Rozprawy doktorskie na temat „Health education teachers – Training of”

This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems.

In this qualitative study, I explored the lived experiences of eight early childhood educators implementing a play-based teacher professional development intervention, child teacher relationship training (CTRT), in an affluent Christian based preschool. Through the building of relationships, CTRT provided the teachers a person-centered approach to develop skills to establish relationships and to attend to the intentional emotional and relational development of young children. The research questions addressed the impact on teachers with children exhibiting challenging behaviors utilizing CTRT experienced before, during, and after the implementation of the play-based consultation intervention. Thematic analysis of the pre-intervention interviews, observation journals, reflexive journal, and post-intervention interviews revealed two clusters and seven distinct themes. The first cluster described the learning experiences of teachers while implementing CTRT with four identified themes: (a) changes in their views about children; (b) changes in their views about their personal abilities and performance; (c) a deeper understanding of theory (Reggio Emilia and CTRT); and (d) teacher skill development. The second cluster concerned the impact of CTRT before, during, and after the implementation of CTRT with three identified themes: (a) relationships; (b) support systems; and (c) the transfer of CTRT skills outside the classroom. The emerging themes indicated that the participants found CTRT to be a useful intervention for skill development to address challenging behaviors in young children, increased the teachers' abilities to manage classrooms, and professional and personal growth.

The project examines the effects of gender and academic achievement on motivation for teaching in physical education. A total of 57 (Female = 33; Male = 24) preservice teachers, randomly selected from a Physical Education Teacher Education (PETE) program in southern California participated in the study. Participants completed a Teacher Motivation for Teaching questionnaire (TMT-PE) and a demographic questionnaire. Results indicate that both male and female preservice teachers tend to be motivated for teaching by perceived feedback from other teachers, principals, and supervisors. Female teachers were more likely to be motivated by perceived feedback than male teachers.

Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.

This thesis investigates the awareness of Initial Teacher Training (ITT) students and teachers around the topic of mental health and how mental health issues can impact on teaching and learning. The initial spark that led, ultimately to this study was a critical incident from many years ago in my time as a curriculum manager when a young, newly qualified member of staff accused me of putting her in danger because one of the learners in her class had mental health issues. She was truly frightened and it made me reflect on the need for awareness-raising which was specifically targeted to staff in education. It was not necessary for her to know the name of the condition which this learner presented with or his medication regime and his support for living arrangements. It was however necessary to know what behaviour might be manifest in class, how to manage it and how his learning could be best supported to give him equality of opportunity to access the curriculum. It was also necessary to challenge the stereotypes, myths and misconceptions around mental health issues with this teacher to ensure that she felt confident and aware, rather than frightened. One of the unique approaches in this thesis is my proposal that awareness for teachers needs to exist in three separate but complimentary strands. This overview has been developed from practice in: 1. noting the increasing range of conditions and diagnosis of younger children with mental health issues 2. having been challenged myself at a conference about mental health to consider the effect of the actual processes of my practice on my own mental health and that of my learners 3. seeing student teachers worry over their own mental health during and post qualifying. Chapter 2 is presented in three sections so that these three separate facets of the literature can be evaluated: i) Sources which consider the statistical evidence surrounding the mental health needs of children and young people. ii) Literature around mental health promotion and management in schools and iii) Literature around the stressful nature of teaching as a profession and the need for staff to be aware of their own wellbeing and to develop coping strategies. A concluding section considers the stigma surrounding mental health issues. Chapter 3 discusses and justifies the methodology of the study including: the philosophical underpinning of the piece; discussion of the definitions of research applied to the study and the demographics of the sample utilised, my positionality, ethical considerations , data collection and analysis. Chapter 4 contains the findings from the three phases of research which include initial questionnaires, staff interviews and student model making focus groups. Each section is evaluated and considered in Chapter 5 before any conclusions and recommendations are reported in Chapter 6. The study reported in this thesis stands apart from other research that considers mental health awareness for teachers as my study is focused on the voices of both students and staff and from those engaged in primary, secondary and FE teacher training. It asks whether targeted and specific awareness- raising based on the needs of teachers is required and postulates three separate arguments for awareness of mental health issues.

All early childhood educators who work with children between birth and six years of age are likely to encounter young children who experience behavioral and mental health challenges throughout their careers. Research demonstrates that educators can play a vital role in children's mental health and behavioral development. However, often early childhood educators do not believe they have the knowledge or tools to accurately identify and successfully handle the unique challenges that arise when working with children with behavioral and mental health issues. Using an Anti-Oppressive Framework, this research study explores, through a qualitative case study design, how students in an in-service teacher education program experience children with mental health and behavioral issues in their classrooms. The following research question was used to guide this study: how do students in an in-service early childhood teacher education program think about, emotionally react to, and engage with children who express mental health issues and challenging behaviors in their classrooms? This paper begins by discussing the prevalence and needs of children with mental health and behavioral issues in early childhood environments. It then synthesizes the relevant literature related to the phenomenon. Next, it describes and defends a study that offered opportunities for students in an in-service teacher education program to consider their beliefs, emotions, and actions concerning inclusive education. From the research findings, implications for practice are revealed, offering ideas to support teacher education programs in better preparing their students to work with all young learners. Lastly, ideas for future research are elucidated.

University students are known to have a high prevalence of body dissatisfaction, dieting and disordered eating and exercise behaviours. Those enrolled in food and exercise related degree areas have been found to be particularly vulnerable. Part 1 of this study compared the body image, body dissatisfaction, dieting, disordered eating and exercise behaviours of first year male and female trainee physical education [PE; N = 295] teachers and undergraduates enrolled in non food and exercise related degree areas [Non PE; N = 207]. Male and female PE participants had a lower body image and higher body dissatisfaction and were significantly more likely to be dieting and engaging in disordered eating behaviours than Non PE participants. These findings provide empirical evidence of anecdotal suspicions that trainee physical education teachers are susceptible to body image problems and eating disorders; and create a demand for for intervention programs to improve the body image, body dissatisfaction, dieting and disordered eating and exercise behaviours of this population. Part 2 of this study involved the development of a dissonance and self esteem based (Intervention 1) and a dissonance, and media literacy based intervention that built self esteem and used computer technologies (Intervention 2) to be implemented into trainee physical education teachers’ [N= 170] undergraduate training. Both interventions were successful in improving the body image, and disordered eating behaviours of trainee PE teachers compared to a control group; which suggests that the inclusion of intervention programs in trainee teacher’s undergraduate training is both feasible and effective. Further research should investigate the effects of intervention programs to improve body image and eating behaviours among trainee physical education teachers; and male university students. The development of standardised measures and approaches toward the improvement of body image, body dissatisfaction and disordered eating and exercise behaviours that are specifically designed for males is also encouraged.

Doctor of Philosophy (PhD)
University students are known to have a high prevalence of body dissatisfaction, dieting and disordered eating and exercise behaviours. Those enrolled in food and exercise related degree areas have been found to be particularly vulnerable. Part 1 of this study compared the body image, body dissatisfaction, dieting, disordered eating and exercise behaviours of first year male and female trainee physical education [PE; N = 295] teachers and undergraduates enrolled in non food and exercise related degree areas [Non PE; N = 207]. Male and female PE participants had a lower body image and higher body dissatisfaction and were significantly more likely to be dieting and engaging in disordered eating behaviours than Non PE participants. These findings provide empirical evidence of anecdotal suspicions that trainee physical education teachers are susceptible to body image problems and eating disorders; and create a demand for for intervention programs to improve the body image, body dissatisfaction, dieting and disordered eating and exercise behaviours of this population. Part 2 of this study involved the development of a dissonance and self esteem based (Intervention 1) and a dissonance, and media literacy based intervention that built self esteem and used computer technologies (Intervention 2) to be implemented into trainee physical education teachers’ [N= 170] undergraduate training. Both interventions were successful in improving the body image, and disordered eating behaviours of trainee PE teachers compared to a control group; which suggests that the inclusion of intervention programs in trainee teacher’s undergraduate training is both feasible and effective. Further research should investigate the effects of intervention programs to improve body image and eating behaviours among trainee physical education teachers; and male university students. The development of standardised measures and approaches toward the improvement of body image, body dissatisfaction and disordered eating and exercise behaviours that are specifically designed for males is also encouraged.

Nursing shortage in the United States has led to difficulties in the orientation of new nurses in critical care units. Preceptors are experienced nurses who possess the necessary skills in the care of patients with complex problems but do not necessarily posses the required teaching skills.

New graduate nurses are hired to bridge the gap in staffing shortage and look upon preceptors as role models and mentors. When preceptors assume the role of teacher and mentor they need to demonstrate the necessary characteristics for effectively imparting knowledge and skills to new nurses. A preceptor training program is designed by some hospitals as a strategy to provide preceptors with the necessary guidance in the supervision of nurse orientees. Other hospitals do not provide preceptor training and depend solely on the clinical expertise of preceptors utilizing them as teachers and mentors. This study investigated the impact of preceptor training on the effectiveness of preceptors based on the core characteristics of effective teachers: teaching ability; nursing competence; evaluation; teacher personality; and interpersonal relationship.

Survey questionnaire developed by Knox and Mogan (1985) describing the core characteristics of effective teachers was used in the study. Sample participants were preceptors and orientees in critical care areas in four hospitals in New York. A quasi-experimental design was used in the study and data analyzed through correlation and multiple regression.

Keywords: preceptors. orientees, preceptor program, critical care

Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: A. Background - Registrars play a significant role as teachers for undergraduate medical students and junior doctors in the clinical setting. (Jack et al. 2010; Busari & Scherpbier 2004). Many however teach ineffectively as registrars are rarely taught how to teach (Morrison et al. 2002, Busari et al. 2002; Thomas et al. 2002). This has prompted a number of universities to implement “Registrar-as-Teacher” training programs as part of faculty development (FD) initiatives (Leslie et al. 2014; Post et al. 2009, Hill et al. 2009). Although available evidence has demonstrated a positive impact of these programs on the teaching performance of registrars, large differences exist in the interventions, curricula content and participant characteristics. Few studies identified a conceptual framework that informed the design. Most studies focused on a quantitative approach to evaluate outcome; ignoring contextual factors that may shape the successful implementation of new knowledge and skills gained. At Tygerberg Hospital, education is a key performance area of registrar’s staff performance management agreement but no formal training program for registrars as teachers exists. The Centre for Health Professions Education at Stellenbosch University thus piloted a half-day workshop for newly appointed registrars from various disciplines with the aim to develop the clinical supervision skills of registrars as clinical educators. B. Research Design and Methodology - The overall aim of this study was to evaluate the outcome of a pilot “Registrar-as-Teacher” workshop at the University of Stellenbosch. The specific objectives included: - To evaluate registrar perceived relevance of workshop content - To evaluate registrar self-evaluation of teaching practices - To identify factors affecting the teaching practices of registrars - To observe and evaluate registrar teaching practices in the clinical setting - To increase the “Registrar-as-Teacher” workshop effectiveness A two-phased mixed method design was used, using semi-structured interviews and observation of registrars. Phase one comprised of semi-structured interviews to elicit both numerical and text-based data. Phase two included observer ratings to further explore the application of knowledge, skills and attitudes gained. The “Registrar-as-Teacher” program content was informed by the teaching roles described by Harden and Crosby (2000). As educational strategy, Knowles’ adult learning theory (1980) was applied. The study was conducted at Tygerberg Hospital, a Stellenbosch University Faculty of Health Sciences affiliated teaching hospital in Cape Town, South Africa. The study population included newly appointed registrars (year 1 and 2) from the Departments of Internal Medicine, Paediatrics, Obstetrics and Gynaecology, Surgery, and Orthopaedics. An inductive approach was used to analyze the qualitative data. Demographic, registrar self- evaluations and workshop evaluation data was analyzed using descriptive statistics. This study was approved by the Health Research Ethics Committee of Stellenbosch University (protocol number S13/10/177). C. Results - Seven of the fifteen registrars attending the pilot workshop agreed to take part in phase 1 of the study; five from the Department of Paediatrics and Child Health, and one from Surgery and Obstetrics & Gynaecology respectively. Five agreed to take part in phase 2 of the study; all from the Department of Paediatrics and Child Health. Participants reported satisfaction with the program and experienced the workshop as a positive learning experience (Kirkpatrick level 1). Participants self-reported positive changes in attitudes, including motivation, self-confidence, enthusiasm, and conceptions of teaching. Knowledge and skills were gained, as self-reported and observed. Individual benefits such as increased self-awareness of teaching ability and increased awareness of student needs were reported (Kirkpatrick level 2). Participants self-reported behavior changes in their teaching practices. Participants, bar one, demonstrated appropriate educational practices and teaching skills (Kirkpatrick level 3). Participants in our study reported their expanded conceptions of the roles of a teacher as one of the most useful aspects of the workshop. Role modelling was singled out as the most useful session. Participants generally had a positive view on their contribution to student learning. They saw it as a formative influence on how students view the profession and discipline. Unique aspects of registrar teaching were highlighted as being more informal in nature, more practice orientated; and working in a closer relationship with students; thus complementary to the consultant teaching role. Participants recognized that they are still developing their clinical teaching skills. Most participants rely on observed teaching methods or borrow from their own experiences as students. Participants based their self-assessment of being a good teacher on their personal views that mirrored their conceptions of a good teacher; seldom asking for or receiving feedback on their teaching skills to shape their own learning or performance as clinical teachers. Most participants in our study asked for regular or follow up training where they could reflect on their development and also receive feedback on progress made. Few participants felt comfortable to give feedback to students or to use the ‘one-minute preceptor’ compared to other aspects of clinical teaching. Our FD program’s session on teaching in the clinical setting and the ‘one-minute preceptor’ thus worked less well. This speaks to how to increase the effectiveness of future workshops. Even though all participants enjoyed teaching students, reported barriers to effective teaching were many. Participants often felt frustrated and overwhelmed by their teaching task. Limited time with competing responsibilities such as huge service demands and administrative duties impacted negatively on participants’ ability to teach students. Participants mostly felt unsupported and undervalued as teachers by their various departments, with little guidance on the expected student teaching content, process or learning outcomes. Although the expectation to teach is clearly communicated by the various departments, there is no training, supervision structure, formative feedback, or appreciation of their teaching performance. This lack of orientation and communication was further highlighted by participants pointing to the explanation of the MBChB undergraduate curriculum structure as the second most useful component of the course after role modelling. D. Conclusion and Recommendations - Our study confirmed the important role of registrars as teachers in the clinical setting. Apart from sharing theoretical and on-the-job knowledge, registrars teach practical skills and act as role models for the profession. Participants perceived the pilot “Registrar-as-Teacher” workshop content as relevant and the workshop shaped their teaching conceptions and practices. But workplace barriers like limited time with competing responsibilities impacted negatively on participants’ ability to teach students. A reported lack of guidance and support from the respective departments further undermined their ability to develop as clinical teachers. Future “Registrar-as-Teacher” FD initiatives at Stellenbosch University should thus provide registrars with optimal approaches and best teaching practices for busy clinical settings; enabling them to merge teaching with work. Strengthening FD requires the adoption of a broader conceptual framework that does not just focus on the individual participant, but link FD to the development of the department or institution as a whole (Swanwick & McKimm 2012). Workplace communities that include departmental faculty members should be involved in FD programs; allowing for ongoing learning and professional development of registrars as clinical teachers (O’Sullivan & Irby 2011; Steinert et al. 2010; Webster-Wright 2009; Hunter et al. 2008; Thorndyke et al. 2006). This requires a longitudinal strategy. Our “Registrar-as-Teacher” FD program should thus move away from the one-time workshop and instead create multiple learning events with opportunities for application and reflection.
AFRIKAANSE OPSOMMING: A. Agtergrond - Kliniese Asssistente (KAs) speel ‘n belangrike rol as onderwysers vir voorgraadse studente en junior dokters in die kliniese omgewing (Jack et al. 2010; Busari & Scherpbier 2004). Baie gebruik egter oneffektiewe onderrigmetodes omdat hulle selde opleiding ontvang oor onderrig (Morrison et al. 2002, Busari et al. 2002; Thomas et al. 2002). Verskeie universiteite het die probleem aangespreek deur “KA-as-Onderwyser” opleidingsprogramme as deel van hul Fakulteitsontwikkelings inisiatiewe te loots (Leslie et al. 2014; Post et al. 2009, Hill et al. 2009). Alhoewel beskikbare bewyse dui op ‘n positiewe impak van die programme op die onderrig prestasies van Kliniese Assistente, kom groot verskille voor in die intervensies, kurrikulum inhoud en deelnemer eienskappe. Min studies het sover ‘n konseptuele raamwerk geidentifiseer wat die studie ontwerp belig. Meeste studies fokus ook op slegs ‘n kwantitatiewe benadering as evalueringsuitkoms; en ignoreer die kontekstuele faktore wat die suksesvolle implementering van nuwe kennis en vaardighede mag beinvloed. By Tygerberg Hospitaal is onderrig ‘n sleutel prestasie area vir Kliniese Assistente se personeel prestasie bestuur ooreenkoms, maar geen formele opleidingsprogram vir KAs bestaan nie. Die Sentrum vir Gesondheidsberoepe Onderwys by Stellenbosch Universiteit het dus ‘n halfdag werkswinkel geloots vir nuutaangestelde KAs van verskeie departemente met die doel om hul kliniese supervisie vaardighede te ontwikkel. B. Navorsingontwerp en Metodiek - Die oorkoepelende doel van die studie was om die uitkoms van die nuwe “KA-as-Onderwyser” werkswinkel by die Universiteit van Stellenbosch te evalueer. Die spesifieke doelwitte het ingesluit: - Om die KAs se relevansie van die werkswinkel inhoud te evalueer - Om KAs se self-evaluasie van hul onderrigpraktyke te evalueer - Om faktore te identifiseer wat onderrigpraktyke van KAs beinvloed - Om KAs se onderrigpraktyke in die kliniese omgewing te observeer en te evalueer - Om die effektiwiteit van die “KA-as-Onderwyser” werkswinkel te verbeter. ‘n Twee-fase gemengde metodiek ontwerp is gebruik wat die gebruik van semi- gestruktureerde onderhoude en observasies van KAs ingesluit het. Fase een het bestaan uit semi- gestruktureerde onderhoude om beide numeriese en teks-data te ontlok. Fase twee het ingesluit observasies en gradering van onderrig aktiwiteite om die toepassing van nuwe kennis, vaardighede en houdings te verken. Die “KA-as-Onderwyser” program inhoud is deur die onderwyser rolle soos beskryf deur Harden en Crosby (2000) toegelig. As onderrigstrategie is Knowles se volwasse leerteorie (1980) toegepas. Die studie is uitgevoer by Tygerberg Hospitaal, ‘n Stellenbosch Universiteit Fakulteit van Geneeskunde en Gesondheidswetenskappe geaffilieerde onderrighospitaal. Die studie populasie het ingesluit nuutaangestelde KAs (jaar 1 en 2) van die Departemente Interne Geneeskunde, Pediatrie, Obstetrie en Verloskunde, Chirurgie en Ortopedie. ‘n Induktiewe benadering is gevolg om die kwalitatiewe data te analiseer. Demografiese, KA self- en geobserveerde evaluasies, en werkswinkel evaluasie data is met behulp van beskrywende statistiese metodes geanaliseer. Die studie is goedgekeur deur die Gesondheids Navorsings Etiese Komitee van Stellenbosch Universiteit (protokol nommer S13/10/177). C. Resultate Sewe van die vyftien KAs wat die werkswinkel bygewoon het, het ingestem om deel te neem aan fase 1 van die studie; vyf van die Departement van Pediatrie en Kindergesondheid, en een elk van Chirurgie en Obstetrie en Verloskunde. Vyf het ingestem om deel te wees van fase 2 van die studie; almal van die Departement van Pediatrie en Kindergesondheid. Deelnemers was gelukkig met die program en het die werkswinkel as ‘n positiewe leerervaring beskryf (Kirkpatrick vlak 1). Deelnemers het positiewe veranderinge in houding, insluitend motivering, selfvertroue, entoesiasme, en opvattings van onderrig rapporteer. Beide selfbeskrywende en geobserweerde kennis en vaardighede is uitgebrei. Individuele voordele soos verhoogde self bewustheid van onderrig vermoeens en verhoogde bewustheid van studentbehoeftes is gerapporteer (Kirkpatrick vlak 2). Deelnemers het veranderinge in hul onderrig praktyke rapporteer. Alle deelnemers, behalwe een, het ook toepaslike onderrig praktyke en onderrig vaardighede demonstreer (Kirkpatrick vlak 3). Deelnemers van ons studie het die nuwe opvattings oor hul rol as kliniese onderwysers as een van die waardevolste aspekte van die werkswinkel beskryf. Rolmodellering was uitgesonder as die mees waardevolste sessie. Deelnemers het in die algemeen ‘n positiewe siening van hul bydrae tot studente onderrig gehad. Hulle sien dit as ‘n formatiewe invloed op hoe studente die mediese professie en spesifieke dissiplines beskou. Unieke aspekte van KA onderrig wat uitgelig is was die meer informele aard van hul onderrig, dat dit meer prakties georienteerd is, en dat hul ‘n nouer verhouding met studente het; dus ‘n komplementere rol tot die onderrig rol van die konsultant. Deelnemers erken dat hul steeds ontwikkel as kliniese onderwysers. Meeste deelnemers maak staat op geobserweerde onderrigmetodes of leen van hul eie ervarings as student. Deelnemers baseer hul siening oor hulself as goeie onderwysers op hul persoonlike siening van ‘n goeie onderwyser en vra selde terugvoer oor hul onderrig praktyke om sodoende hul eie leer en prestasie as kliniese onderwysers te vorm. Meeste deelnemers in ons studie het egter gevra vir gereelde en opvolg opleiding sodat hulle oor hul eie onderrig praktyke kan reflekteer. Min deelnemers was gemaklik om terugvoer aan studente te gee of om die ‘one-minute preceptor’ strategie te gebruik in vergelyking met ander onderrig strategiee. Ons werkswinkel sessie oor onderrig en strategiee in die besige kliniese omgewing was dus minder suksesvol en sal in toekomstige werkswinkels aangespreek moet word. Alhoewel deelnemers studente onderrig oor die algemeen geniet, is baie hindernisse tot effektiewe studente onderrig beskryf. Deelnemers voel dikwels gefrustreerd en oorweldig deur hul onderrig taak. Min tyd, met kompeterende verantwoordelikhede soos dienslewering en administratiewe pligte beinvloed onderrig negatief. Deelnemers rapporteer dat hul nie voldoende ondersteuning ontvang van hul verskeie departemente nie, en voel ondergewaardeer as onderwysers. Min leiding word verskaf oor verwagte studente leeruitkomste, prosesse of kennis wat oorgedra moet word. Alhoewel die verwagting dat KAs moet onderrig gee duidelik gekommunikeer word deur die verskeie departemente, vind geen opleiding, supervisie of terugvoer oor hul prestasies plaas nie. Hierdie gebrek aan orientering en kommunikasie was verder uitgelig deurdat deelnemers die verduideliking van die MBChB voorgraadse kurrikulum struktuur as die waardevolste sessie naas rolmodellering beskryf het. D. Opsomming en Aanbevelings - Ons studie bevestig die belangrike rol van KAs as onderwysers in die kliniese omgewing. Behalwe dat teoretiese en praktiese kennis en vaardighede geleer word, tree hul ook as rolmodelle vir die mediese professie op. Deelnemers het die “KA-as-Onderwyser” werkswinkel inhoud as relevant beskou en rapporteer dat dit hul onderrig opvattings en praktyke positief beinvloed het. Werksplekhindernisse soos beperkte tyd en kompeterende verantwoordelikhede beinvloed onderrig van studente egter negatief. ‘n Gerapporteerde gebrek aan leiding en ondersteuning van hul onderskeie departemente ondermyn verder KAs se ontwikkeling as kliniese onderwysers. Toekomstige “Kliniese Assistent-as-Onderwyser” Fakulteitsontwikkelings-inisiatiewe by Stellenbosch Universiteit moet dus KAs voorsien van optimale strategiee en onderrig praktyke om werk en onderrig suksesvol te kan kombineer. Om Fakulteitsontwikkelings-inisiatiewe verder te versterk, moet ‘n breer konseptuele raamwerk aanvaar word wat nie net fokus op die individuele deelnemer nie, maar wat Fakulteitsontwikkeling koppel aan die ontwikkeling van departemente en instansies (Swanwick & McKimm 2012). Werksplek gemeenskappe wat departementele konsultante insluit, moet betrokke wees by Fakulteitsontwikkeling om KAs in staat te stel om professioneel te ontwikkel as kliniese onderwysers (O’Sullivan & Irby 2011; Steinert et al. 2010; Webster-Wright 2009; Hunter et al. 2008; Thorndyke et al. 2006). Hierdie vra vir ‘n longitudinale strategie. Ons “KA-as-Onderwyser” Fakulteitsontwikkelingsprogram moet weg beweeg van eenmalige werkswinkels en eerder veelvuldige leergeleenthede skep met geleenthede vir toepassing en refleksie.

The purpose of this research was to survey allied healthcare and medical practitioners who were approved clinical instructors (ACIs) of an accredited Athletic Training Education Program to gain insight into their self-efficacy and competence on the acute care of pulmonary injuries and illnesses category in the 5 th edition of the Athletic Training educational competencies. The conceptual framework guiding this study was grounded in the contributions of ACIs' self-efficacy beliefs and cognitive competence were evaluated to assess if the Athletic Training clinical educator are confident and knowledgeable on the new Athletic Training Competencies. Major findings of the study were that the ACIs' self-efficacy ratings were high, and the self-efficacy ratings were statistically (p < .05) beneficial to specific subcategory competence in the acute care of pulmonary injuries and illnesses. When using 70% as the minimal accepted percentage to be considered competent the ACIs' responses led to the analysis of inadequate competence in immediate emergent management (62.2%), transportation (65.2%), and education (50.2%) on the acute care of pulmonary injuries and illnesses, and there were specific Competency subcategories in which ACIs' responses led to the analysis of inadequate competence. The demographic variables, gender and years of education, had statistical relationships with the ACIs' competence on the acute care of pulmonary injuries and illnesses. In conclusion, institutions that host ATEPs, the ATEP administrators and the ATEPs' associated ACIs should use this research to note that improvisational education or spontaneous teaching are not always efficient for clinical education. Even though clinical educators have high self-efficacy on areas of professional competence, this does not translate to actual competence. So Athletic Training students may not be receiving adequate evaluation and assessment of their clinical and cognitive knowledge, which could ultimately translate into patient care and in worse care scenario, the death of a patient. So those individuals who have the most opportunity to aid in the evolution of professional knowledge have the most responsibility to cultivate more resources and more accountability to the universities, ATEPs, and ACIs.

This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

This thesis details research on the first phase of curriculum reform (1999-2004) in a government primary school in Western Australia. The purpose of the study was to examine what progress had been made with the implementation of the Curriculum Framework (1998). The research focussed on Music, Health and Physical Education, and Languages Other than English as specialist teachers working with the Curriculum Framework (1998). Teachers and school administrators, as frontline practitioners, considered their experiences and perceptions of daily practice and provided their perspectives on curriculum reform. The hypothesis formulated for the study was that with the introduction of the Curriculum Framework (1998) the delivery of these three subjects could be further improved. This study argues that successful curriculum performance of these three subjects traditionally considered 'specialist programs' may be more fully supported by becoming aware of the forces influencing Australian curriculum discourse and delivery. Subject knowledge endorsement in this study refers to the transfer of valued knowledge in Western Australian educational systems. It is proposed that if teaching professionals articulated the substance of their educational beliefs and experiences with regard to subject knowledge meaning, place and value, curriculum delivery in primary schools may progress more effectively. Positive learning experiences for all students can be provided through the encouragement of communication and collegiality together with relevant and accessible professional development. These measures can also be supported by mounting whole-school primary programs that engage with beliefs about Music, Health and Physical Education, and Languages Other Than English through collaborative networks and learning communities. Accordingly, curriculum delivery can come within reach of the seamless curriculum anticipated by reform (Curriculum Framework, 1998:6-7). In this qualitative interview study, the frontline participants included generalist teachers, specialist teachers and school administrators. These educational practitioners were asked to participate in an in-depth, semi-structured discussion that explored their perceptions of specialist teaching and knowledge while employed at Deep Sea Primary School in 2002. They teachers also commented on how these perceptions may be linked to their experiences of socially constructed and established notions of valued knowledge. The findings of this study indicated that the progressive implementation of these three subjects or specialist's areas were characterised by subtle historical, economic, political and social forces. This thesis suggests that, these largely obscured external forces together with individual yet, taken for granted perceptions of what is perceived as valuable knowledge work together to position curriculum rhetoric and curriculum enactment that reflect established perceptions of the knowledge hierarchy. Teachers and administrators at the school often operated within the structures and meanings of conventional teaching practice of subject knowledge as determined by dominant culture in Australia. The findings indicated that school culture in a time of reform re-traditionalised hierarchical patterns of subject knowledge organisation and evaluation. Accordingly, current subject knowledge endorsement in terms of specialist teaching often worked to the benefit of established power relationships typical of post-industrial market economy in Australia. The findings also indicated that issues pertaining to curriculum prioritisation were influenced by institutional, group and individual experiences of subject specialist knowledge. Poor perceptions of these three subjects could also be generated by experiencing inflexible and inadequate yet established funding and resource patterns in educational systems. Frontline teachers, their school-based roles and responsibilities attached to the teaching and learning of the three specialist areas were typified by rigid school organisation and job structures together with condensed teaching time and community backing. This thesis argues that progressive, outcomes education requires an articulate and supportive school culture, more funding and the genuine maintenance of quality Music, Health and Physical Education and Language Other Than English teachers. In addition, curriculum implementation would benefit from the promotion of constructivist-orientated student activities within specialist programs.

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.

The purpose of this project was to identify and examine the elements and skills of cooperative learning for student learning in physical education. This project is intended for junior high and middle school physical education teachers who want to be informed on cooperative learning for student learning in physical education. Cooperative learning is the main topic of this study. This project searched for elements and skills in cooperative learning. The method for this project was a literature review from peer-reviewed articles.

 

This study aimed to establish the effect of the training that was provided by PASHA on the knowledge and attitudes of school counsellors regarding HIV/AIDS. The research was conducted as a quantitative, observational KA(knowledge, attitude) study in 57 schools (37 or 32 % of the intervention schools,20 non-intervention schools) in Tanga region, using questionnaires to compare the knowledge and attitudes of trained counsellors with those of untrained counsellors towards HIV/AIDS, sexuality and reproductive rights of their students. Questionnaires were pre-tested and then administered face-to-face over a four week period in 2007. Eighty five counsellors were interviewed, 56 of these had received in-service training as counsellors, while 29 had not received any training by PASHA.

Educational Psychology
Ph.D.
Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with disabilities. Education for OT is at the Master’s level consisting of a two-year academic program followed by clinical Fieldwork II, a required 12-week internship under the mentorship of a licensed therapist with at least one year’s experience. In light of the fact that clinical fieldwork sites differ in size and resources, and clinical instructors may have only one year’s experience and no formal training in instruction, there is great variability in students’ clinical fieldwork experiences. The purpose of this study was to determine novice rehab OT’s perceptions of four key factors in clinical education: First, skill areas in which they felt most prepared; second, areas perceived as obstacles in adjustment to entry-level practice; third, essential elements of an ideal clinical learning environment; and fourth, the need for credentialing clinical instructors. Participants were 1-3 years post rehab fieldwork with first job in rehab. An online survey (N=45) and audiotaped interviews (N=9) were utilized to collect data on the perceptions of new OT’s on Fieldwork II experiences. Interviewees represented a convenience sample independent of survey participants. Most participants reported feeling prepared to perform basic clinical skills, communicate on interdisciplinary teams and seek mentorship in the workplace. Less proficiency was perceived in the areas of patient/family communication, and coping with reality shock (adjustment to real life practice). Over half of the participants felt that there should be some kind of mandatory credentialing for clinical instructors. There was consensus among OT’s regarding the ideal Fieldwork II setting which included well-trained instructors, availability for onsite learning and a well-equipped clinical site.
Temple University--Theses

Awareness of the well-being of adolescent dance students is important for their health, safety, performance ability and longevity of participation in dance. This research project investigated current strategies for supporting adolescent dance student physical, psychological, and social well-being (i.e., dancer wellness) within elite pre-professional dance training programmes and private dance studios in Australia, identifying strengths and challenges in the implementation of dancer wellness programmes. The findings offer considerations for private dance studio teachers on potential strategies for integrating dancer wellness elements within private dance studio contexts, and may inform future research on adolescent dancer wellness.

The purpose of this study was to describe the experiences and perceptions of two female obstetrician-gynecologists in their world of academic and clinical medicine. Significant to this dissertation is the complex issue of gender. The theoretical and research perspectives were (1) gender discrimination in the education of girls; (2) feminism in the medical school and the medical workplace; and (3) the literature of caring and connectiveness as it is related to the field of medicine. My prior pilot study and research for my gender issues course I taught in medical school were the deciding factors that initiated this richer dissertation study. The case study approach was used in this ethnographic research, and with my role as participant and a non-participant observer, I conducted multiple observations of participants, wrote field notes and conducted three semi-structured interviews with each participant. I analyzed the data inductively, and then made a cross-case analysis of the variables I found for my study. The findings from this study reveal the importance of family, husbands, and significant others in their continued support of their professional careers. Both participants had positive experiences in their early schooling and supportive mentors in their medical careers. They also agreed that relationships and interactions with patients are the most important aspects of their specialty, and that women doctors "listen more"; however, they believe that the environment plays a role in these differences related to gender. The biggest challenge perceived by the academic physician is the hostility of a system that does not recognize diversity or values of the female doctors who work in the system. She diagnoses this system as unhealthy and inflexible to both male and female physicians. The biggest challenge perceived by the married woman physician revolved around her juggling of family and professional concerns. The significant findings from the theoretical and historical perspectives relative to this study, braided with the insights voiced by the two physicians, strongly suggest a need for curricula and pedagogical restructuring related to feminist knowledge in both our medical institutions and our educational institutions.

O conceito de saúde usado na sociedade tem mudado constantemente durante a história. Atualmente, deixou-se de associar o processo saúde-doença como opostos, dando lugar a conceitos que abrangem o bem-estar físico, social e ambiental do indivíduo. A partir disso, desenvolveram-se conceitos que organizaram o ensino da temática saúde: a Promoção em Saúde, que abrange a estruturação social de acesso a saúde; a Educação em Saúde (EeS) que se preocupa com um enfoque escolar que vise a emancipação dos estudantes a tomar decisões acerca da sua saúde e do ambiente onde vive; e a Alfabetização em Saúde, uma ferramenta para a implementação da EeS. Para que essas tendências sejam aplicadas é preciso que a formação dos profissionais esteja em acordo. Assim, um dos objetivos deste trabalho foi analisar como a formação de professores em cursos de Licenciatura em Ciências Naturais e Ciências Biológicas de instituições de ensino superior na Região Metropolitana de Porto Alegre está desenvolvendo temáticas relacionadas à saúde. Para isso realizamos uma pesquisa de caráter quali-quantitativo que utilizou como método a análise de conteúdo de Bardin (2014). Os documentos analisados foram os Planos Pedagógicos (PPC), os currículos dos cursos e a Base Nacional Comum Curricular – BNCC. Utilizamos também as respostas de um questionário por estudantes em final de curso, além de realizarmos uma revisão bibliográfica utilizando o termo em inglês Health Literacy (HL) usado no Brasil. Os resultados da pesquisa possibilitaram a elaboração de quatro produções textuais científicas. A primeira, artigo apresentado no XI Encontro Nacional de Pesquisa e Ensino de Ciências (XI ENPEC), investigou os PPCs e os currículos dos cursos de Licenciatura. A segunda, analisou as concepções dos estudantes concluintes dos cursos de Licenciatura em Ciências Naturais e de Ciências Biológicas sobre saúde, assim como suas dificuldades em trabalhar o tema. A terceira, analisou a BNCC quanto a forma como a saúde é apresentada nas três versões do documento, se de acordo com a EeS ou ligada ao higienismo e sanitarismo. A quarta, apresentada no II Encontro Regional de Ensino de Ciências (II EREC), fez uma revisão do termo HL nas pesquisas desenvolvidos no Brasil, tentando elucidar como e por quem está sendo feita a pesquisa sobre o tema no país. Observamos que os concluintes dos cursos se sentem inseguros, principalmente para abordar temas como a sexualidade, que transcendem o campo da biologia, e também conceitos relacionados a doenças. Infelizmente, a BNCC, documento que orienta a organização curricular da Educação Básica no país, também não tem uma visão única esclarecedora sobre a saúde. Em seu texto as abordagens se misturam e vários aspectos importantes não são trabalhados. Muito disso se deve a EeS ainda não constituir um campo de pesquisa concreto no Brasil, o que podemos observar quando analisamos que os estudos sobre HL são predominantemente realizados em áreas como a enfermagem, e não a educação. Concluímos que a formação dos profissionais docentes apresenta algumas lacunas, principalmente relacionadas aos contextos sociais e ambientais da saúde e ainda está bastante ligada a concepções biologicistas.
The concept of health used in societies has constantly changed throughout history. Nowadays, the processes of health and sickness are no longer associated in opposition. There are now concepts which encompass the physical, social, and environmental well-being of an individual. From this, other concepts have been developed which organize the education of the health theme: the Promotion of Health, which encompasses the social structure of access to health; Health Education (HE), which concerns itself with a schools focus that aims at the students’ independence in decision making regarding their own health and the environment they live in; and Health Literacy, a tool for implementing HE. For these health education tendencies to be applied, it is necessary for the education of the professionals to be in accordance. Thus, the objective of this work is to analyze how the teachers’ traning in the Metropolitan Region of Porto Alegre has been developing these themes. In order to do that, a quali-quantitative survey was carried out, which used as a method the contente analysis of bardin (2014). The documents analized were the Couse Pedagogics Plan (PPC), the BNCC (Brazil’s National Curriculum Basis). Mixed questionnaires developed from the courses’ pedagogical plans were applied to students in the final stages of these courses, besides performins a bibliografic reviem using the English term Health Literacy (HL) used in Brazil. This resulted in the elaboration of four articles. The first, presented in the XI Encontro Nacional de Pesquisa e Ensino de Ciências, investigated the PPCs and the courses’ curriculum. The second, analyses the conceptions of graduating students of the teaching courses of natural sciences and biology on health, as well as their difficulties in working with this topic. The third, analyses the BNCC regarding on the manner of the presentation of the health topic; whether it is according to the HE, or linked to the social hygiene movement and sanitarism. The fourth, presented in the II Encontro Regional de Ensino de Ciências, revises the term“health literacy” in researches developed in Brazil, and attempts to clarify how and by whom the research on this theme is being made in Brazil. We perceive that The recently graduated students feel insecure, especially regarding themes such as sexuality, which transcend the field of biology, but also regarding human physiology and diseases. Unfortunately, the BNCC, document that guides the curricular organization of Basic Education inthe country, also does now present a singular clear view on health. In its text, the approaches are puzzling, and several aspects are not presented. A lot of this is a consequence of the fact that the EeS still is not a concrete field of research in Brazil, which can be observed when a study on health literacy comes from an area such as nursing, areas connected to health, and not education.We have concluded that the formation of these professionals still has some gaps, especially in social and environmental contexts of health, and still strongly connected to biologic models and conceptions.

This Doctor of Education (EdD) focuses on the professional development of primary and secondary school teachers in Studies of Asia Across the Curriculum. Studies of Asia gained currency in Australian schools with the establishment of the Asia Education Foundation (AEF) in the early 1990s and took more extensive hold as a result of the Commonwealth National Asian Languages and Studies in Schools (NALSAS) Strategy from 1996 to 2004. The EdD comprises two parts. Part A consists of an historical narrative of my personal journey as a state and national leader in Studies of Asia and an account of the impact of that journey on the teaching profession. It also includes three published refereed journal papers that were presented at a state or national conference, and one paper published in the refereed proceedings of a national conference. The contents of Part A focus on documenting, evaluating and critiquing key professional learning programs for teachers, including Asia in-country experiences, such as study tours and exchanges, that were funded by the AEF, NALSAS and schooling jurisdictions. Part A uses a mixed methods approach, following Hoepfl’s (1997) injunction to discover “the meaning events have for the individuals who experience them”. Based on these analyses, Part A argues that teachers are pivotal to bringing about enduring, authentic change in the area of Studies of Asia. At the heart of such change, in line with Shulman’s (1987) concept of pedagogical content knowledge, is quality professional teacher learning that involves both pedagogical expertise and knowledge of Asian societies and cultures. Studies of Asia professional learning programs for teachers also need to accommodate the wide variation of professional and personal interests, needs and motivations amongst teacher participants. Part B of the portfolio features a substantial body of original curriculum and teaching resources for schools and professional development materials for teachers that I developed either as principal or collaborating writer. This body of work applies the research, scholarship and theoretical arguments about teachers and teacher professional development presented in Part A to the development of practical, educational resources to meet the needs of teachers, school and curriculum leaders in implementing Studies of Asia Across the Curriculum.

Os debates sobre a necessidade de formação pedagógica entre os docentes da área da saúde têm ampliado o espaço na agenda de discussões das instituições de ensino e entre estudiosos do tema. O docente tem papel fundamental no processo de ensino-aprendizagem e a ausência dos saberes didático-pedagógicos interfere diretamente na formação dos futuros profissionais. O presente estudo tem como objetivo principal investigar como ocorre a prática pedagógica entre os docentes de uma escola do Sistema Único de Saúde, no município de Porto Alegre/ RS, por meio da produção e aplicação de um instrumento avaliativo original. Os objetivos específicos são: elaborar um instrumento de enquete com o fim específico de descrever as características sociodemográficas dos docentes; conhecer suas trajetórias de formação; os paradigmas ou tendências pedagógicas que utilizam; verificar como descrevem suas práticas pedagógicas e analisar de que forma se estabelece a relação entre teoria e prática nas diferentes atividades realizadas no cotidiano docente. Tratase de um estudo descritivo e transversal, em que foram coletadas informações quantitativas e qualitativas por meio de uma enquete autoadministrada, realizada integralmente pela Internet. O instrumento inclui questões referentes às características sociodemográficas e questões relacionadas à trajetória profissional e ao exercício da docência. A análise dos dados é realizada de forma descritiva e apresentada através de gráficos e tabelas. Os sujeitos da pesquisa são docentes da Escola do Grupo Hospitalar Conceição (GHC) que aceitaram participar do estudo. A taxa de resposta à enquete é de 48%. A maioria é do sexo feminino (61%), com pós-graduação stricto sensu (72%), com contrato de trabalho em sua maioria de 180 horas mensais (61%) e com carga horária mensal dedicada à escola variável. Com relação ao preparo para a docência, 30% sentem-se muito bem preparados e 67% satisfatoriamente preparados. Quanto à formação pedagógica, 55% dos docentes referem ter iniciado suas atividades sem este tipo de capacitação formal. Dentre as dificuldades encontradas pelos docentes, compartilhar a carga horária com o setor de origem é citado por 39%. A falta de formação pedagógica é referida como causa de pouca ou nenhuma dificuldade por 57%. Já entre as facilidades, o apoio e incentivo é apontado por com 30% dos docentes. Na análise comparativa entre os docentes de setores assistenciais e administrativos/gestão, estes parecem ter menos dificuldades em exercer a docência. As respostas dos docentes indicam que os instrumentos de avaliação como este levam à reflexão sobre a importância da formação específica em docência, contribuindo para a conscientização dos professores sobre o quanto a deficiência deste tipo de capacitação pode comprometer a qualidade do ensino. Assim, elaborar e utilizar instrumentos avaliativos fazse necessário como maneira de auxiliar e acompanhar o desempenho do trabalho docente e da própria instituição.
Debates around the need for pedagogical training of teachers of the health field have gathered space within the discussion agenda of educational institutions and scholars. Faculty have a primary role in the process of teaching and learning, so that the lack of didactic and pedagogical knowledge directly affects the education of future professionals. The present study aimed to investigate teaching practices within a health school of the Unified Health System, in Porto Alegre, RS, through the production and application of an original assessment tool. The specific objectives were to develop a survey instrument with the specific purpose of describing the sociodemographic characteristics of teachers, to know their training trajectories, what pedagogical paradigms and trends they follow, how they describe their teaching practices, and to analyze how theory and practice mingle in the various activities of everyday teaching. This is a descriptive cross-sectional study in which quantitative and qualitative data were collected through a self-administered survey, carried out entirely on the Internet. The instrument included questions relating to sociodemographic characteristics, as well as issues related to professional development and the practice of teaching. Data analysis was descriptive and presented in graphs and tables. The research subjects were the faculty of Escola do Grupo Hospitalar Conceição (GHC) who agreed to participate in the study. The response rate to the survey was 48%. Most were female (61%), with stricto sensu graduate formation (72%), mostly under an employment contract of 180 hours per month (61%), and variable time dedicated to teaching activities. As to the respondents’ perceptions of preparation for teaching, 30% feel very well prepared and 67% satisfactorily prepared. As to teacher training, 55% of teachers reported having initiated their activities without such formal training. Among the difficulties encountered by teachers, 39% cite sharing the workload of teaching and patient care duties. Lack of teaching training is considered to cause little or no difficulty by 57%. Among the facilities, support and encouragement is indicated by 30% of teachers. In the comparative analysis between faculty from patient care and administration sectors, the latter seem to have fewer difficulties in exercising teaching. Finally, we demonstrate that specific training is required for the teaching profession in healthcare, because we believe that its absence interferes with the quality of teaching. So, to develop and apply evaluation tools is necessary to make as a way to assist and monitor the performance of teaching and the institution itself.

Orientador: Silvio Ancízar Sanchez Gamboa
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa se insere na temática geral da Formação de Professores e na luta política pela qualidade dessa formação, especialmente no campo da Educação Física. Neste trabalho, delimitamos como objetivo principal identificar e analisar os fundamentos teórico-metodológicos que sustentam os currículos para formação de professores de Educação Física, particularmente no trato com o conhecimento da relação educação física/saúde. Este estudo se justifica pela necessidade de superar o "colonialismo epistemológico" que determina historicamente a dependência da área de conhecimentos oriundos de outros campos do saber, caracterizando a Educação Física como um campo de ciências aplicadas, dificultando sua autonomia e desenvolvimento epistemológico. A construção de uma nova proposição teórica já vem acontecendo quando abordamos com prioridade os problemas concretos da prática profissional e as necessidades do desenvolvimento educacional e social da realidade brasileira. Espera-se contribuir com a reconceptualização dos currículos dos cursos de formação de professores de Educação Física, especialmente acerca da relação educação física/saúde. Tomamos como referência a proposição elaborada pelo grupo conhecido como "Coletivo de Autores" fundamentada na teoria crítico superadora. Os projetos de formação de professores de educação física são entendidos como a expressão da luta de perspectivas diferenciadas no campo da educação e, no âmbito mais geral, dos interesses em conflito dentro da sociedade. A compreensão do conflito entre diversos projetos de sociedade é perpassada pela análise das contradições das relações de produção e se expressam através de diversas mediações, dentre elas, nos currículos para formação de professores em geral, e em particular, da Educação Física. Neste sentido, entendemos que para compreender melhor esses conflitos e para sustentar a busca de alternativas para problemática da formação do profissional dos educadores no Brasil é necessário identificar os fundamentos teóricos que dão suporte a esses projetos de formação profissional. Com base nessa problemática, perguntamo-nos: como se apresentam os fundamentos teóricos metodológicos acerca da relação educação física/saúde nos currículos de formação de professores no Brasil? Para responder esta questão, realizamos uma pesquisa bibliográfica e documental sobre os conteúdos delimitados nas legislações, com enfoque nas resoluções das Diretrizes Curriculares Nacionais para a Educação Física (DCNEF), e sobre os programas dos cursos de Educação Física dos cursos de formação profissional em educação física da UNICAMP, a fim de identificar as diversas compreensões da relação entre Educação Física e Saúde nos currículos dos cursos de formação profissional. Com base na referência do materialismo histórico dialético, buscamos identificar relações com os projetos em conflito na sociedade e os interesses, visões e perspectivas que poderão influenciar as diversas compreensões do currículo na formação profissional e o trato com o conhecimento sobre a relação educação física/saúde.
Abstract: This research falls within the general theme of teacher education and in the political struggle for the quality of that training, especially in the field of Physical Education. In this work, delimited as main objective to identify and analyze the theoretical and methodological foundations that underpin the curriculum for training physical education teachers, particularly in dealing with knowledge about the relationship Physical Education / Health. This study is justified by the need to overcome the "epistemological colonialism" that historically determines the dependence of the area of knowledge from other fields of knowledge, characterizing the physical education as a field of applied sciences, hindering their autonomy and epistemological development. The construction of a new theoretical proposition has been happening when we deal with priority concrete problems of professional practice and the needs of educational and social development of the Brazilian reality. Expected to contribute to the reconceptualization of the curriculum of training courses for physical education teachers, especially about the relation Physical Education / Health. We refer the proposal prepared by the group known as the "Collective Author" theory based on super critical. The projects to train teachers of physical education are understood as the expression of the struggle of different perspectives in education and in the more general framework of conflicting interests within society. The understanding of the conflict between different projects of society is permeated by the analysis of the contradictions of production relations and express themselves through various mediations, among them, the curricula for teacher education in general and in particular of Physical Education. In this sense, we believe that to better understand these conflicts and to support the search for alternatives to the problem of professional training of teachers in Brazil is necessary to identify the theoretical foundations that support these projects for vocational training. Based on these problems, we ask: how to present the theoretical methodology of the relationship Physical Education / Health in the curricula of teacher training in Brazil? To answer this question we conducted a literature review and documentary about the contents defined in the legislation, focusing on the resolutions of the National Curriculum Guidelines for Physical Education (DCNEF), and programs of physical education courses from five universities located in different regions of the country - to identify the different understandings of the relationship between Physical Education and Health and between the formal proposals, and their actual practice in the curricula of vocational training. Based on the reference of historical and dialectical materialism, we will seek to identify relationships with the projects at issue in society and the interests, views and perspectives that may influence the different understandings of the curriculum in vocational training and dealing with knowledge about the relationship between physical education and health.
Mestrado
Filosofia e História da Educação
Mestre em Educação

This Final Paper presents an article entitled "Challenges and Possibilities in the Practice of the Preceptory of PET-PRO-HEALTH", which aim was to analyze the challenges and possibilities in both the preceptory of the Professional Reorientation Program and the Work for Health Education Program (HEALTH-PRO-PET) in the Federal University of Alagoas (UFAL). The semistructured interview for data collection and content analysis to interpret them were the means applied. Among the challenges, the results showed: a pedagogical unpreparedness in working with groups making use of active methodologies; developing research; the challenge of the interprofessional work (TIP); infrastructure drawbacks; lack of motivation within the community, and difficulties in managing the process, including syllabus incompatibility, preceptory devaluation, and little cooperation from other service professionals. Interprofessional Working (TIP); personal and professional growth; rethinking of the practices and contribution to training process were among the possibilities. In addition to the need of training professionals to be preceptors, it emerged from the research results that the strategies used by preceptors, as a way to overcome the challenges, come mainly from the teacher's own efforts; the need to strengthen the integration of Higher Education Institutions (HEIs) with the Municipal Health Service (SMS); and a practice which enables the participation of the teacher in the planning of actions and organizing internships in health services. Based on the survey results, a qualification course in active methodologies for public health education was organized and developed as a product of intervention which target audience were the preceptors and students of PRO-HEALTH-PET, along with a Technical Report aimed both to reveal the importance of this activity (preceptory) developed by service professionals (mentors) as agents of changing in health care practices and to provide the means for the awareness of managers regarding the importance of issues such as training, working conditions and job qualification.
Trabalho Acadêmico de Conclusão de Curso, apresenta um artigo intitulado “ Desafios e Possibilidades no Exercício da Preceptoria do PRÓ-PET-SAÚDE”, cujo objetivo foi fazer uma análise desses desafios e possibilidades na preceptoria do Programa de Reorientação Profissional e Programa de Educação pelo Trabalho para Saúde (PRÓ-PET-SAÚDE) da Universidade Federal de Alagoas (UFAL). Utilizou-se a entrevista semiestruturada para coleta dos dados e a análise de conteúdo para interpretá-los. Os resultados apontaram dentre os desafios: o despreparo pedagógico, em trabalhar com grupos, com metodologias ativas, desenvolver pesquisa; o desafio do trabalho interprofissional (TIP); dificuldades na infraestrutura; desmotivação da comunidade e dificuldades com a gestão do processo, dentre elas: incompatibilidade curricular; desvalorização da preceptoria e a pouca colaboração de outros profissionais do serviço. Dentre as possibilidades aparece: O Trabalho Interprofissional (TIP); crescimento pessoal e profissional; repensar as práticas e a contribuição com a formação. A partir dos resultados da pesquisa, percebeu-se que as estratégias de enfrentamento utilizada pelos preceptores como forma de superar os desafios, advém sempre de esforços do próprio preceptor, e que faz-se necessária, além de capacitar os profissionais do serviço para serem preceptor, fortalecer a integração das Instituições de Ensino Superior (IES) com a Secretaria Municipal de Saúde (SMS) e o serviço possibilitando a participação do preceptor nas ações de planejamento e organização dos estágios nos serviços de saúde. Baseado nos resultados da pesquisa, foi organizado e desenvolvido como produto de intervenção, um curso de capacitação em metodologias ativas para educação popular em saúde cujo público alvo foram os preceptores e discentes do PRÓ-PET-SAÚDE e um Relatório Técnico cujo objetivo foi revelar a importância desta atividade (preceptoria) desenvolvida pelos profissionais do serviço (preceptores) enquanto agentes de transformação das práticas de atenção à saúde e oferecer subsídios para a sensibilização dos gestores em relação à importância de temas como formação, condições de trabalho e capacitação profissional.

Atualmente, faz-se necessário o repensar acerca de diferentes formas de ensinar saúde, desenvolvendo estratégias, utilizando diferentes metodologias e desenvolvendo materiais educativos. O processo de ensino-aprendizagem visando promoção da saúde, destaca-se pela importância deste tema ser abordado e discutido em diferentes ambientes, inclusive o ambiente escolar. A educação em saúde é, portanto, uma das estratégias para a Promoção da Saúde dos indivíduos e visto a importância deste, inúmeros estudos referem o papel chave dos professores para trabalhar temas relacionados à saúde na escola. Este estudo caracteriza-se por uma pesquisa ação do tipo exploratória, com abordagem quanti/qualitativa, sendo utilizado um questionário com questões abertas e fechadas. Dessa forma, a amostra do estudo compreendeu um contingente de 53 indivíduos, sendo 8 profissionais de saúde, 12 portadores de Diabetes mellitus, 12 cuidadores de portadores, 11 participantes da comunidade em geral e 10 professores. A proposta do presente estudo, inicialmente, foi investigar as concepções relacionadas ao DM e a partir dos resultados encontrados, promover prática educativa em saúde direcionada à uma comunidade. Posteriormente, a partir destas concepções e da ação desenvolvida com a população, percebeu-se que a Educação em Saúde deve ser parte do tratamento e qualquer orientação pedagógica, no sentido de buscar maneiras de mudanças comportamentais para o controle da doença, deve ser considerada. Assim, percebeu-se a importância de conhecer os saberes de professores acerca do tema Obesidade, visto a relevância do mesmo e sua importante relação com o DM. Após análises destas concepções, desenvolveu-se formações educativas em saúde, por meio da problematização com apoio no Arco de Maguerez em uma escola, com professores da educação básica. Nesse sentido, a partir das análises das concepções docentes, percebeu-se que os saberes a respeito dos temas se configuraram como possibilidade para o desenvolvimento de ações educativas no processo formativo das professoras por meio da Metodologia da Problematização (MP). Entre as ações e objetivos delineados nesse processo educativo estavam as que problematizavam, discutiam, analisavam, elaboravam, questionavam conhecimentos e práticas acerca das temáticas Obesidade e Diabetes mellitus, assuntos estes os quais são considerados de extrema relevância para o trabalho do professor nas escolas. Para o tema DM em estudo, as concepções, observadas durante a realização da ação educativa com as professoras, levantaram indícios de que também houveram mudanças conceituais significativas para este estudo comparadas ao tema Obesidade. Logo, um conhecimento mais pertinente acerca de temas relacionados à saúde e a promoção da mesma pela comunidade envolvida e pelas educadoras, foram algumas das contribuições desta tese. Evidencia-se por meio das atividades realizadas que a MP se fez pertinente na incorporação de novos saberes pelas educadoras envolvidas, permitindo ressignificar de forma ativa o seu fazer docente e assim as concepções sobre os conhecimentos adquiridos.
Currently it is necessary to rethink about different ways of teaching health, developing strategies, using different methodologies and developing educational materials. The teaching-learning process at health promotion, stands out for the importance of this theme being approached and discussed in different environments, including the school environment. Health education is, therefore, one of the strategies for the promotion of health of individuals and given the importance of this, numerous studies report the key role of teachers to work on health-related issues in school. This study is characterized by exploratory action research, with quantitative/qualitative approach, using a questionnaire with open and closed questions. Therefore, the sample of study comprised a contingent of 53 individuals, of whom 8 were health professionals, 12 were Diabetes mellitus patients, 12 caregivers, 11 community participants in general and 10 teachers. Initially the purpose of the present study was to investigate the conceptions related to DM and from the results found, to promote a health education practice directed to community. Afterward, from these conceptions and the action developed with the population, it was perceived that Health Education should be part of the treatment and any pedagogical orientation, in order to seek ways of behavioral changes to control the disease, should be considered. Thus, it was noted the importance of raising the knowledge of teachers about the Obesity topic, considering the relevance of the same and its important relation with the DM. After analyzing these conceptions, educational formations were developed in health, through the problematization with support in the Maguerez’s Arch in a school, with teachers of basic education. In this sense, from the analyzes of the teachers 'conceptions, it was noticed that the knowledge about the themes was configured as a possibility for the development of educational actions in the teachers' training process through the Problematization Methodology (PM). Among the actions and objectives outlined in this educational process were those that problematized, discussed, analyzed, elaborated, questioned knowledge and practices about the themes Obesity and Diabetes mellitus, which are considered extremely relevant issues to teacher’s work in schools. For DM theme under study, the conceptions observed during the educative action with the teachers, raised evidences that there were significant conceptual changes for this theme when compared to the Obesity topic. Therefore, a more pertinent knowledge about health issues and its promotion by the community involved and the educators were some of contributions of this thesis. It is evidenced through the conducted activities that the PM became relevant in the incorporation of new knowledge by the educators involved, allowing an active re-signification of their teaching and thus the conceptions about the knowledge acquired.

Policy makers, school and district leaders, researchers, industry, and parents are all increasingly concerned with improving the quality of education in schools. Therefore, teachers need to welcome and keep themselves up-to-date about the improvements, developments, and educational reforms. At this point, in-service training of teachers is one of the most urgent concerns of teacher educators and policy makers. Although there is a widespread view on the importance of teachers&rsquo
professional learning, how design and process should be handled is still questioning issue. The purpose of this study was to determine the kinds and qualities of in-service training that teachers needed. Professional development designs&rsquo
three elements were highlighted in this research. Content refers what designer of professional development expects teachers to learn
form denotes the context, materials, schedule, and evaluation in which learning takes place
audiences are targeted group of teachers who needs to participate some certain programs. Via survey design
data were collected from 1730 teachers, and analyzed through ANOVA and Structural Equation Modeling. Teachers reported an occasional need for Guidance and Special Education, Preparation for Inter/national Exams, Self-development, Professional Teaching Knowledge, and Technology Use, and reported medium satisfaction with previous programs. They also reported their preferences for in-service training program format. All these results were discussed together, and combined as design elements of training programs. Determining what teachers need and prefer and how they learn best made it possible to provide suggestions for Turkish teacher training policy to maximize the match between teacher needs and the content and process by which those needs are met.

This thesis defines and presents discipline-based art education curricula as defined by Greer 1983 for Nigerian Art Education Students. Current requirements in art education programs both in Nigeria and the United States are compared in order to more fully understand and develop this course of study. Attention is paid to the national goals and the inherent culture of Nigeria. An analysis of the curriculum of five colleges with discipline-based and education programs has been studied in order to determine a suitable outline of curricula for college teachers in Nigeria. It is concluded that Nigerian teachers, through this proposed program, will be exposed to the contemporary discipline-based approach to art education, and that Nigerian children taught by means of this approach will be able to gain a better understanding and appreciation of their artistically rich culture.

Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

The purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both anticipate having students with special needs in their respective future classrooms. Several intriguing findings and implications resulted from addressing the two research questions, which examined the special education understandings of prospective teachers. The study was intended to contribute to the knowledge base of special education understandings and extend the existing valuable body of work in the area of teacher beliefs.

The focus of this study is the impact of a children's literature course on the reading practices of undergraduate preservice teachers. During 1996, I taught Children's Literature in the Classroom, LRC 480, at the University of Arizona. During this class, I undertook a study of the preservice teachers in my course using the research methods of a qualitative study. My purpose was to elicit the preservice teachers' perceptions of themselves as readers in the beginning and at the end of the course and to determine which elements of the course were most influential. The major themes that emerged from the data were concerned with the reading practices of the preservice teachers and the significant aspects of the course. All the students experienced some changes in regard to their reading practices. The major change the students noted was an increase in their enthusiasm for reading and a renewed enjoyment of reading. A majority of the students were choosing to read daily in the beginning of the semester in contrast with other research (Timbs, 1993; DeKoff, 1992) that found less frequent reading. The four most influential elements in the course were: (1) the influence of the instructor; (2) small group work; (3) class projects that provided active learning experiences emphasizing the affective elements of reading literature and (4) self evaluation that promoted students' choice and control over their own learning. The study found that the major change the students noted (their enthusiasm and renewed enjoyment of reading) was influenced by these elements of the course. The implications of these findings are that instructors who wish to encourage preservice students to have positive experiences with reading should include these elements in preservice courses: an instructor with a passion for literature; class projects that feature experiential learning tasks promoting the affective elements of reading literature; an emphasis on self-evaluation and opportunities for small group collaborations. Preservice teachers in such courses will have opportunities to build or renew their enjoyment of reading.