distance d'un langue étrangère, mythe ou réalité ? : autonomie et prise de repsonsabilité dans un environnement d'autoapprentissage, enjeux et défis pour les acteurs du processus de l'autoformation". Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1030.
The technology of information and communication has revolutionized the teaching in general and teaching of language in particular. This in its turn has altered the traditional concepts of roles attributed to the actors involved in the act of learning and teaching. This research work describes the distance learning especially online learning of French language in Pakistan using Internet and the problems related to this new approach of autonomous learning that requires the modification of roles and duties of both the learner and the teacher focusing on strategies to be used in order to make the learners get used to a method of learning that is totally different from traditional learning and to make them take responsibility of their learning
Barker, Derek Alan. "English academic literary discourse in South Africa 1958-2004: a review of 11 academic journals". Thesis, 2006. http://hdl.handle.net/10500/898.
English Studies
D. Litt. et Phil. (English)
Bouchard, Luc. "Les perceptions d’étudiants au baccalauréat en sciences infirmières de l’utilisation du journal d’apprentissage". Thèse, 2011. http://hdl.handle.net/1866/7076.
The competency-based approach is increasingly chosen to guide university curriculum. In according an essential interest to the competency development, the responsible for programs developed using this approach must determine the most effective learning strategy. In the last 30 years (Cameron et Mitchell, 1993; Wellard et Bethune, 1996), the learning journal promote the building of clinical knowledge and the development of reflexive thinking, a competency that is necessary to the practice nurses inspired by a specific vision of the discipline, like the McGill model (Kravitz et Frey, 1989; Thorpe, 2003). Despite this, the studies on the student’s perceptions on the learning journal are rare, especially in Canada (Epp, 2008). It is important to look at student’s perceptions to attain the optimal efficacy of the tool. The purpose of this study was to explore the perceptions of undergraduate students in nursing of the utilization of learning journal. It was realized with 2nd and 3rd year undergraduate students in nursing, using a qualitative exploratory research design. The participants (N=52) completed a form presenting a simulated situation that contained 5 open ended questions. The three main themes that emerged during data analysis on the utilization of the learning journal were: a personal tool, a communication tool and a learning practice tool. Recommendations for education and future research are offered.
Lukeš, Jan. "Časopisy Tarsicius a MINIPOST - obsahová analýza a zhodnocení přínosu pro formaci ministrantů". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358150.