Thèses : « Practice-based studies, transformative learning »

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Podleschny, Nicole. « Games for change and transformative learning : an ethnographic case study ». Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/58142/1/Nicole_Podleschny_Thesis.pdf.

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This thesis aims to contribute to a better understanding of how serious games/games for change function as learning frameworks for transformative learning in an educational setting. This study illustrates how the meaning-making processes and learning with and through computer gameplay are highly contingent, and are significantly influenced by the uncertainties of the situational context. The study focuses on SCAPE, a simulation game that addresses urban planning and sustainability. SCAPE is based on the real-world scenario of Kelvin Grove Urban Village, an inner city redevelopment area in Brisbane, Queensland, Australia. The game is embedded within an educational program, and I thus account for the various gameplay experiences of different school classes participating in this program. The networks emerging from the interactions between students/players, educators, facilitators, the technology, the researcher, as well as the setting, result in unanticipated, controversial, and sometimes unintended gameplay experiences and outcomes. To unpack play, transformative learning and games, this study adopts an ecological approach that considers the magic circle of gameplay in its wider context. Using Actor-Network Theory as the ontological lens for inquiry, the methods for investigation include an extensive literature review, ethnographic participant observation of SCAPE, as well as student and teacher questionnaires, finishing with interviews with the designers and facilitators of SCAPE. Altogether, these methods address my research aim to better understand how the heterogeneous actors engage in the relationships in and around gameplay, and illustrate how their conflicting understandings enable, shape or constrain the (transformative) learning experience. To disentangle these complexities, my focus continuously shifts between the following modes of inquiry into the aims „h To describe and analyse the game as a designed artefact. „h To examine the gameplay experiences of players/students and account for how these experiences are constituted in the relationships of the network. „h To trace the meaning-making processes emerging from the various relations of players/students, facilitators, teachers, designers, technology, researcher, and setting, and consider how the boundaries of the respective ecology are configured and negotiated. „h To draw out the implications for the wider research area of game-based learning by using the simulation game SCAPE as an example for introducing gameplay to educational settings. Accounting in detail for five school classes, these accounts represent, each in its own right, distinct and sometimes controversial forms of engagement in gameplay. The practices and negotiations of all the assembled human and non-human actors highlight the contingent nature of gameplay and learning. In their sum, they offer distinct but by no means exhaustive examples of the various relationships that emerge from the different assemblages of human and non-human actors. This thesis, hence, illustrates that game-based learning in an educational setting is accompanied by considerable unpredictability and uncertainty. As ordinary life spills and leaks into gameplay experiences, group dynamics and the negotiations of technology, I argue that overly deterministic assertions of the game¡¦s intention, as well as a too narrowly defined understanding of the transformative learning outcome, can constrain our inquiries and hinder efforts to further elucidate and understand the evolving uncertainties around game-based learning. Instead, this thesis posits that playing and transformative learning are relational effects of the respective ecology, where all actors are networked in their (partial) enrolment in the process of translation. This study thus attempts to foreground the rich opportunities for exploring how game-based learning is assembled as a network of practices.

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Heaton, Michelle G. « A Pedagogy of Hope : Levers of Change in Transformative Place-based Learning Systems ». Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588265231971143.

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Adams, Tania Bernadette. « A conceptual framework for leadership development in the South African police service based on transformative learning theory ». Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6842.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Leadership development is an essential and valuable tool for capacitating police leaders in the South African Police Service to deal with the diverse challenges that they face in the policing environment. There seem to be a need for leadership development processes that can stimulate change, and for perspective transformation to enable police leaders to find alternative ways of dealing with the challenges experienced in their working environment. This thesis explored transformative learning as a tool to enhance the leadership development processes of police leaders. The essential elements of transformative learning are: centrality of experience; critical thinking; rational discourse; and policy praxis. Theory development were chosen as best to carefully construct the foundational argument through non-empirical literary-based sources, in which the literature itself became the database towards theoretical formulation in this non-empirical study. The alignment and integration of the elements of transformative learning were explored as a strategy to capacitate police leaders to: reflect on past experiences; think critically about ways of dealing with policing challenges based on experiences; discuss these challenges with other police leaders; and act on reflections made during leadership development processes. The study is limited to the analysis of the status of leadership development in the South African Police Service, which was the context of this study.
AFRIKAANSE OPSOMMING: Leierskapsontwikkeling is ‘n essensiële en waardevolle hulpmiddel om leiers in die Suid-Afrikaanse Polisiediens te bemagtig om die uiteenlopende uitdagings waarmee hulle te kampe het, beter te hanteer. Dit blyk egter dat daar ‘n behoefte is vir leierskapsontwikkelingprosesse wat intrinsieke verandering en ‘n paradigmaskuif vir polisieleiers te weeg kan bring en wat hulle in staat kan stel om die uitdagings binne hul beroepsveld meer doeltreffend te hanteer. Hierdie tesis ondersoek transformatiewe leerteorie as ‘n instrument om leierskapsontwikkeling van polisieleiers te bevorder. Die hoofelemente van transformatiewe leerteorie is: sentralisering van ondervinding; kritiese denke; rasionele diskoers en beleidsvorming. Teorie-ontwikkeling as navorsingsmetodologie was selekteer as die mees geskikste metodologie om die argument deur nie-empiriese literêre bronne te konstrueer, waarvolgens die gekose literatuur die databasis van die teoretiese formulasie rondom die argument gevorm het in hierdie nie-empiriese studie. Groepering en integrasie van bogenoemde elemente was ondersoek as ‘n strategie om polisieleiers te bemagtig om te reflekteer oor vorige ondervindinge; kritiese denkwyses oor hantering van uitdagings in beroepsveld met inagneming van vorige ondervindinge toe te pas; diskoers oor uitdagings met ander polisieleiers te hê en om aktief te reageer op refleksies tydens leierskapsontwikkelingsprosesse. Die studie is beperk tot die analise van die status van leierskap in die Suid-Afrikaanse Polisiediens as konteks waarbinne hierdie studie onderneem is.

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Julie, Hester. « Community- based service-learning through reflective practice ». Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i

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Leigh, Christopher. « Knowledge management : a practice-based approach ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/236.

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Driven by advances in internet and wireless communications the information economy is exemplified by the unprecedented speed at which large amounts of information is created and disseminated. As a result, organisations and individuals now need to process more information and create new knowledge faster than ever before. This has forced organisations to consider how individuals and groups create knowledge that enables them to innovate fast enough to compete in the global marketplace. This portfolio contains a collection of studies and an investigation of practice-based approaches to knowing and learning in organisational work settings. It represents a departure from the traditional view of knowledge as belonging to individuals as contained in mental processes, which organisations then attempt to convert into embedded knowledge. This study seeks to explain how knowledge is achieved during the course of practice, being situated in cultural, historical and social contexts. The focus therefore goes beyond the study of knowledge in organisations to shed .light on the organising processes involved in knowing from an institutional and personal perspective. Firstly, it investigates, through a number of practice based studies, how knowledge is created and learning conducted in an organisational setting in order to further the existing research in this area. Secondly, it presents two frameworks that may be used to promote organisational learning and knowledge creation. This study draws on a number of theoretical frameworks, including; constructivist theories of learning, which views knowledge as actively constructed, relative, and pluralistic (Denzin and Lincoln, 2003), the Sociocultural approaches of Vygotsky (1978, 1986) that emphasised the interdependence of social and individual processes in the creation of knowledge, situated learning theories (Brown, Collins, Duguid, 1989 and Lave and Wenger, 1991) in which learning and cognition is situated in the activity in which it occurs, and the ideas of the incredulous postmodernist, for whom all know ledge is provisional, temporal and hypothetical. The portfolio concludes that that human knowledge is subjectively influenced by a large number of factors including cultural, social, pedagogical, and psychological issues in addition to language and context. Furthermore, it asserts that knowledge is a mediated achievement which is collectively created, intrinsically situated in people, artefacts and practices, and is always temporary and open to debate.

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Björck, Ulric. « Distributed problem-based learning : studies of a pedagogical model in practice / ». Göteborg : Acta Universitatis Gothoburgensis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=012950198&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Van, der Watt Marie Aletta. « The integration of critical reflection as a learning strategy in the training of health science practitioners ». Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-115359/.

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Pancotto, Adriana. « Os saberes do Pregoeiro : um estudo à luz da noção de Knowing-in-Practice ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165458.

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Os pregoeiros são os servidores responsáveis pela condução dos processos licitatórios de aquisições e contratações dos órgãos públicos no Brasil. A função de pregoeiro, apesar de sua complexidade e importância à eficiente utilização dos recursos públicos, vem sendo negligenciada pelo Estado. Até o momento não há uma carreira específica ou remuneração condizente ao risco dessa atividade. Os métodos e análises realizadas por este estudo, à luz dos Estudos Baseados em Prática (EBP) e do knowing-in-practice, permitiram melhor visibilidade aos elementos tácitos que compõem os saberes os pregoeiros desenvolvidos no seu cotidiano de trabalho. Partindo da identificação e descrição de suas práticas de trabalho, a função pregoeiro caracteriza-se pelo acúmulo e sobreposição de atividades, dificultando assim desenho de um perfil para a mesma. Outra característica inerente a função é a presença de uma forte estrutura normativa a qual norteia e permeia esse trabalho. A partir dos discursos dos entrevistados, constatou-se que o Curso de Formação de Pregoeiros demonstrou-se insuficiente para desenvolver as habilidades de negociação e conversação e os aspectos atitudinais da atenção, equilíbrio e retidão necessários à sua prática. Assim, a aprendizagem no cotidiano de trabalho dos pregoeiros ocorreu de forma situada através dos conhecimentos informais e tácitos, compartilhados por meio das interações sociais entre os servidores, facilitada pela estrutura em rede dos Institutos Federais de Educação, Ciência e Tecnologia (IFs) (instituições pesquisadas), fóruns e comunidades de praticantes, confirmando assim a perspectiva do knowing-in-practice. Afirma-se então que o desenvolvimento dos saberes do pregoeiro não está descolado de suas práticas de trabalho. A partir dos elementos identificados neste estudo, sugerem-se ações para melhoria das condições de trabalho, desenvolvimento e reconhecimento profissional do pregoeiro. Um olhar mais sensível da sociedade e dos representantes políticos é necessária, dada a importância estratégica do papel do pregoeiro na garantia da qualidade do gasto público.
Public Procurement Officers are the public servers responsible for conducting bidding processes of acquisition and hiring for public organs in Brazil. The main duty of the Public Procurement Officer, despite its complexity and importance to the efficient use of public resources, has been neglected by the state. Still, there is no specific career or equitable salary which represents the risks of this activity. The methods and analysis made by this study, considering Practice-Based Studies (PBS) and of knowing-into-practice, allowed a better visibility in the tacit elements that build the knowledge Public Procurement Officers have developed in their daily work. Starting with the identification and description of their practices at work, the Public Procurement Officer function is characterized by the accumulation and overlapping of activities, making it difficult to draw a proper profile to the function. Another intrinsic characteristic of the Public Procurement Officers' function, which directs and permeates this paper, is the presence of a normative structure. Through the speech of the interviewees it was possible to state that the Basic Training Course Public Procurement Officers take is not sufficient to develop the negotiation and reasoning skills and the attitude of attention, balance and rectitude needed to the practice of this function. Therefore, the Public Procurement Officers’ learning process happens throughout informal and tacit knowledge, shared through servers’ social interaction – facilitated by the structure in network from Federal Institutes of Education, Science and Technology (FIs) (institutions where the research took place), online forums and communities, corroborating the knowing-in-practice perspective. It can be stated that the knowledge development of Public Procurement Officers is not disconnected to their practice. Based on the elements identified in this study, some actions are suggested to improve the working conditions, development and recognition of the Public Procurement Officers. A more sensitive consideration from society and from political representatives is necessary, given the strategic importance of Public Procurement Officers’ role in assuring the public money is being well spent.

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Huber, Stephan. « “Walking encyclopedias of studies” for sustainability transformations ? The role of information and discourse in the case of the German coal phase-out ». Thesis, Stockholms universitet, Stockholm Resilience Centre, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-197233.

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Transformations of energy systems in line with the Paris Agreement demand rapid deliberate decline of fossil energy production for decarbonization. Rising in priority on national political agendas, policy change for deliberate decline meets political barriers in the form of powerful incumbent actors, path dependencies and frames of loss. Although these dynamics can impede transformations, literature remains unclear in how to engage with these barriers. Therefore, this study focused on discourse and policy process theories in a qualitative analysis based on a broad selection of documents and expert-based interviews to explore and illustrate the “Commission on Growth, Structural Change and Employment” in Germany (2018/19). In this multi-stakeholder committee, a phase-out plan for coal-fired power generation was negotiated alongside claims of just transitions. Findings indicate that policy change was reached through consensual agreement but was reduced in ambition through path dependent discourse and expert-based information. The selection and evaluation of expert-based information was closely tied to expert members, while political debate on necessary assumptions as a basis for this information remained scarce. Lastly, insights from discourse and expert-based information can enrich the understanding of sustainability transformations and further research on the case could investigate the narrative subscriptions of stakeholders.

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Shimada, Sakura. « L'apprentissage intergénérationnel dans la dynamique sratégique de l'entreprise : comparaison France-Japon ». Thesis, Paris 9, 2014. http://www.theses.fr/2014PA090072.

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Notre thèse s’intéresse au rapport entre l’apprentissage intergénérationnel et la dynamique stratégique de l’entreprise, dans une démarche comparative franco-japonaise. La littérature sur les générations, sur l’apprentissage et les capacités dynamiques constitue notre cadre théorique. Dans une étude qualitative multi-cas réalisée en France et au Japon, quatorze cas d’apprentissage intergénérationnel sont analysés. Nos résultats indiquent que le rapport entre l’apprentissage intergénérationnel et la dynamique stratégique de l’entreprise varient entre les cas de continuité et les cas de changement, tandis que le contexte culturel influence la formation des générations et les pratiques d’apprentissage intergénérationnel. Nous montrons ainsi le rôle de l’organisation dans la formation des générations, les enjeux stratégiques de l’apprentissage intergénérationnel et l’encastrement culturel des pratiques managériales
This thesis is a comparative study of the relationships between intergenerational learning and the firm’s strategic dynamic, lead in France and Japan. The conceptual framework builds on the literature regarding generation, learning and dynamic capabilities. A qualitative multi-case study was conducted in France and Japan and fourteen cases of intergenerational learning were analyzed. The empirical results show that the relationships between intergenerational learning and the dynamic of the firm’s strategy vary between the state of stability and change. The cultural contexts influence the creation of the generations and intergenerational learning practices. These results highlight the role of organizations in the creation of generations, the strategic issue of intergenerational learning and give insights about the cultural embeddedness of managerial practices

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Bjerva, Johannes. « Genetic Algorithms in the Brill Tagger : Moving towards language independence ». Thesis, Stockholms universitet, Avdelningen för datorlingvistik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-90472.

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The viability of using rule-based systems for part-of-speech tagging was revitalised when a simple rule-based tagger was presented by Brill (1992). This tagger is based on an algorithm which automatically derives transformation rules from a corpus, using an error-driven approach. In addition to performing on par with state of the art stochastic systems for part-of-speech tagging, it has the advantage that the automatically derived rules can be presented in a human-readable format. In spite of its strengths, the Brill tagger is quite language dependent, and performs much better on languages similar to English than on languages with richer morphology. This issue is addressed in this paper through defining rule templates automatically with a search that is optimised using Genetic Algorithms. This allows the Brill GA-tagger to search a large search space for templates which in turn generate rules which are appropriate for various target languages, which has the added advantage of removing the need for researchers to define rule templates manually. The Brill GA-tagger performs significantly better (p<0.001) than the standard Brill tagger on all 9 target languages (Chinese, Japanese, Turkish, Slovene, Portuguese, English, Dutch, Swedish and Icelandic), with an error rate reduction of between 2% -- 15% for each language.
Da Brill (1992) presenterte sin enkle regelbaserte ordklasse-tagger ble det igjen aktuelt å bruke regelbaserte system for tagging av ordklasser. Taggerens grunnlag er en algoritme som automatisk lærer seg transformasjonsregler fra et korpus. I tillegg til at taggeren yter like bra som moderne stokastiske metoder for ordklasse-tagging har Brill-taggeren den fordelen at reglene den lærer seg kan presenteres i et format som lett kan oppfattes av mennesker. Til tross for sine styrker er Brill-taggeren relativt språkavhengig ettersom den fungerer mye bedre for språk som ligner engelsk enn språk med rikere morfologi. Denne oppgaven forsøker å løse dette problemet gjennom å definere regelmaler automatisk med et søk som er optimert med Genetiske Algoritmer. Dette lar Brill GA-taggeren søke gjennom et mye større område enn den ellers kunne ha gjort etter maler som i sin tur genererer regler som er tilpasset målspråket, hvilket også har fordelen at forskere ikke trenger å definere regelmaler manuelt. Brill GA-taggeren yter signifikant bedre (p<0.001) enn Brill-taggeren på alle 9 målspråk (Kinesisk, Japansk, Tyrkisk, Slovensk, Portugisisk, Engelsk, Nederlandsk, Svensk og Islandsk), med en feilprosent som er mellom 2% og 15% lavere i alle språk.
När Brill (1992) presenterade sin enkla regelbaserade ordklasstaggare blev det återigen aktuellt att använda regelbaserade system för taggning av ordklasser. Taggaren är baserad på en algoritm som automatiskt lär sig transformationsregler från en korpus. Bortsett från att taggaren fungerar lika bra som moderna stokastiska metoder för ordklasstaggning har den också fördelen att reglerna som den lär sig kan presenteras i ett format som lätt kan läsas av människor. Trots sina styrkor är Brill-taggeren relativt språkberoende i och med att den fungerar mycket bättre för språk som liknar engelska än för språk med rikare morfologi. Den här uppsatsen försöker att lösa detta problem genom att definiera regelmallar automatiskt med en sökning som är optimerad med Genetiska Algoritmer. Detta gör att Brill GA-taggaren kan söka genom ett mycket större område än den annars skulle ha kunnat göra efter mallar som i sin tur genererar regler som är anpassade för målspråket. Detta har också fördelen att forskare inte behöver definiera regelmallar manuellt. Brill GA-taggeren får signifikant bättre träffsäkerhet (p<0.001) än Brill-taggeren på alla 9 målspråken (Kinesiska, Japanska, Turkiska, Slovenska, Portugisiska, Engelska, Nederländska, Svenska och Isländska), med en felprocent som är mellan 2% och 15% lägre för alla språk.

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Crum, Melissa R. « Creating Inviting and Self-Affirming Learning Spaces : African American Women's Narratives of School and Lessons Learned from Homeschooling ». The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397824234.

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Salas, Maya. « Young Chicanx on the Move : Folklórico Dance Education as a Mechanism of Self-Assertion and Social Empowerment ». Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1042.

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In the context of Chicanx experiences in the United States, where varying generations of Chicanxs experience bicultural realities, this study shows how embodied knowledge performed through the body’s movements in folklórico dance by Chicanx youth from multiple generations, acts as a mechanism for reconnecting youth to cultural ties, reevaluating educational practices, and emplacing within youth, the ability to foster the confidence to express and create imagined futures. Data collection incorporated a series of interviews with eight Chicanx youth and adults who have either taught or danced folklórico in the Phoenix, Los Angeles, or Coachella Valley areas. Interview participants revealed a strong sense of cultural orgullo that acts as a bedrock for their cultural identity affirmation and reclamation. This orgullo and other cultural knowledges such as familismo and collective consciousness were emphasized through pedagogies of embodiment. Dancers described learning these cultural knowledges not just through the embodiment of physical dance steps but through the embodiment of social customs honored by their folklórico communities. Much of these social customs centered around fostering and maintaining relationships of genuine, holistic caring. These relationships were foundational for personal, mental, and emotional growth of dancers. Through these relationships, individual identities found the support to thrive within collective communities. Given the influx of educational pedagogies that attempt to depersonalize, depoliticize, and de-emotionalize the education through the implementation of tracking systems, standardized tests, and culturally inaccessible curriculums, these stories suggest alternate forms of learning that may account for students’ entire well-being. While this project is very much about reclaiming historical pasts, it is also about re-envisioning educational possibilities, discovering inner potentials and building collective communities that recognize and rejoice in those potentials. Through this study, a deeper understanding of the functions of movement and dance will strengthen platforms that push arts education and ethnic studies to greater educationalist agendas.

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Paul, Enni. « Skriftbruk som yrkeskunnande i gymnasial lärlingsutbildning : Vård- och omsorgselevers möte med det arbetsplatsförlagda lärandets skriftpraktiker ». Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145375.

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The aim of this dissertation is to describe and critically discuss the literacies apprentice-students in the Health and Social Care Programme in the upper secondary school in Sweden are given access to during the workplace-based learning part of the education. The study draws on sociocultural understandings of learning and knowing, and on perspectives developed in the field of new literacy studies of literacies as situated social practices. Ethnographically inspired methods consisting of participant observation, interviews and study of textual artefacts in both the work and school domain are used to generate data. Literacy events and literacy practices students are given the opportunity to participate in are explored as a part of tasks in the work or school domain. Additionally, the literacies students do not gain access in these workplaces but are crucial in health care and social work are explored. The results indicate that literacies in the work domain are to a large degree embedded in other work tasks. This contributes to making a large part of the reading and writing invisible for the students and their supervisors. Access to literacies at the workplace is not discussed between teachers and supervisors. A major finding is that students’ access to digital literacies in the work domain depends on the local culture of each workplace and on individual supervisor’s decisions, bringing questions of equality in the apprentice-education to the forefront. The digital literacies support central activities in the workplaces; not getting access to these practices raises questions about what kind of working life the apprentice-students are being prepared for. Thus the meaning given to the term employability, which is central in policy-documents for the apprentice education, seems to be enacted as preparing the students for a job in one position, rather than offering broad competences for advancement or changes in working life. School tasks can function in a compensatory way by introducing central texts in Health and Social care work for students, but writing these kinds of texts in the school domain are part of different literacy practices than when writing them in the work domain. Furthermore the schools have no possibilities to offer students access to the kinds of digital systems that are used in the work domain.

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Andersson, Klara. « Det är väl bara att dansa ? : en studie utifrån kön om mina upplevelser av att dansa Halling ». Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-603.

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This thesis is based on my own experiences of dancing Halling, a type of folk dance. Halling is commonly referred to as a male or masculine dance. This has been entangled in the problems I have had with the dance, as I have felt uncomfortable performing all the movements to their full extent. Therefore, I have researched my experiences of this dance through a practical study with a focus on specific movements that I have struggled with. Combining the findings of my practical study with theories about feminism, gender and masculinity has shown me that, while my problem is complex, it is nevertheless possible to structure into two parts of my own understanding. The first part concerns the movement that make up the dance. Through my research I was able to deal with some of the problems that I had with specific movements, and this led me to the conclusion that the movements of Halling in themselves do not have to be problematic in a gendered way. The second part concerns Halling within its context, and the way that its representation and the expectations surrounding it affect me and my dancing. The study has also shown me that being a pedagogical role model is a very complex situation where it is not only important for me to be aware of the choices I make but also the person I am in the teaching situation.

En video presenterades även i samband med examination av arbetet och innehas av författaren.

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Francesca, Bracci. « L'apprendimento informale nei contesti familiari. Identità, significati, saperi di genitori italiani e italoamericani ». Doctoral thesis, 2014. http://hdl.handle.net/2158/1206778.

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La tesi si pone all’interno di una cornice di senso propria dell’educazione degli adulti ed esplora i processi di apprendimento e di costruzione della conoscenza che accadono nei contesti familiari. È stato condotto uno studio comparativo su due campioni: uno composto da quarantatré genitori italiani che vivono a Milano, Italia, e l’altro da ventisette genitori italo-americani che vivono a New York City, Stati Uniti. La decisione di condurre uno studio comparativo è motivata dal tentativo di comprendere e confrontare come i genitori, con, al di là e attraverso i propri posizionamenti culturali, costruiscono conoscenze, configurazioni identitarie, traiettorie di partecipazione, e forme di appartenenza alle famiglie di cui fanno parte. L’indagine prevede un secondo segmento che presenta l’applicazione di un approccio educativo diretto a sostenere gruppi di genitori nell’assunzione di azioni trasformative.

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Page, Susan. « Beyond Black and White : Transformative Learning and Educator Practice in Australian Indigenous Studies ». Phd thesis, 2022. http://hdl.handle.net/1885/278795.

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The need for non-Indigenous Australians to be more cognisant of the entangled histories of Indigenous and non-Indigenous Australians, has reverberated through a range of recent reviews of Australian higher education and policy documents which recommend better understanding of Indigenous Australia grounded in tertiary curricula. This policy emphasis has led to a national commitment to curricular which prepares university graduates to practise more effectively when working with or for Indigenous Australians. Consequently, university graduates will need to think beyond the simple binaries of black and white, which too often impede understanding and practise, to develop deeper understandings of our nation's complex colonial legacy. Given the turbulent history of Aboriginal-settler relations it is inevitable that some learners will come to their study with pre-existing prejudices, and misconceptions. Such learners can find the Australian Indigenous Studies curriculum challenging, as courses of study present perspectives that do not accord with their existing views. Such learners can be labelled by educators as racist or prejudiced. However, Australian Indigenous Studies educators also suggest that learners can experience significant shifts in their thinking, or transformations, during a period of formal Indigenous Studies learning. This qualitative study uses the threshold concepts framework as a theoretical guide to explore such transformation processes, for learners. Threshold concepts are key ideas, not always explicitly taught, which foster a learners ability to think like a discipline expert. Critically, a threshold concept frequently involves troublesome knowledge, conceptualised as occurring in a liminal space in which learners might grapple with a particular disciplinary idea, oscillating between understanding and confusion, before fully attaining the required knowledge. Data collected for the study includes interviews with Indigenous and non-Indigenous learners enrolled in Indigenous Studies subjects, from three university sites, Indigenous academics teaching Australian Indigenous Studies, and a group of Aboriginal Elders and Knowledge holders. Focusing on the threshold concepts notion of liminality as a rite of passage, I outline a process of transformation whereby the study learners separate from the familiarity of their home disciplines to enter the often culturally dissonant Indigenous Studies classroom space. For some students this causes a disorientation which can be challenging but also leads to significant shifts in thinking. Learners in this study experience transformative reorientations not just in the way they understand their discipline but also in how they see the world and behave in their lives. The student accounts of their learning experiences are compelling, explicitly addressing issues such as resistance and racism. For the educators interviewed for this research, teaching practise was motivated by a desire to see students contribute to enhanced Indigenous community outcomes through their graduate professional practice. The Elders group illuminate a critical juncture between learning and teaching which coalesces through the notion of truth, and the telling of Indigenous stories. I argue that labelling of students as racist or resistant early in their Indigenous Studies learning is counterproductive, reflecting neither the complexity of an individual's experiences nor the potential for transformed shifts in thinking. Instead, I propose a wholistic model for understanding these student transformative learning experiences which can inform teaching practice and the preparation of teachers for practise. Returning to the threshold concepts framework I suggest that colonial violence is a threshold concept in Indigenous Studies, opening the gateway for deeper engagement with key disciplinary concepts.

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Hennessy, Bianca. « The Possibilities of Decolonial Pacific Studies : Learning from an Oceanic Genealogy of Transformative Academic Practice ». Phd thesis, 2021. http://hdl.handle.net/1885/250467.

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This thesis is about the academic community of Pacific studies. In it, I ask how scholars in this community seek to enact a decolonial agenda within and beyond universities. My research demonstrates the ways that the Pacific studies community attempts to reveal coloniality and the various marginalisations faced by Pacific Islander communities and scholars, and how they practice academia differently to transform the ways we know, learn and relate. Pacific studies has a genealogy of transformative and activist academic practice which sees it necessary to work with plural epistemologies, ground teaching and research in place, community and indigeneity, transform relationships among students and staff towards rebalanced power dynamics and inclusivity, and resist the ways that academia tends to claim authoritative mastery of knowledge about people in the Pacific. I explore strategies used to achieve such visions, discuss the complicated claims of decoloniality that Pacific studies can make, and caution regarding the very real cost of this kind of work on scholars' lives. I establish the Pacific studies canon as a representation of genealogical kinship informed by real human connection, discuss the possibilities of trans-indigenous academic work, and consider the aspects of race and identity that make a politicised and affective academic practice both difficult and necessary. With respect to Pacific studies' decolonial agenda, I demonstrate that the specific experience of indigeneity that is both rooted in Pacific island belonging and also experienced in diaspora, in mobility, and in connection to the ocean or region means that Pacific studies requires particular ways of expressing and enacting politics of sovereignty and colonial resistance. I argue that this is done by Pacific Islander scholars without dampening the political urgency of decolonial claims. In conclusion, I consider the possibilities of Pacific studies: what can be achieved by a community bound by kinship and underpinned by a decolonial political agenda? I argue that Pacific studies offers tools for people working across critical humanities to reckon with and dismantle coloniality, opening up space for us to rethink the purpose, methods and impacts of academic work. Against neocolonial managerialism in the Pacific and looming climatic catastrophe, I argue that Pacific studies is a powerful example of the transformative possibilities of academic work.

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Todesco, Tara. « Integrative and transformative learning practices : engaging the whole person in educating for sustainability ». Thesis, 2012. http://hdl.handle.net/1828/4367.

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This thesis examines the tenets and approaches of integrative learning for sustainability, and critiques the adequacy and effectiveness of conventional, higher education practices in preparing students for what is an increasingly uncertain future. At the centre of this inquiry is the study of a fourth year, undergraduate field course from the School of Environmental Studies at the University of Victoria that took an integrative, whole-person approach to sustainability in light of integral systems theory. The course provided students with an experiential and integrative learning approach to the study of sustainability that sought to engage the multiple intelligences of students, issuing from their intellectual, physical, social, and spiritual dimensions. To support this process, the course aimed at meeting the needs associated with these facets through diverse learning experiences that included contemplative exercises, the development of a learning community, a critical examination of course readings and experience in service learning activities. The evaluative research of the course’s impacts examined the learning experiences from the students’ perspective to identify which experiences and approaches were most meaningful. The enquiry also investigated which, if any, of these experiences led to enduring personal transformation and/or community action. The methodology undertaken involved a phenomenological examination of two small group interviews with six of the participating students, as well as an analysis of the six students’ written reflection assignments. The results of this research show the effectiveness and impact of some of the distinctive approaches of the course, namely the powerful effects of experiential learning, community based learning and the provision of time and space for personal and group reflection. These activities supported students in broadening and changing their view of themselves, their sense community, as well as provided opportunities for students to engage in sustainable practices.
Graduate

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Moore, Brett. « Situated Learning in a School–University Partnership : Integrating Partnership-Based Teacher Education With School-Based Educational Change ». Thesis, 2021. https://vuir.vu.edu.au/42970/.

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The author investigates how a school–university partnership involving pre-service teachers (PSTs), mentors, teacher educators and students impacts the learning and engagement of participant stakeholders. The examination considers the purpose of an educational partnership in the context of a school’s transformation and improvement. The study is premised on an assumption that an effective partnership between a school and university in site-based teacher education, has the potential to improve the learning of students; enhance the quality of the practicum experience for PSTs; and promote opportunities in professional learning and growth for practising teachers, school leaders and teacher educators. The partnership raises questions about what learning looks like in a contemporary school setting; by enhancing a culture of continuous learning and new knowledge, through sustained collaboration, practitioner research and inquiry, innovation, and change. The author demonstrates that a school–university partnership can enable all stakeholders who participate to learn: primarily, the students through the developing contributions of PSTs; the PSTs as they work in authentically demanding practice; school leaders and teacher educators as they work together to achieve common goals; and the teachers, whose professional understandings and practices are developed through taking on the primary responsibility of mentoring the PSTs. The research draws on Jean Lave and Etienne Wenger’s (1991) theory of situated learning and Etienne Wenger’s (1998) theory of communities of practice. The study acknowledges the social nature of schools and a view of knowledge being socially generated through participant engagement in communities of practice. An exploration of the social and situated dimensions of learning offers insights into those elements of partnership-based teacher education that enhance PST professional knowledge, practice, and agency through ongoing contact with students and their learning. The selection of a case study methodology is a means through which to explore situated learning within communities of practice. This methodology provides an exploration of the way in which the culture, structures, and processes within the school–university partnership facilitated professional agency—creating the conditions for effective teaching and learning. The research uses quantitative and qualitative methods of data collection and analysis to obtain a rich spectrum of views. The case study methodology combining quantitative and qualitative data collection and analysis allows concepts to be wholly explored, ensuring all aspects of the phenomenon (school–university partnership) are reflected on and understood. The research explores the potential for a school–university partnership to create an alternative discourse and pathway to raise school and student outcomes. The study reveals how a school–university partnership can produce adaptive and discursive practices, countering the normalising influence of a system regime’s focus on compliance, performance, and accountability. This study explores how a partnership with a university provides the school with a vehicle to create a unique school culture, catering for local challenges within Departmental accountabilities.

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Wu, Yi-Ju, et 吳奕儒. « The Learning and Practice of Junior High School Teachers within Life Education in Bliss & ; ; Wisdom Cultural Foundation - Based on Transformative Learning Theory ». Thesis, 2013. http://ndltd.ncl.edu.tw/handle/20229173567472190030.

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碩士
國立雲林科技大學
技術及職業教育研究所碩士班
101
Teachers in Taiwan today are facing enormous challenges. In addition to facing the reforms of educational system and curriculum, they need to deal with all the shocks coming with the changes in circumstances, assessment and teaching methods, and the ever-increasing responsibility. On the mental adaptation during role transformation, teachers must keep learning, growing and trying their best to break through all. Most teachers feel much depressed and helpless, but a group of teachers get out of the predicaments and into a different life pattern by learning in Bliss &; Wisdom Cultural Foundation. The purpose of this study is to realize the journey of the cases’ transformative learning in Bliss &; Wisdom Cultural Foundation. Through the learning, the cases rethink and reconstruct the meaning and value of life. Positive sense of the meaning in life lets the cases know what to do and be active in practice. Wish the result could give teachers inspiration and help them find the power of transformation. The approach for this research is based on semi-structured in-depth interviews to collect the information about the processes of the five cases teachers’ transformative learning. According to the results of the discussion, We can summarize the conclusions： 1. The cases’ "dilemma or frustration" in life touches off the transformative learning; "moving" and "the life guide’s spiritual inspiration " are the prime agent causing the transformative learning. 2. The process of transformation is circulating, repeating, slow and progressive. 3. The learning mode and atmosphere in Bliss &; Wisdom Cultural Foundation offer the strength to support the transformation. 4. The concepts of infinite life, cause and effect, benefiting others, and the learning of altruism, observing merits and appreciating kindness (OMAK) and caring education make cases rethink the meanings of life and education and reconstruct their meaning perspectives; praying for blessings brings greater inner stability and strength. 5. The abilities of self-awareness, critical introspection and self-adaptation are the key factors of transformative learning. 6. Since confirming the meaning and direction of own lives, the cases become those who can open up their own lives through practicing diligently. 7. By practicing diligently, the cases become the power and hope of transforming the society.

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Wallace, Heather D. « Authentic Learning in the Kitchen and Garden : Synthesising planning, practice and pedagogy ». Thesis, 2014. https://vuir.vu.edu.au/25923/.

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This study identifies and articulates the interrelationships between six key components essential for authentic learning to maximise the student-centred learning opportunities in kitchen and garden-based learning projects. Interpretative case study methodology using multiple qualitative methods for data analysis were used to direct three layers of inquiry around kitchen and garden-based learning: the context, content and characteristics of kitchen and the garden-based learning, the student learning, and the teachers’ work. Review of the literature indicated significant gaps in understanding how teachers can foster children’s interest in nature, and plan for effective authentic learning experiences in the garden. Through analysis of the literature, together with the perspectives of the Grades 4, 5 and 6 children, and their teachers, key components for authentic, contextualised learning were identified. These included: a real-world context, the opportunity for working as professionals, within a collaborative learning community, work requiring higher-order thinking, ownership of learning and authentic integrated assessment. Teachers’ pedagogy and practices are often hidden but were nevertheless significant factors affecting student outcomes. Teachers made the learning experiences more meaningful by ensuring student reflection was embedded in learning tasks. Planning and providing arenas or “safe platforms” for discursive reflection was an essential step in transforming tacit understandings to explicit knowledge enabling children to connect their personal experiences with the experiences of others. From this discourse deeper understanding of ecoliteracy emerged with one cohort, and understandings about the intricacies of collaborative teamwork with another. The focus group discussions about common experiential learning experiences had wider implications for teaching; they were a key step in making the children’s tacit understandings explicit. Examination of the staff and students’ immersive experiences within a kitchen garden learning environment, led to the development of a model of learning that provides educators with a comprehensive approach to scaffold authentic learning opportunities.

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« Centering and Transforming Relationships with Indigenous Peoples : A Framework for Settler Responsibility and Accountability ». Master's thesis, 2020. http://hdl.handle.net/2286/R.I.63013.

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abstract: What are possibilities for transforming the structural relationship between Indigenous peoples and settlers? Research conversations among a set of project partners (Indigenous and settler pairs)—who reside in the Phoenix metro area, Arizona or on O’ahu, Hawai’i—addressed what good relationships look like and how to move the structural relationship towards those characteristics. Participants agreed that developing shared understandings is foundational to transforming the structural relationship between Indigenous peoples and settlers; that Indigenous values systems should guide a process of transforming relationships; and that settlers must consider their position in relation to Indigenous peoples because position informs responsibility. The proposed framework for settler responsibility is based on the research design and findings, and addresses structural and individual level transformation. The framework suggests that structural-level settler responsibility entails helping to transform the structural relationship and that the settler role involves a settler transformation process parallel to Indigenous resurgence. On an individual level, personal relationships determine appropriate responsibilities, and the framework includes a suggested process between Indigenous persons and settlers for uncovering what these responsibilities are. The study included a trial of the suggested process, which includes four methods: (1) developing shared understandings of terms/concepts through discussion, (2) gathering stories about who participants are in relationship to each other, (3) examining existing daily practices that gesture to a different structural relationship, and (4) using creative processes to imagine structural relationships in a shared world beyond settler colonialism. These methods explore what possibilities unfold when settlers center their relationship with Indigenous peoples.
Dissertation/Thesis
Masters Thesis Social and Cultural Pedagogy 2020

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Belle-Isle, Lynne. « At the table with people who use drugs : transforming power inequities ». Thesis, 2016. http://hdl.handle.net/1828/7199.

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Background: People who use illegal drugs are disproportionately affected by HIV and hepatitis C, stigmatization and social exclusion. Health inequities are worsened by drug policy of criminalization, which thwarts health promotion efforts and hinders access to services. To address these inequities, people who use drugs are increasingly included in decisions that affect them by sitting on policy, service delivery and research committees. This study addressed a gap in understanding how power inequities are transformed in committees where people who use drugs are at the table. Methods: In partnership with the Drug Users Advocacy League and the Society of Living Illicit Drugs Users, this participatory critical emancipatory inquiry explored power relations in four committees in Ontario and BC. Data were collected in 2013 through meeting observations, interviews, demographics surveys and document reviews. Data analysis was guided by theoretical frameworks grounded in critical theory and transformative learning theory. Results: Findings confirmed striking socioeconomic inequities between people who use drugs and others at the table. Inconsistent measures were taken by committees to alleviate barriers to inclusion. Despite openness to inclusion, committee members tended to underestimate people who use drugs. The presence of local organizations of people who use drugs ensured a more democratic selection of their representatives to sit on committees. Once at the table, creating a safe space entailed building trust, authentic relationships, relational and reflective dialogue, and skilled facilitation. Democratic practices of negotiated relationships and consensus-based decision-making enhanced meaningful inclusion. A structural environment in which drug policy criminalizes people who use illegal drugs hindered capacity to transform power inequities by feeding stigma, which worsens health and social inequities. Committees were committed to inclusion of people who use drugs though capacity to do so varied due to budgetary and human resources constraints. Study limitations, practice implications and future research directions are offered.
Graduate
0700
0680
lynnebel@uvic.ca

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Mutanga, Patrick. « The use of mobile communication technology in professional identity development : a case of using whatsapp messenger to teach inquiry-based pedagogy to university chemistry teachers ». Thesis, 2020. http://hdl.handle.net/10500/27295.

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This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy.
Curriculum and Instructional Studies

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VRZALOVÁ, Monika. « Role sestry ve screeningu deprese u seniorů ». Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-260905.

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The diploma thesis deals with problems of depression in older people. Mainly the work is focused on identifying and analyzing the role of nurses in screening for depression in older people in primary care, acute care, long-term care and home care. This thesis was focused on theoretical direction and was used the method of design and demonstration. In this thesis was set one main goals with five research questions. The main goal was to identify and analyze the role of nurses in screening for depression in the elderly. RQ 1: What is the role of the nurse in screening for depression in the elderly? RQ 2: What is the role of the nurse in the primary care in screening for depression in the elderly? RQ 3: What is the role of the nurse in screening for depression in hospitalized patients in acute care? RQ 4: What is the role of the nurse in screening for depression in seniors in long-term and home care? RQ 5: What rating scales and methods are used in screening for depression in the elderly? The thesis introduce the concept of depression. The following are specified the causes of and the important factors that affect depression in the elderly. It also deals the differences in the clinical symptomatology of depression in old age. It explains possibilities and various barriers in the diagnosis of depression. Another chapter introduces complete geriatric examination, diagnostic classification systems, possible screening methods and scales for detection of depression in the elderly population. It also deals methods of pharmacological and non-pharmacological treatment and its possible complications associated with older age. By reason of increased suicide rate caused by depressive disorder the issue of suicidal behavior in the elderly is introduced. The next chapter deals with the nursing process, which is used by nurses in practice. It consists of the evaluation of the patient's health condition, making nursing diagnosis, creating nursing plan and subsequent implementation and evaluation. The nursing process is also needy for providing quality care. The nursing process in the stage of nursing diagnosis, introduces possible nursing diagnosis for a patient suffering from depression, which are based on the latest classification. Finally is described the role of nurses in screening for depression in the elderly in different health facilities and their contribution to the timely evaluation of depression in the elderly. This chapter introduces the role of nurses, nursing screening and collaboration with a physician. The role of nurses in screening for depression in different medical facilities is based on the first phase of the nursing process of assessment. On the basis of objective and subjective information, the nurse will assess the overall health and mental condition of the patient. Primarily, it was investigated what is the role of the nurse in screening for depression. On the basis of content analysis and synthesis it was necessary to used and processed domestic and foreign literature. A number of relevant sources are the results of various studies and Meta-analyzes, mostly from abroad, but also from the Czech Republic. The thesis can serve as a basis for nurses. The result of this thesis is to create e-learning material available for students in the Faculty of Health and Social Sciences of South Bohemia in Ceske Budejovice in the tutorial called Moodle.

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Thèses sur le sujet « Practice-based studies, transformative learning »

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