Дисертації з теми "Groups of professional practices analysis"
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1
Hanin, Luc. "Du soi-élève au soi-enseignant : une approche clinique d'orientation psychanalytique." Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1227.
Анотація:
Cette thèse, qui s’inscrit dans le champ clinique d’orientation psychanalytique en sciences de l’éducation et de la formation, propose d’analyser selon quelles modalités le soi-élève influence l’enseignant à son insu dans sa pratique professionnelle. La thèse comporte 5 parties. La première partie est consacrée à la construction de l’objet de recherche. Le chercheur y explore notamment les concepts de soi-élève et de soi-enseignant. La seconde partie, est consacrée au cadre théorique dans lequel cette recherche s’inscrit. Le chercheur y expose notamment sa rencontre avec les savoirs de la psychanalyse puis explore la question de la scientificité de la démarche en ce qu’elle a de singulier et de spécifique. Le cadre théorique ainsi posé permet de préciser le rapport entre le chercheur et son objet-sujet de recherche, et d’exposer comment la construction singulière de son rapport au savoir s’exprime à son insu dans sa pratique professionnelle. La troisième partie, présente la méthodologie mobilisée pour le recueil et l’analyse des données, à savoir les groupes d’analyse des pratiques professionnelles, les notes d’après-coup, et le travail dans le cadre d’un groupe supervision qui permet entre autre l’élaboration du contre-transfert. A l’aide de situations issues de groupes d’analyse de pratiques que le chercheur a menés, il rend compte du travail d’élaboration que sous-tend la démarche clinique d’orientation psychanalytique afin de percevoir comment le soi-élève s’exprime inconsciemment dans les pratiques des enseignant.e.s ou des formateurs. La quatrième partie, est consacrée à un entretien clinique de recherche effectué auprès d’une enseignante d’histoire géographie du secondaire. A l’aide du matériel analysé, le chercheur examine selon quelles modalités son soi-élève l’oriente dans sa pratique professionnelle et dans ses choix pédagogiques. La cinquième et dernière partie, propose d’approfondir les concepts qui ont émergé lors de la recherche afin d’étayer plus en profondeur les analyses, ainsi que de proposer quelques perspectives pour la formation des enseignants et la rechercheThis thesis, which fits in the psychoanalytically-oriented clinical field of Éducationand training sciences, proposes to analyze the ways in which the pupil-self unwittingly influences the teacher in his or her professional practice. The thesis is divided into five parts.The first part is devoted to the construction of the research object. In particular, the researcher explores the concepts of pupil-self and teacher-self. The second part is devoted to the theoretical framework within which this research is embedded. In particular, the researcher describes his encounter with psychoanalytic knowledge, and then explores the question of the « scientificity » of the approach in all its singular and specific aspects. The theoretical framework thus established makes it possible to clarify the relationship between the researcher and his object-subject of research, and to show how the singular construction of his relationship to knowledge expresses itself unbeknownst to him in his professional practice.The third part presents the methodology used for data collection and analysis, i.e. the practice analysis groups, the subsequent notes, and the work in a supervision group, which, among other things, enables the elaboration of counter-transference.Using situations from groups of professionnel practices analysis groups that the researcher has led, he reports on the work of elaboration that underlies the psychoanalytically-oriented clinical approach, in order to perceive how the pupil-self unconsciously expresses itself in the teachers or trainers practices.The fourth part is devoted to a clinical research interview with a secondary school history-geography teacher. Using the analyzed material, the researcher examines the ways in which her pupil-self guides her professional practice and pedagogical choices. In the fifth and final part, the concepts that emerged during the research are explored in greater depth to thoroughly underpin the analyses, as well as to propose some perspectives for teacher training and research
2
Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.
Анотація:
Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary teacher engagement; and secondly, to contribute to the literature in the area of professional learning for primary teachers within professional associations. Using a three part research design, interviews of primary teachers and focus groups of professional association participants and executives were conducted and themed to examine the current context of engagement. Force field analysis was used to provide the framework to identify the driving and restraining forces for primary teacher engagement in professional learning through professional associations. Communities of practice and professional learning communities were specifically examined as potential models for professional associations to consider. The outcome is a diagrammatic framework outlining the current context of primary teacher engagement, specifically the driving and restraining forces of primary teacher engagement with professional associations. This research also identifies considerations for professional associations wishing to change their level of primary teacher engagement. The results of this research show that there are key themes that provide maximum impact if wishing to increase engagement of primary teachers in professional associations. However the implications of this lies with professional associations and their alignment between intent and practice dedicated to this change.
3
Rodohan, Eamonn Patrick. "Criminalisation for sexual transmission of HIV : emerging issues and the impact upon clinical psychology practice in the UK." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/5873.
Анотація:
Objective: Criminal liability for the sexual-transmission of HIV raises complex questions for both clinicians and service-users regarding their responsibilities and legal obligations to disclose information to others. This is the first research study to address the impact of these issues upon everyday clinical and professional management in the UK. The prevalence and incidence of clinical and HIV-legal issues reported by the 107 psychologists sampled are reported. Design: A cross-sectional approach comprising two components was utilised: Firstly, questionnaire survey (Response rate 22%) scoping the experiences of practice issues among psychologists from sexual-health and generic settings. Attitudes towards HIV-prosecutions and various measures of professional self-efficacy were also collected. Secondly, three focus groups (N=15) exploring the impact of practice issues upon clinicians’ likely confidentiality breaking behaviours. Methods: Clinical and legal issues are presented. Further statistical analyses explored the interaction of various demographic, clinical and attitudinal variables upon clinician’s perceived self-efficacy. Focus Group transcripts analysed using Thematic Analysis (Data-driven approach) with eight emergent themes. Results: Although no direct involvements in police investigations reported, two instances of psychology notes being subpoenaed plus multiple ‘near miss’ clinical experiences described. High proportions of sexual-health psychologists experienced HIV-clients disclosing problematic behaviours, including intentional transmission (9%; N=5) and/or ‘reckless’ behaviour (72%). Focus groups expressed high levels of anxiety regarding these scenarios associated to multiple influences (interpersonal, clinician, professional and service factors). Quantitative and qualitative results were triangulated to provide a detailed analysis of how psychologists manage the clinical impact of the issues. Conclusions: Psychologists broadly supported HIV-prosecutions for intentional transmission (81%) but only limited support around ‘reckless’ cases (44%), particularly among those sexual-health experienced. Those ‘critical’ attempted to mitigate the impact of legal issues by proactively raising awareness among HIV-clients and resisting overly-defensive service changes; whereas those ‘less-critical’ were more accepting. Clinical, training and therapeutic implications are briefly considered.
4
Durand-Paute, Roland. "L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30028.
Анотація:
Bien des professeurs stagiaires de lycées/collèges (PLC) dont les formateurs ont la charge en période de formation initiale et professionnalisante rencontrent de nombreux écueils dans la relation pédagogique qui les lie à leurs apprenants. Ces enseignants, pour la plupart novices, attendent alors une réponse des centres qui se doivent de leur donner des outils pour pallier leurs difficultés relationnelles diverses et éviter ainsi un mal-être, des attitudes défensives, un épuisement professionnel voire même une forme de désespoir quant à la poursuite de leur carrière. Cependant, on observe encore aujourd’hui que la formation n’accorde que peu d’importance au savoir-être du pédagogue, hormis la mise en place de Groupes de Formation à l’Analyse de Pratiques Professionnelles (GFAPP). Pourtant, l’activité enseignante faite de la dimension émotionnelle au travail suppose des compétences émotionnelles. (Gendron) telles que la confiance, en soi, la maîtrise de soi, l’empathie, savoir gérer des conflits, l’adaptation et le leadership…Aussi, dans cette thèse, nous nous demanderons si les GFAPP contribuent au développement d’un capital émotionnel ad hoc, ce dernier étant constitué d’une accumulation de compétences émotionnelles utiles en pédagogieMany trainee high school teachers (PLC) whose instructors are in charge of initial training and professionalization encounter many pitfalls in the educational relationship that binds them to their learners. These teachers, who are mostly novices, are waiting for a response from the centers, who must give them tools to overcome their various relationship difficulties and thus avoid discomfort, defensive attitudes, burnout and even a form of despair as to the pursuit of their career. However, we still observe today that training gives little importance to the pedagogue's know-how, apart from the setting up of Training Groups for the Analysis of Professional Practices (GFAPP). Yet the teaching activity of the emotional dimension at work involves emotional skills. (Gendron) such as self-confidence, self-control, empathy, knowing how to manage conflict, coping and leadership ... Also, in this thesis, we will wonder if the GFAPP contribute to the development of an ad hoc emotional capital, the latter consisting of an accumulation of emotional skills useful in pedagogy
5
Botté, Allain Françoise. "Être chef d’établissement : étude clinique auprès de chefs d’établissement ayant participé à des groupes d’analyses des pratiques." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100007.
Анотація:
Cette thèse porte sur la fonction de chef d’établissement. Le travail s’inscrit dans le cadre d’une approche clinique d’orientation psychanalytique et s’appuie sur la mise en œuvre de six entretiens cliniques auprès de chefs d’établissement ayant expérimenté des dispositifs d’analyse de pratiques professionnelles. Dans la première partie, l’expérience de la chercheuse elle-même comme chef d’établissement est relatée dans la perspective d’affiner le questionnement à la base de l’étude. Puis, la méthodologie de l’entretien clinique utilisée pour ce travail ainsi que l’approche théorique choisie sont présentées. L’analyse des textes officiels ainsi que celle de plusieurs recherches et témoignages concernant cette fonction de chef d’établissement, sous l’angle de son évolution récente, en fait ressortir les spécificités actuelles. La deuxième partie est consacrée à l’analyse des six entretiens et à leur mise en perspective. Ces analyses montrent qu’occuper un tel poste influe profondément sur l’identité professionnelle du titulaire, ce dernier se trouvant très mobilisé par l’attention à apporter aux relations humaines dans cette fonction de direction. La question de la formation à mettre en œuvre pour préparer les chefs d’établissement à cette nouvelle situation professionnelle se trouve posée. Enfin, les témoignages des praticiens sur les dispositifs d’analyse de pratiques auxquels ils ont participé permettent d’envisager que ce type de formation puisse leur procurer un accompagnement utile pour négocier au mieux les aspects relationnels de cette profession. Ce dispositif d’analyses de pratiques pourrait ainsi occuper une place plus large au sein de leur formationThe following thesis tackles the subject of being a headmaster. This experience is related from a psychoanalytical point of view and uses six different examples of headmasters who have experimented with analysing their own practice. The first part narrates my story as a former headmaster so as to offer a better understanding of which questions to ask the other headmasters. Then, the essay revolves around the methodology and theoretical approach I used for this work. Analysing the acts of the official gazette as well as the research work and testimonies made by some of my peers on the subject allowed me to enhance the current specificities of the job. The second part details the six interviews I had with my fellow headmasters. They all said that having such a position had a deep impact on their professional identity and that it taught them to put the emphasis on human relationships in their job. This raises the question of the training one has to elaborate to prepare young headmasters to cope with their new position. Finally, the interviewees mentioned the group sessions they took part in to analyse their professional practice, insisting that these sessions helped them better negotiate the relational aspects involved by their job. Thus, this essay develops the idea that setting up group sessions to help headmasters analyse their professional practice should play a bigger part in their training
6
Sinsollier, Pierre. "Description and analysis of wine processing practices. Professional Internship Report." Master's thesis, ISA, 2019. http://hdl.handle.net/10400.5/19584.
Анотація:
Vinifera Euromaster European Master in Viticulture and Oenology - Instituto Superior de Agronomia / EMaVEThe Vinifera European Master of Science in Viticulture and Enology program offers the possibility to conduct a professional internship coupled with a scientific dissertation as a final thesis. In the frame of this professional thesis, I was offered to work at Clos Apalta, world renown winery located in the Colchagua valley in central Chile. My role of Assistant Enologist in charge of the night shift encompassed a large spectrum of activities which, besides a managerial dimension, covered various enological manipulations. Ensuring a permanent monitoring of the evolution of each vat and barrel is decisive, and along the course of fermentation, adjustments need to be made, starting by the preparation and inoculation of commercial yeasts. Nutrition additions are to be synchronized with cycles of cap management practices and in case of barrel fermentation, with cycles of micro-oxygenation. Regular tasting of the fermenting wines is also necessary, as it allows to detect eventual organoleptic deviation, such as the appearance of reductive aroma, volatile acidity, or volatile phenols in ageing wines. Along with the analysis of various wine-making processes employed at the winery, a few enological issues that were encountered, and their subsequent preventive or curative treatment, are also described in this report. Clos Apalta produces solely premium biodynamic wines, with a focus on extraction, from the cultivars Carménère, Cabernet Sauvignon, Merlot and Petit Verdot. Working there represented an exceptional opportunity to learn about the caution, precision and intensity involved in the production of premium red wines aiming for long ageing potential, with the extensive use of French oak, vats and barrels, throughout wine's production. This professional thesis is a report of the observations and analysis I have performed while working at Clos Apalta, along with scientific literature reviews in order to compare the winery practices to current scientific knowledge
N/A
7
Moore, J. Brian. "Critical friends groups at Lower Canada College : the impact of collaborative communities on teachers' professional growth and classroom practices." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81506.
Анотація:
This qualitative inquiry into Critical Friends Groups (CFGs) at Lower Canada College (LCC), a coeducational, bilingual, K-12, private, day school in suburban Montreal, focusses on the impact of CFGs on teachers' professional growth and classroom practices. Using interviews, focus groups, participant observations and a questionnaire, I examined the recursive cycle of professional growth and transformation, and rooted the inquiry within the theoretical frameworks of reflective practice, the dialogic imagination, social constructivist learning and critical theory. I conceptualize teachers' professional growth as the transformation of professional practices through the deepening knowledge and expertise that arises out of collaborative inquiry and collegial dialogue. The major assumption supported by this study is that teachers learn from one another through engaging in ongoing and site-based critical dialogue focussed on classroom practices. This inquiry has implications for professional development programmes, school leadership and teacher empowerment.
8
Law, Lik-hang Darick, and 羅力恒. "Attitudes toward rape and sexual assault: a comparative analysis of professional groups in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29705113.
9
Spiteri, Joseph. "A critical analysis of occupational and organisational strategy in UK : architectural and quantity surveying practices." Thesis, University of Leeds, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391654.
10
McDonald, Lynette S. "How professional development impacts on experienced teachers' perceptions of their ICT practices." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87223/1/Lynette_McDonald_Thesis-1.pdf.
Анотація:
Teachers are at the forefront of Information Communication Technology (ICT) use in schools. Teachers face many challenges and competing priorities such as literacy, numeracy and changing curriculum frameworks and are expected to adopt new ICT practices to improve students¿ outcomes. Effective professional development (PD) methods must be identified and implemented.
This research examined two core issues: (1) experienced teachers' perceptions of their ICT practices and (2) how PD courses have affected these practices.
This case study and its findings has important implications for the implementation of effective PD in schools.
11
ASZTALOS, RICHARD, and MATHIAS GIERTZ. "Market Orientation in Professional Service Firms : A Framework for Market Oriented Practices." Thesis, KTH, Industriell marknadsföring, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-153775.
Анотація:
This report combines theoretical and empirical findings to create a holistic framework for market oriented practices within professional service firms. Changes in the business environment of technology consultancy firms, has developed a need to adopt more structured procedures in assessing the market place and in responding, both through external activities as well as through internal optimization. An assumption was made that the market orientation concept was of relevance in addressing this need. A qualitative empirical investigation was conducted at a large professional service firm mainly operating within the construction consulting industry in Sweden. The result provides a conceptual framework for practising market orientation, based largely on empirical findings, which in the conclusion is summarized into a model to visualize the interconnection of the different parts of market orientation. The framework developed is ‘The Market Orientation Model’ which is made up four stages; (1) ‘Assess Current State’ in which the goal is to understand the current state of the firm; current market, current services and current competences. (2) ‘Collect Intelligence’ where the collection of market intelligence, using a set of different processes, about the needs and demands of current, new and internal customers should be gathered. (3) ‘Create Insight’ which is the process of identifying the Market Potential or the Market Demand through processes of organization wide dissemination and analysis of the gathered intelligence. (4a) ‘Create Response Initiative’ where the aim is to create new, or develop existing service offerings to meet the demand or need of the market. (4b) ‘Create Sales Initiative’ which is the initiation of a sales attempt of existing services to new or existing customers. The model creates a summarized picture of what constitutes market orientation and how it can be adapted to an organization. It can be used to create a standardized approach for an entire organization in building a market oriented firm. By continuously following this model in a market oriented firm, greater alignment with market should be achieved.Denna rapport kombinerar teoretiska och empiriska resultat för att skapa ett helhetstäckande ramverk för marknadsorienterad verksamhet inom professionella tjänsteföretag. Förändringar i dessa företags omvärld har utvecklat ett behov av att införa mer strukturerade rutiner för att bedöma marknaden och genom både marknadsinsatser och interna processförbättringar möta dessa förändringar. Ett antagande gjordes att marknadsorientering var ett relevant koncept för att bemöta detta behov. En kvalitativ empirisk studie genomfördes på ett större professionellt tjänsteföretag på den svenska teknikkonsultmarknaden med inriktning mot byggbranschen. Resultatet består av ett konceptuellt ramverk för marknadsorientering, som till stor del bygger på empiriska resultat. Detta sammanfattas i en modell för att visualisera kopplingarna mellan de olika delarna av marknadsorientering. Ramverket benämns som "The Market Orientation Model" som består av fyra steg; (1) "Utvärdera aktuellt läge" där målet är att förstå den nuvarande situationen för företaget, den aktuella marknaden, nuvarande tjänster och nuvarande kompetenser. (2) "Samla information" med målet att samla in marknadsinformation om befintliga, nya och interna kunders tjänstebehov med hjälp av en uppsättning processer. (3) 'Skapa ins ikt’, som är processen för att identifiera marknadens potential eller efterfrågan genom processer för organisatorisk spridning och analys av informationen som erhållits i steg två. (4a) ’Bemötande’ där syftet är att skapa nya, eller utveckla befintliga tjänsteutbud för att möta efterfrågan eller behov på marknaden. (4b) 'Försäljningsinitiativ’ där man skapar en riktad säljinsats av befintliga tjänster till nya eller befintliga kunder. Modellen ger en sammanfattad bild av vad som utgör marknadsorientering och hur den kan anpassas till en organisation. Det kan användas för att skapa ett standardiserat tillvägagångssätt för en organisation att bygga ett marknadsorienterat företag. Genom att följa denna modell inom ett företag bör en bättre anpassning till marknaden uppnås.
12
Mccarthy, Kelly Elizabeth. "An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.
Анотація:
Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status.
Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis.
The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers.
The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.
13
Gayard-Guégan, Patricia. "Etude clinique du « non-verbal sonore » d’un groupe d’analyse des pratiques professionnelles en formation initiale d’Assistant de Service Social." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100160.
Анотація:
Ce travail de recherche en Sciences de l’Education se réfère à une approche clinique d’orientation psychanalytique. Cette thèse traite du « non-verbal sonore » en parallèle du verbal dans un groupe d’analyse des pratiques professionnelles en formation initiale d’Assistant de Service Social. En introduction, la chercheuse fait part de son implication puis la thèse est construite en trois parties. Une première partie est consacrée d’abord à des éléments théoriques sur le métier d’Assistant de Service Social et à son lien avec la psychanalyse. Puis sont abordés des éléments théoriques sur le sonore comme élément du non-verbal avec un éclairage psychanalytique.La deuxième partie traite des questions de méthodologie de la recherche. La constitution du matériel empirique de la thèse ainsi que les inflexions méthodologiques progressives de la construction de la recherche sont précisées. Le matériel est constitué d’enregistrements audio de cinq séances de d’analyse des pratiques professionnelles. Une expérience d’observation d’un groupe d’analyse des pratiques est explicitée comme dispositif de tiercéisation entre la chercheuse et son matériel. La troisième partie est consacrée à l’analyse effective du matériel à partir des travaux d’O. Avron, de C. Bittolo et de R. Kaës selon quatre modalités différentes. Les notions théoriques d’O. Avron sont mises au travail dans deux études longitudinales. Le travail de C. Bittolo permet d’analyser des ambiances sur des instants précis de séance. La notion de porte-parole de R. Kaës est mobilisée pour caractériser la place de deux des membres du groupe. Enfin, une dernière modalité d’analyse d’un élément non-verbal spécifique, le brouhaha, permet de conjuguer le point de vue de ces trois auteursThis research work in education sciences refers to a clinical approach of psychoanalytic orientation. This thesis deals with the "non-verbal sound" parallel verbal in a group of analysis of professional practices during the initial training of the social work assistant. In introduction, the researcher shares his involvement then the thesis is built in three parts.A first part is devoted first of all to theoretical elements of social work assistant and its link to psychoanalysis. Then are discussed theoretical elements on the sound as a non-verbal element with a psychoanalytical lighting.The second part deals with questions of research methodology. The constitution of the empirical material of the thesis as well as the progressive methodological inflexions of the development of the research are specified. The material consists of audio recordings of five sessions for the analysis of the professional practices. An observation experience of a practice analysis group is explained as a device for the third-party investigation between the researcher and her material.The third part is devoted to the effective analysis of the material from works of O. Avron, C. Bittolo and R. Kaës is done in four different ways. The theoretical notions of O. Avron are put to work in two longitudinal studies on all material. The work of C. Bittolo allows to analyze and define atmospheres on specific moments of the session. The notion of R. Kaës spokesperson is mobilized to characterize the place of two of the members of the group on all the sessions. Finally, as a last modality of analysis of a specific non-verbal element, the hubbub allows to combine the point of view of these three authors
14
Asubonteng, Agnes. "Spatial Variations and Cultural Explanations to Obesity in Ghana." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538645/.
Анотація:
While obesity is now recognized as a major health concern in Ghana, the major drivers, causal factors, and their spatial variation remain unclear. Nutritional changes and lack of physical activity are frequently blamed but the underlying factors, particularly cultural values and practices, remain understudied. Using hot spot analysis and spatial autocorrelation, this research investigates the spatial patterns of obesity in Ghana and the explanatory factors. We also use focus group discussions to examine the primary cultural factors underlying these patterns. The results show that wealth, high education, and urban residence are the best positive predictors of obesity, while poverty, low education, and rural residence are the best (negative) predictors of obesity. Consequently, improving the socioeconomic status, for example, through higher levels of education and urbanization may increase obesity rates. Furthermore, the cultural preference for fat body as the ideal body size drives individual aspiration for weight gain which can lead to obesity. Thus, reducing obesity rates in Ghana is impossible without addressing the underlying cultural values.
15
Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
Анотація:
Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
16
Cherry, Scott. "The promise of the hyphen : an ethnography of self-help practices." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/12692.
Анотація:
This thesis is an ethnography of the phenomenon of self-help. It begins by noting a problematic at the centre of the topic: the term self-help connotes, on the one hand, an autonomous agent ("self'), and on the other, a reliance on other agents ("help"). More substantively, the term attaches itself to two opposing ideological positions, individualism and collectivism. This strange splitting of the term is reproduced in a contemporary context, where we see the genre of self-help books, which is built around the highly individualistic activity of reading as a quest for self-help, and self-help groups, which are built around the collective, co-presence of members as they mutually help one another. But the phenomenon is engaged by separate, non-overlapping literatures that treat self-help books as having a status independent of self-help groups; one attends to self-help books, but disregards self-help groups, while the other attends to self-help groups, but disregards self-help books. Thus self-help books and self-help groups get polarized. This effectively makes the original problematic around the term itself disappear, because it' simply ignores it. This research turns this character of self-help into a topic for study. It looks at what holds the term together, that is to say, self-help books and self-help groups, when they appear to be entirely independent phenomena, and yet still share the term self-help. It is interested in the significance of the term, why it gets invoked as a description of particular activities and what that entails as a practical matter. It wants to see how self-help is performed. It identifies a hybrid of self-help books and self-help groups - a self-help workshop. This third site of self-help brings individual readers of self-help books into a context of collective, social activity. It uses this as a strategy with which to examine the relationships between self-help books and self-help groups, self and help. It undertakes a detailed empirical analysis of a corpus of self-help books, a selfhelp workshop and a range of self-help groups, drawing on textual, discursive and ethnographic modes of inquiry. It then uses this empirical work to map self-help and engage it as a wider, cultural phenomenon in the modem period.
17
Lacour, Martine. "Empathie des enseignants et souffrance psychique des élèves : étude des processus psychiques dans les groupes de soutien au soutien." Phd thesis, Université de Franche-Comté, 2012. http://tel.archives-ouvertes.fr/tel-00980786.
Анотація:
Cette thèse s'inscrit dans la continuité des travaux sur l'analyse des pratiques dans le champ de l'enseignement.Parmi les nombreux dispositifs, à la jonction du psychique et du professionnel, celui de Groupe de Soutien au Soutien(GSAS) travaille la complexité du lien enseignant-élève à partir des cas d'élèves apportés par les participants.L'objectif de la thèse est de comprendre et d'analyser l'efficacité du fonctionnement de la méthode des GSAS àpartir de deux hypothèses. Premièrement, la structure temporelle soutient le travail de contenance du groupe enpermettant une expérience singulière d'empathie. Deuxièmement, l'appropriation subjective de cette expérienceempathique contribue à une modification du lien enseignant-élève sur le terrain. Le matériel clinique provient de deuxsources de données complémentaires : d'une part, le fonctionnement des groupes en tant qu'observatrice-participante etanimatrice et d'autre part, des entretiens cliniques réalisés auprès de participants.Une première partie théorique montre l'ancrage du GSAS imaginé par le psychanalyste J. Lévine dans l'histoiredu mouvement de la pédagogie psychanalytique, sa filiation et ses écarts aux groupes-Balint. Elle présente la méthodeen trois temps suivis d'un moment initié dans le groupe pour préparer le retour en classe. La seconde partie théoriquetraite de l'empathie, d'un point de vue historique et conceptuel. Puis, l'empathie, articulée au Moi-peau et dans undialogue entre le Moi et le Soi, est explorée dans une perspective psychanalytique et une approche spirituelle.Les résultats de la partie clinique montrent que l'expérience du processus empathique prépare aupositionnement empathique. L'accueil des affects ou émotions d'un sujet exposant un cas d'élève puis, le jeud'identifications et de projections pour entrer dans le paysage intérieur supposé de l'élève et, en dernier lieu, leséchanges autour de pistes psycho-pédagogiques sont constitutifs de l'expérience groupale. Celle-ci prépare au gesteintérieur qui caractérise le positionnement empathique : accueillir-comprendre-accompagner.La spécificité de ce dispositif est de transmettre envers les élèves une posture proche de l'empathie maternelle.Le travail psychique de l'attention et celui de l'identification projective normale, à l'oeuvre dans cette pratique cliniquegroupale, pourraient concerner d'autres métiers du lien, là où des sujets, confrontés à la souffrance d'autres sujets, ontbesoin d'un étayage de leur Moi-professionnel.
18
Luthy, Nicole Carter. "The Discursive Practices of Teachers Engaged in Collaborative Inquiry: Co-Constructing Conceptions of School Literacy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1383903087.
19
Shahraki, Abdol Aziz. "Sustainable new towns in Iran : Reflections on problems and practices of urban planning and design using case studies." Doctoral thesis, KTH, Urbana och regionala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-144997.
Анотація:
This investigation of urban planning and design is the first problem-oriented study in this subject in the southeastern part of Iran. As demands for new town developments increase, the intensity and efficiency of urban planning and design must be improved. This in turn requires an increase in the professional knowledge and systematic nature of the analyses and syntheses. The discussions in the thesis include; ideological schools, socioeconomic analyses, natural resource utilization, and sustainable infrastructures. In the thesis, a set of related subjects are analyzed and evaluated with the aid of new academic and experimental methods aimed to recommend enhanced theoretical and working solutions and to prepare for sustainable urban planning and design in the southern Iran region.QC 20140505
20
Awad, Scrocco Diana Lin. "An Examination of the Literate Practices of Resident Physicians and Attending Physician Preceptors in a Resident-Run Internal Medicine Clinic." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334240629.
21
Yoo, Julie Keunhee. "What makes personalized medicine work? : an empirical analysis of the role of product attributes, medical professional societies and patient groups in the diffusion of four breast cancer genetic tests." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54595.
Анотація:
Thesis (S.M.)--Harvard-MIT Division of Health Sciences and Technology, 2009.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 69-73).
Personalized medicine is the science and practice of customizing medical screening and treatment plans for an individual based on his or her genomic profile. Breast cancer is one of the first disease areas to serve as an example of this approach, where most patients have experienced its benefits through the use of genetic tests that provide decision support for health care workers regarding the likely effectiveness of specific drugs and, more broadly, the urgency of particular treatment options (for example, chemoprevention versus prophylactic surgery). Little is known about the diffusion of such personalized approaches to medical practice, particularly the factors shaping the adoption of genetic tests. While numerous medical diffusion studies have been published over the past few decades, most were univariate analyses and did not consider the unique aspects of genetic testing versus drugs. Moreover, they mainly focused on the characteristics and behaviors of physicians, patients, product manufacturers, and social networks, and did not explore the role of potentially important third parties like professional medical societies and patient groups (e.g. disease foundations and patient advocacy organizations). The aim of this thesis was to analyze the relationship between seven attributes of four breast cancer genetic tests and clinical adoption to show that standard diffusion frameworks can be enhanced through previously unstudied dimensions when evaluating personalized medicine-related innovations.
(cont.) We identified four variables that correlated with clinical adoption: 1) regulatory status, 2) inclusion in practice guidelines by professional societies, 3) explicit endorsement by patient groups, and 4) implicit endorsement by patient groups. Our findings indicate that a key overlooked element in the current literature (and potentially overlooked by the firms creating these tests) is the role of patient groups in the diffusion of novel genetic tests, in addition to endorsement from medical professional societies. These findings may add value to strategic decisions made by company executives, investors, payers, health care providers, and patients as they are presented with novel products and development opportunities in the era of personalized medicine.
by Julie Keunhee Yoo.
S.M.
22
Moulds, Larry Daniel. "An Analysis of Current Training Practices used by U.S. and Canadian Members of the Steel Service Center Institute with Employees who are Geographically Located in Widely Dispersed Small Groups." NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/738.
Анотація:
This study was designed to establish a baseline of data relative to the current training practices used by the United States and Canadian Steel Service Center Institute (SSCI) member distribution companies. Results are shown for single location companies compared with multiple location companies. Specific focus of this study was on the successful or unsuccessful training of the employees who are geographically located in widely dispersed small groups. Of special interest was identifying how current distance learning technologies were being used. The survey identified dollars spent on training, training practices, cost and benefits of training, logistical problems with training delivery, and the problems associated with training employees who are in widely dispersed locations from the source of the training. Training employees who are in widely dispersed small groups is a significant problem for 71 % of the multiple location company respondents.
23
Larry, Farida. "Discursive assessment practices in a special school for girls identified with a disability in one Arabic-speaking Gulf-Arabian country." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/284464.
Анотація:
This study examines discursive assessment practices in a special school for girls identified with a disability in an Arabian-Gulf country. The study is driven by a notable absence of research on girls with disability in the Arab world, and the need for analysing practices that shape their identities and future trajectories. To disclose the mechanisms, processes, and tools influencing the coconstruction of girls' identities by members of a multidisciplinary team, I developed an analytic framework that draws on three theories: systemic functional linguistics, critical genre analysis and sociocultural theory of discourse and identity production. The main data source is the audio-record of conversations that took place at case-conference meetings (CCMs). To describe the genre of a CCM and to disclose what went on, who was involved, and what outcomes were achieved, I constructed three narratives: 'The most relevant thing about us', 'Much ado about everything', and 'Not so great expectations'. These narratives revealed the object, goals, and the outcomes of talk. With respect to the object of talk, or the knowledge underpinning assessment practices, there was much focus on girls' diagnostic histories and scores in IQ tests; they were given a high priority and perceived as key to understanding the girls. Analysis also revealed a resistance to move beyond dichotomous thinking (i.e. girls are either trainable or educable). The goals of talk were to pass on information, to share assessment results, and to list objectives for intervention, each practitioner within her domain of expertise. This mode of passing on - rather than - discussing information and assessment results limited the prospect to benefit from the distributed knowledge of practitioners. The outcomes of talk were mediated by the two preceding discursive actions. A preoccupation with girls' medical diagnosis, and a focus on passing on rather than discussing assessment reinforced deficit thinking. Further, categories assigned to girls stood as self-fulfilling prophesies, and as predictors of girls' future performance. The space to create more positive identities was evident, however, where practitioners knew little about girls' genetic or developmental disabilities. The implications of these objectifying practices are serious with respect to Gulf-Arabian countries and to similar Muslim sociocultural contexts. Perceiving diagnosis as the absolute truth feeds fatalistic beliefs further and results in inactivity and invisibility. Implications are offered for policy and practice and for future research.
24
Kundakci, Deniz. "Ex Contingente Necessarium Or A Philosophical Analysis Of The Connection Between Weber And Marx." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612526/index.pdf.
Анотація:
Max Weber and Karl Marx have been compared in various ways, especially since Weber&rsquos Protestant Ethic and the Spirit of Capitalism was first published in the beginning of 20th century. The general claim was that their perspectives are completely different from each other. With the analysis of Protestant Ethic, they claim, Weber came up with a negative answer to Marx in terms of his analysis of the relationship between society and economy. However, in this study it is indicated that Weber&rsquo
s analyses were in close proximity with those of Marx&rsquo
s and these similarities can be seen in Weber&rsquo
s both early and late period works such as &ldquo
The Social Causes of the Decline of Ancient Civilization&rdquo
, Economy and Society and General Economic History. Weber&rsquo
s approach in this all corpus can be considered to be &ldquo
a quasi Marxist perspective&rdquo
. In these texts, he refers widely to Marx and elaborates the factors which he thought Marx had excluded from his analysis. Although he accused Marx of using a one-sided causal interpretation of history, Weber&rsquo
s approach in relation to Marx has close parallels with historical materialism
25
Marques, Vitor Hugo Amendola. "Prática profissional dos enfermeiros da estratégia Saúde da Família nos grupos de caminhada de São Paulo." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/7/7141/tde-28062010-120026/.
Анотація:
Introdução: No Brasil, o Ministério da Saúde desenvolve estratégias para intervir nos condicionantes das doenças crônicas não transmissíveis por meio da incorporação das Práticas Complementares e Integrativas em Saúde no SUS. Dentre estas práticas, se destacam os grupos de caminhada (GC) por seguirem os preceitos da Promoção da Saúde, contemplando, sobretudo, a autonomia dos profissionais e população. Estas práticas visam complementar as ações clínicas das Equipes de Saúde da Família (ESF) e os enfermeiros têm grande potencial para incorporar esta ação à sua prática profissional. Objetivo: Caracterizar a inserção e a prática dos enfermeiros nos grupos de caminhada (GC) das Unidades com ESF de São Paulo. Metodologia: Foram entrevistados 27 enfermeiros que participavam dos GC, utilizando-se instrumentos de caracterização do GC, da prática profissional do enfermeiro no GC e para avaliação do nível de conhecimento sobre Atividade Física para Promoção da Saúde (AF/PS) com o instrumento padronizado do Programa Agita São Paulo. O tratamento estatístico dos dados foi realizado utilizando-se os programas Excel® e SPSS. Resultados: Dentre as Unidades com ESF, 95 tinham GC, sendo que 38 eram organizados por enfermeiros. Na média, os GC tinham duração de 48 minutos e aconteciam 3 vezes por semana. A maioria dos enfermeiros (55%) afirmou avaliar os usuários para inclusão no GC e em 40% dos grupos a caminhada era precedida por avaliação clínica. Quanto ao nível de conhecimento (NC) sobre AF/PS nenhum entrevistado acertou todas as questões em relação à intensidade, frequência semanal, duração e modo de execução diária para AF/PS, 40% acertaram apenas uma questão e 22% não acertou nenhuma. Conclusão: Apesar da inserção privilegiada dos enfermeiros para fortalecer ações de promoção da saúde na ESF o NC dos enfermeiros sobre AF/PS mostrou-se inadequado, indicando a necessidade de processos de educação continuada voltadas para a incorporação desses conceitos. Em relação aos GC nas Unidades de Saúde, sugere-se a elaboração de guias que norteiem as ações dos profissionais envolvidos tanto no aspecto instrumental quanto gerencial.Introduction: In Brazil, the Ministry of Health has been developing strategies to intervene in the conditions of chronic, non-transmissible diseases through the incorporation of Complementary and Integrative Practices within the Brazilian National Healthcare System (SUS). Among these practices, the one that most stands out is the Walking Groups (WG) by following the precepts of Health Promotions, contemplating, above all, the autonomy of professionals and the population. These practices are intended to complement the clinical actions of the Family Health Team (FHT) and the nurses have a great potential to incorporate these actions into their professional practice. Objective: To characterize the insertion and the practice of nurses in the WG of the FHT units in Sao Paulo. Methods: Twenty-seven (27) registered nurses who participated in the WG were interviewed. The instruments were used to characterize the WG, the professional practice of nurses in the WG and the standardized instrument for assessing the knowledge level regarding Physical Activities for Health Promotion (PA/HP) of the program called Agita São Paulo. The statistical processing of data was performed using the programs Excel® and SPSS. Results: Within the FHT units, 95 had WG of which 38 were organized by nurses. On the average, the WG duration was 48 minutes and it took place 3 times per week. The majority of nurses (55%) affirmed that they evaluated the users for inclusion into the WG and in 40% of the groups; the actual walking was preceded by a clinical evaluation. Regarding the knowledge level about PA/HP, none of the interviewees correctly answered all of the questions concerning the intensity, weekly frequency, duration and daily mode of implementation for PA/HP, 40% correctly answered only 1 question and 22% incorrectly answered all of them. Conclusion: Despite the inclusion of privileged actions by the nurses to strengthen health promotion in the FHT, the inadequate scores concerning PA/HP, obtained by the nurses, clearly indicates a necessity for continuing education processes directed toward the incorporation of these concepts. In relation to the WG in the FHT Units, this study shows that there is a need to elaborate instruments to guide the actions of the professionals involved in both the managerial and instrumental aspect.
26
Bissett, Rachel L. "An assessment of the Research Chefs Association's core competencies for practicing culinologists." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244659761.
27
Pfeffer-Meyer, Victoria. "Contre-transposition didactique : identifier et caractériser des savoirs issus du "Faire - Ecrit" des professeurs - documentalistes." Electronic Thesis or Diss., Reims, 2023. http://www.theses.fr/2023REIML017.
Анотація:
Cette recherche porte sur les pratiques professionnelles des professeurs - documentalistes en milieu scolaire et se réfère au champ de la didactique de l’Information-Documentation, à l’intersection des disciplines Sciences de l’Education et de la Formation et Sciences de l’Information Communication et au champ de la professionnalisation. Nous considérons les pratiques professionnelles des acteurs comme un moyen de contribuer à la production des savoirs. L’approche retenue pour cette étude est descriptive, compréhensive et prospective. Elle invite à (ré)interroger les pratiques professionnelles, la posture du professeur-documentaliste et les formations à l’information-documentation menées dans les établissements scolaires. L’étude combine des méthodes : l’enquête exploratoire, l'analyse de la pratique et de l’activité décrite, diffusée et partagée sur des blogs, et des entretiens semi-directifs. Elle cherche à comprendre les orientations épistémologiques et historiques de la didactique de l’information-documentation ; caractériser et définir des objets didactiques ; caractériser les processus d’écriture en ligne produits sur les blogs. À travers cette étude longitudinale, nous cherchons à montrer qu’il est possible en « contre-transposition didactique » d’appréhender la pratique professionnelle, le « Dire – Ecrit », comme « un espace générateur de savoirs et de pratiques ». Notre visée est de développer de nouvelles connaissances en didactique de l’information-documentation, mais aussi de comprendre les pratiques d’écriture en ligne développées par les professeurs - documentalistesThis research focuses on the professional practices of librarian-teachers in schools and refers to the fields of information-documentation didactics, the intersection of the disciplines of Education and Training Sciences and Information Communication Sciences and the field of professionalisation. We consider the professional practices of the players as a means of contributing to the production of knowledge. The approach adopted for this study is descriptive, comprehensive and forward-looking. It invites us to (re)question professional practices, the posture of the librarian-teachers and the information-documentation training provided in schools. The study combines a number of methods: exploratory research, analysis of practices and activities described, disseminated and shared on blogs, and semi-structured interviews. It seeks to understand the epistemological and historical orientations of the didactic of information-documentation ; characterising and defining didactic objects; characterising the online writing processes produced on blogs. Through this longitudinal study, we aim to show that it is possible, by means of a « didactic counter-transposition », to understand professional practice, the « Dire – Ecrit », as a « space that generates knowledge and practices ». Our aim is to develop new knowledge in the didactics of information-documentation, but also to understand the online writing practices developed by librarian-teachers
28
Dubois, Arnaud. "Des premières monographies du courant psychanalytique de la pédagogie institutionnelle à la formation des enseignants du second degré aujourd’hui." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100036.
Анотація:
La première partie de ce travail est une enquête historique menée à partir de sources variées. Le mouvement pédagogique habituellement nommé « pédagogie institutionnelle » est né en France dans les années 1960 et s’est rapidement divisé en deux courants, dont l’un est fortement influencé par la psychanalyse. Ce courant psychanalytique de la pédagogie institutionnelle s’est constitué autour des figures de Fernand Oury et Aïda Vasquez, auteurs en 1967 de Vers une pédagogie institutionnelle, dans lequel sont publiées six monographies commentées. L’auteur montre que l’écriture de monographies est une pratique ancienne dans le champ éducatif et prend sa source dans différentes champs. Cette pratique, largement répandue avant 1967, est renouvelée par le courant psychanalytique de la pédagogie institutionnelle à partir de 1962.Dans une deuxième partie, l’auteur inscrit ce travail dans une approche d’orientation psychanalytique. Questionnant son rapport à son objet de recherche, il s’appuie sur ses élaborations contre-transférentielles pour faire émerger ses questions de recherche. Il décrit ensuite un dispositif d’analyse des pratiques professionnelles qu’il met en place, en tant que formateur, dans le cadre de la formation des enseignants débutants du second degré. Dans ce dispositif qu’il propose de nommer « groupe monographique », les enseignants en formation sont invités à écrire des monographies. L’analyse d’un corpus de monographies produites dans ce cadre est à l’origine d’hypothèses sur les processus psychiques à l’œuvre pour les enseignants débutants dans leurs remaniements identitairesThe first part of this study consists in undertaking a historical investigation drawing on various sources. The pedagogical movement usually referred to as “institutional pedagogy” rose up in France in the 1960’s and rapidly split up into two currents, one of them being strongly influenced by psychoanalysis. This psychoanalytical current of institutional pedagogy has been built up around the prominent figures of Fernand Oury and Aïda Vasquez, authors in 1967 of Vers une pédagogie institutionnelle, a book presenting six commentated monographs. Yet, writing monographs in pedagogy is an ancient practice that takes root in different fields. Such practice, well-spread before 1967, has been renewed by the psychoanalytical current of institutional pedagogy since 1962. In the second part, the author, from a psychoanalytical perspective, explores his link to his own research object. His research questions hence derive from countertransferential working-through. Afterwards, he describes a work group device that he has implemented as a teachers’ trainer to analyze the professional practices of newly qualified secondary school teachers. In what he proposes to call a “monographic group”, participants are invited to write professional monographs. By analyzing a corpus of monographs produced within this framework, the author then forms hypotheses on the psychical processes at work for newly qualified teachers regarding their identity changes
29
Mouyivou, Bongo Pélagie. "Le métier d’instituteur au Gabon." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20058/document.
Анотація:
Cette thèse a pour objectif principal d’interroger les mécanismes régissant la dynamique corporatiste et les logiques d’action du collectif des instituteurs au Gabon. Cette réflexion a été orientée au départ par deux constats : l’action collective enseignante et les changements statutaires marquant l’évolution de ce groupe professionnel. La démarche méthodologique s’appuie sur l’apport de plusieurs disciplines des sciences sociales et de diverses approches théoriques. L’hypothèse théorique repose sur l’idée de la constitution d’un corps de métier. Cette thèse tente d’appréhender le métier d’instituteur à partir d’un triptyque articulant trois pôles d’analyse : les relations sociales, l’organisation et le contexte social.L’enquête de terrain réalisée auprès des différents acteurs éducatifs, principalement les instituteurs, est centrée sur les conditions de vie et de travail de ces derniers. L’analyse porte à la fois sur les aspects statutaires, les relations entre les instituteurs et les autres acteurs de l’action pédagogique - principalement les élèves, les familles, les pouvoirs publics - et sur la pratique quotidienne de la classe. Elle met en lumière, la pluralité des identités socioprofessionnelles et la variabilité des pratiques professionnelles suivant les configurations relationnelles, les règles organisationnelles et le contexte socioculturel de travail. A titre d’exemple, l’instituteur notable dans un village devient le fonctionnaire mal payé en ville. De même, quand la gestion de la discipline en classe, la multiplicité des activités variées, la recherche des outils didactiques, l’entretien de la classe, rythment une matinée de travail de l’instituteur de l’école publique et de ses élèves, l’exploitation maximale des nombreuses ressources pédagogiques disponibles caractérise une matinée de travail de l’instituteur de l’école conventionnée.L’analyse permet aussi de cerner les mécanismes qui sous-tendent les accords et les désaccords au sein du système scolaire dans sa globalité. Des dispositifs de formation non adaptés aux conditions réelles de travail, la marginalisation de l’instituteur étranger à la province, les attentes des familles vis-à-vis de l’instituteur exerçant dans son village d’origine, la fuite des classes d’examen ou des classes pléthoriques par certains instituteurs, la constitution et la gestion des budgets dans les établissements, la radicalisation ou non de l’action syndicale… sont autant de facteurs sources des oppositions caractérisant les relations des instituteurs entre eux, des instituteurs avec les parents d’élèves ou avec les pouvoirs publicsThis thesis has for objective to examine the mechanisms governing the corporatist dynamics and logics of action of the collective of teachers in Gabon. This reflection has been directed at the outset by two observations: the teacher collective action and statutory changes marking the evolution of this occupational group. The methodological approach relies on the contribution of several disciplines of social sciences and various theoretical approaches. The theoretical assumption rests on the idea of the creation of a corps of business. This thesis attempts to apprehend the profession of schoolmaster from a triptych linking three areas of analysis: social relations, organization and social context.The field survey conducted among different educational actors, mainly teachers, is centered on the life and work of these conditions. The analysis focuses both on the statutory aspects, relations between teachers and other actors of the educational action - mainly students, families, public authorities - and the daily practice of the class. It highlights, the plurality of professional identities and professional practice variability following relational configurations, organizational rules, and, the social and cultural context of work. For example, the significant teacher in a village becomes an employee being poorly paid in the city. Similarly, when the management of discipline in the classroom, the multiplicity of varied activities, looking for teaching tools, maintenance of the class, punctuate a morning's work of public school teacher and of his students, the maximum exploitation of the many educational resources available characterized a morning's work of the partner school teacher.The analysis can also identify the mechanisms underlying the agreements and disagreements within the school system in its entirety. Training devices not adapted to the actual conditions of work, the marginalization of the teacher in the province, the expectations of the families against the teacher in his home village, leakage of exam classes or oversized classes by some teachers, the constitution and the management of budgets in institutions, radicalization or non of Union action... are all factors sources of opposition characterizing the relationships of teachers between them teachers with parents of students or the public authorities
30
Comer, Clémentine. "En quête d'égalité(s). La cause des agricultrices en Bretagne entre statu quo conjugal et ajustement catégoriel." Thesis, Rennes 1, 2017. http://www.theses.fr/2017REN1G038.
Анотація:
Cette recherche interroge les conditions de structuration et de perduration d’un engagement séparé pour les femmes dans les organisations et au sein de mobilisations agricoles bretonnes. Majoritairement composés d’exploitantes installées en couple et situés à la frontière entre associations de défense de l’égalité, cercles de sociabilités professionnelles et groupes de parole, les espaces d’encadrement agricole féminins offrent une occasion idoine de questionner non seulement l’imbrication des identités professionnelles et conjugales dans l’engagement mais également la labilité des usages rhétoriques de l'égalité et du féminisme dans des espaces professionnels non-mixtes. L’analyse de leur position dans l’espace de la représentation agricole questionne le degré d’autonomie des revendications portées au nom des agricultrices, leur influence sur les agendas organisationnels et leur effet sur la construction des carrières militantes. L’enquête s’appuie sur un dispositif cumulant une observation de quatre années des activités formelles et informelles des groupes féminins, une étude de leur documentation professionnelle, un recensement de leurs tribunes dans la presse agricole, auxquels s’ajoutent la réalisation d’entretiens avec les actrices qui y sont engagées et la constitution de données statistiques relatives aux mandats féminins dans les organisations agricoles bretonnes depuis 1990. Sur la base d’une analyse croisant les études de genre, la sociologie du militantisme et celle de la représentation professionnelle agricole, notre thèse consiste à démontrer que les groupes et mobilisations d’agricultrices forgent les contours d’une « cause de femmes » agricole mise sous tutelle des intérêts catégoriels et chevillée à l’idéal normatif de la complémentarité des sexes. En tant que réceptacles de positions professionnelles, organisationnelles et conjugales entrecroisées, les espaces de l’engagement féminin produisent des politisations ambivalentes de ces appartenances multiples, à la fois porteuses de contestation comme de reproduction des hiérarchies sexuées et de l’ordre social et politiqueThis research looks into the conditions for the structuring and continuation of a separate female activism within Breton organisations and farmers mobilisations. Mainly made up of professionals living in couples and situated at the intersection between gender equality advocacy groups, professional networks and support groups, farming self-help groups are a case in point to question not only the intertwining of professional and marital identities within activism but also the lability of rhetorical uses of equality and feminism within women-only professional spaces. The analysis of their position within the farmers’ representation spaces makes it compelling to question the degree of autonomy of the claims made in the name of women farmers, their influence upon the setting of professional agendas and their impact on the development of activist careers.Evidence was collected through an apparatus which consisted in the addition of a four-year-long observation of female groups’ formal and informal activities, an analysis of their professional literature, an inventory of their opinion columns inside the farm press, to which can be added semi-structured interviews with women farmers engaged in this activism and the setting up of statistical data about female mandates within Breton farm organisations since the 1990s. Drawing on an analysis which mixes gender studies, sociology of militancy and studies of farming professional representation, this PhD aims to demonstrate that women farmers groups and mobilisations shape the features of a farming “women cause” although it is subordinated to corporatist interests and seen through the lenses of the normative ideal of complementarity between the sexes. Being a repository of interlinked professional, organisational and matrimonial standpoints, female activism spaces lead to the ambivalent politicisation of plural belongings. These multiple affiliations can be a catalyst for protest as well as a way to reproduce sexual hierarchies and social and political order
31
Caria, Alexandra. "Négociation et prise de décision partagée en consultation gériatrique : analyse sociolinguistique des pratiques cliniques de diagnostication et d'évaluation de la maladie d'Alzheimer." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0093.
Анотація:
Folie peu à peu médicalisée, la catégorie « maladie d’Alzheimer » présente une nosographie qui a évolué au fil du temps mais dont, a contrario, les pratiques cliniques de diagnostication et d’évaluation ont connu une étonnante continuité. Bien que l’étiologie incertaine ne permette pas d’élucider l’origine de cette pathologie, et malgré aujourd’hui encore l’absence de traitement qui guérisse la maladie d’Alzheimer ou de test qui détermine avec certitude si un patient en souffre, les médecins disposent du moins d’un protocole permettant en primo-consultation de poser un diagnostic possible ou probable pour des personnes se considérant, ou présentées par leur proche (accompagnant), en déclin cognitif et mnésique, lors de suivis d’évaluer des patients pour ce type de déclin généralement lié à la maladie d’Alzheimer et dans les deux cas de pronostiquer cette maladie à partir d’un tableau symptomatologique précis. Suivant la « mentalité analytique » particulière propre à l’Analyse de conversation d’inspiration ethnométhodologique qui défend une dissolution de l’opposition micro/macro, l’étude linguistique et sociologique, compréhensive et critique des consultations gériatriques filmées en 2008—2009 en contexte hospitalier français donne à voir quatre moments de la consultation (ouverture, tests, entretiens, clôture) cruciaux et propres à ce type de rencontre. Observer une variabilité des pratiques professionnelles soulève des questions qui dépassent celles qui se posent à l’analyse linguistique interactionnelle et à la sociologie compréhensive des professions. Une interprétation sociologique plus critique donne en effet un autre éclairage sur la pratique des professionnels et rend compte de l’ordre social qui s’instaure en consultation. Force est de constater alors que, malgré l’intention affichée des médecins de donner toute leur place aux patients en les mettant au centre de la rencontre clinique, en situation la parole de ces derniers n’est pas toujours entendue par les autres acteurs de la consultation, tous en prise avec des rapports sociaux de pouvoir. Ainsi, des asymétries dans la relation médecin, patient et accompagnant révèlent en particulier leurs négociations dans l’organisation des échanges et dans les prises de décision. La domination médicale s’exprime d’abord par l’orientation convergente des participants de la rencontre clinique vers une objectivation médicale du déclin cognitif et mnésique, participant au processus de doctorabilité du cas du patient et à la légitimation de la « maladie d’Alzheimer » comme catégorie médicale opératoire. Cette domination fondée sur la légitimité et l’autorité du médecin repose sur des conditions d’échanges imposées aux participants et nécessairement acceptées par le patient et l’accompagnant ; conditions qui s’opérationnalisent au cours de la consultation par l’accomplissement de procédures interactionnelles mises en œuvre à toutes fins diagnostiques ou évaluatives. Finalement, l’asymétrie d’ordres épistémique et interactionnel est une entrée pour observer une domination médicale aux plans catégoriel, social et sociétal. La nécessité pour les participants de procéder en divers moments à un travail de figuration et la persévérance parfois des médecins à poursuivre leur entreprise de doctorabilité lorsque le patient résiste à rendre son cas doctorable mettent en évidence au-delà que les consultations gériatriques visant la diagnostication et l’évaluation de la maladie d’Alzheimer représentent des lieux traversés d’une violence, symbolique, clinique, thérapeutiqueThe "Alzheimer's disease" category, madness that has gradually been medicalized, presents a nosography that has evolved over time. In contrast, the category’s clinical practices of diagnosis and evaluation have experienced an astonishing continuity. Due to the uncertain etiology, the origin of this pathology remains unknown, and still today a treatment for Alzheimer's disease or tests to determine with certainty if a patient suffers from Alzheimer’s disease do not exist. Despite this, doctors have at least a protocol allowing them during the first visit to establish a possible or probable diagnosis for people considering themselves, or considered by their relative (companion), in cognitive and memory impairment, during follow-ups to assess patients for this type of impairment that is usually associated to Alzheimer's disease, and in both cases to prognosticate this disease by the use of a precise symptomatological grid. Following the "analytic mentality" that is specific to the Ethnomethodology and Conversation Analysis, which favours the dissolution of the micro/macro opposition, this linguistic and sociological, comprehensive and critical study of geriatric consultations set in French hospitals and filmed in 2008-2009 shows four moments of consultation (opening, tests, interviews, closing) crucial and specific to this type of encounter. Observing a variability of professional practices raises issues that go further than the questions generally addressed in interactional linguistic and comprehensive sociology analysis. A more critical sociological interpretation provides a different insight into the practice of professionals and takes into account the social order that is created during a consultation. It must be acknowledged that, despite the doctors’ professed intention to recognise their patients as partners by putting them at the heart of the clinical encounter, in fact the patient is not always heard by other actors present, all engaged in social power relations. Accordingly, asymmetries in the relationship of the doctor, patient and companion reveal in particular their negotiations in the organisation of exchanges and in decision-making. Medical domination is expressed first of all by the convergent orientation of the participants in the clinical encounter towards a medical objectivation of cognitive and memory impairment, participating in the process of doctorability of the patient's case and the legitimation of "Alzheimer's disease” as an operative medical category. This domination, based on the doctor’s legitimacy and authority, rests on the conditions of exchange, which are imposed on the participants and necessarily accepted by the patient and the companion; these conditions are operationalized during the consultation by the achievement of interactional procedures implemented for all diagnostic or evaluative purposes. In conclusion, the epistemic and interactional asymmetry is a gateway to observe medical domination at a categorical, social and societal level. The need for participants to perform face work at various times and at times the doctors’ perseverance to continue their undertaking of doctorability while the patient resists to make his case a doctorable one, underline subsequently that geriatric consultations aimed at the diagnostication and the evaluation of Alzheimer's disease represent places affected by symbolic, clinical, therapeutic violence
32
Pethel, Robert. "Professional Profiles, Pedagogic Practices, and the Future of Guitar Education." 2016. http://scholarworks.gsu.edu/mse_diss/24.
Анотація:
In recent decades, guitar education has emerged as a discipline in PreK-12 institutions alongside “traditional” music education such as band, orchestra, and chorus. Despite the substantial body of literature containing practical advice on teaching guitar, research-supported scholarship is lacking. Additionally, this body of literature suggests a lack of congruency between curriculum, pedagogy, and teacher preparation among guitar educators. The purpose of this study was to provide an evidentiary-based understanding of the professional profiles and pedagogic practices of guitar educators. A multi-phase investigation was conducted. In Phase One, a large sample (n = 1,269) of guitar educators participated in the Guitar Educator Questionnaire (GEQ). Findings from the GEQ suggest a low (7.9) percent of music educators who teach guitar class consider themselves to be “guitar specialists.” A substantial number of respondents (68.5 percent) indicated that they rarely or never participated in guitar related professional development, and 76.1 percent of respondents reported that their pre-service training provided little or no preparation for a career in guitar education. A purposeful sample of six “exemplary” guitar educators contributed pedagogy-focused interviews and video teaching samples in Phases Two and Three. Data from the three phases were analyzed according to principles of thematic analysis in order to identify potential pathways toward the continued growth and maturation of guitar education.
33
張正雄. "An Investigation of Internal Auditors’ Perceptionsand Practice Gap Analysis of the Professional Practices Framework." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/17176295288931492334.
Анотація:
碩士國立清華大學
高階主管經營管理碩士在職專班
93
The Professional Practices Framework for Internal Auditing (PPF) has been developed and announced by the Institute of Internal Auditors in January 2002 in order to delineate basic principles that represent the practice of internal auditing as it should be, provide a framework for performing and promoting a broad range of value-added internal audit activities, establish the basis for the measurement of internal audit performance, and foster improved organizational processes and operations. The heart of the study was based on a questionnaire and the use of a computer analysis tool enabled the researcher to analyze and pinpoint the conclusions, which provided evidence of internal auditors’ perceptions regarding available standards in PPF and significant gaps existed between practical application of the standards. The findings of this study indicated that the standards in PPF were agreed in general according to internal auditors’ perceptions. Significant gaps between practical application and the standards were：functions belong to Audit Committee and internal auditing could not be operated effectively; most internal audit activities were compliance tests rather than based on risk assessments; the ethical culture of Taiwan enterprises had not been widely established, It cased to employees unable to be encouraged to contribute to the ethical climate of an organization; high turnover rate of audit staff owing to both stress in the internal auditing profession and the difficulty of transfers; The conclusion of the study was that Gray Audit Committee commonly existed in Taiwan enterprises, it could cause to chain reaction of “Audit Committee-Internal Audit Work-Internal Auditor”. However, the results suggest that the effectiveness of Audit Committee and internal audit function are two keys to reduce gaps between standards and practical application.
34
(9776999), Said Al Tubi. "Teacher professional development practices appropriate for post-basic education school teachers in Oman." Thesis, 2020. https://figshare.com/articles/thesis/Teacher_professional_development_practices_appropriate_for_post-basic_education_school_teachers_in_Oman/16556688.
Анотація:
This research explored teacher professional development (PD) practices appropriate for use by Omani Post-Basic Education school teachers. The researcher investigated the perspectives of different participants. For data collection, the nominal group technique (NGT) and focus groups (FG) were used. Recommendations have been developed for possible enhanced practices and changes.
35
"Small Groups and Figured Worlds: an Analysis of Identities and Literacy Practices in Small-Group Literacy Sessions." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29685.
Анотація:
abstract: Small-group literacy instruction is frequently used in schools in order to engage students in discussions around texts. Instructional settings vary and produce a range of results. They are complex social spaces in which students position one another and themselves as they enact different identities. These identities are associated with sets of literacy practices. This paper describes the results of a study examining the ways in which 3rd and 4th grade students and their teachers positioned themselves and one another in three different small-group literacy settings and the literacy practices that they used as they performed their identities. Using a multimodal discourse analysis (Kress, 2012) and D/discourse analysis (Gee, 2005, 2011), the form and function of language and gestures were used to look at the kinds of identities that the participants enacted and the literacy practices that the students engaged in the different settings. The results of the analysis suggested that the identities that the participants performed were related to the context in which interactions around texts took place. The identities themselves were connected to the use certain literacy practices. The literacy practices used by the participants were also related to the classroom context. The findings suggest that it is important for teachers to consider the figured worlds active in small-group settings, the identities performed within those worlds, and the literacy practices in which students engage.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2015
36
Inyega, Justus Okeo. "A multi-site analysis of secondary school chemistry teachers' practices and experiences following professional development in Kenya." 2005. http://purl.galileo.usg.edu/uga%5Fetd/inyega%5Fjustus%5Fo%5F200505%5Fphd.
37
Brooks, Lisa A. "Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775.
Анотація:
In this dissertation the relationships among teachers' classroom contexts,
teaching practices, personal practice theories and their learning from reform-based
professional development were examined. This study is based on the cases of three high
school science teachers whose participation in the Information Technology in Science
(ITS) Center's professional development experience (PDE) resulted in different
perceptions and interpretations. Qualitative and quantitative data, including classroom
observations, in-depth interviews, teacher-generated written work from the PDE, and
student classroom perceptions were analyzed and compared. The within-case analyses
revealed that each teacher's thoughts, actions and perceptions were highly congruent.
The cross-case analysis illuminated variations among the cases. Bandura's (1999) model
of triadic reciprocal causation was applied as an interpretive frame. This frame was used
to connect five indicators used in the study to coherently compare and evaluate the
alignment of each teacher's thoughts, actions, and perceptions with the vision of reformbased
teaching promoted by the ITS Center's PDE. Results of this interpretation show
that the differences among the cases stemmed from the different problems the teachers
believed reform-based teaching methods addressed. Recommendations for the design of
PDEs include the importance of (a) focusing on flexible learning goals that can be
meaningful and appropriate for all teachers, (b) understanding and engaging teachers' prior knowledge, (c) making changes in teachers' thinking visible and (d) keeping in
mind the challenges involved in changing practice to reflect the recommendations of
reform. Recommendations for future research include the development of learning
trajectories for teachers with different orientations toward reform and deepening our
current understandings of teacher educator expertise.
38
Diedhiou, Serigne Ben Moustapha. "Co-analyse de la reconstruction du savoir-évaluer d’enseignants formés à l’étranger en situation d’intégration socioprofessionnelle au Québec : une recherche collaborative." Thèse, 2018. http://hdl.handle.net/1866/21212.
39
Alhuwaydi, Esraa Saad A. "The influence of overseas professional development experiences on the cognitions and practices of EFL teachers: a cross-case analysis of two Saudi universities." Thesis, 2020. https://vuir.vu.edu.au/41776/.
Анотація:
The Saudi educational context has undergone several developments in the past few years, particularly in the field of teaching English as a Foreign Language (EFL). One of the ways through which such development is sought is by replacing traditional, teacher-centred instructional approaches with more communicative and learner-centred approaches. To help achieve the aims for educational development, the government implemented several professional development initiatives, including an overseas scholarship program for instructors in higher education institutions. University EFL instructors are required to complete a postgraduate degree in a native English-speaking country. Once they return to their Saudi universities, these instructors are expected to contribute to educational development in the local EFL context and implement knowledge and skills that they had developed overseas. This includes implementing teaching approaches that enhance Saudi learners' linguistic and communicative competence (Barnawi & Alhawsawi, 2017; Tatweer, 2007).
This qualitative research utilises a multiple case study approach, in which the cases are two Saudi universities, to explore the experiences of female teachers who have completed overseas postgraduate programs and returned home to teach EFL in the two universities. The purpose of this thesis is to understand the influence of extended, overseas professional development experiences on the Language Teacher Cognition (LTC) and observed practice of Saudi EFL teachers. This study also highlights the role of the local teaching context in influencing how returnees implement their overseas-developed cognitions.
Analysis of data findings is underpinned by Vygotsky’s (1978) sociocultural theory of learning, framed within a social-constructivist research paradigm. Borg's (2006) LTC framework is utilised as a guide for conceptualising the influence of various life experiences on teachers' cognition development. Several qualitative data collection methods are adopted, including interviews with teachers and supervisors, document reviews and classroom observations. The participants are 10 female teachers (five from each university) and 2 supervisors (one from each university), with a total of 12 participants. Data from each teacher was collected through two semi-structured interviews and two classroom observation sessions. One semi-structured interview was also conducted with each supervisor. Additionally, institutional documents regarding teaching guidelines were collected from each university.
The findings highlight that, during their overseas educational experiences, the teachers underwent multidimensional developments that persisted for years after they had returned to the Saudi context. These developments are represented by transformations and expansions in teachers’ cognitive and affective dimensions, and include developed pedagogical notions, teaching approaches, professional identities and professional agency. Teachers’ observed classroom practices highlight their varied capacity to implement communicatively oriented and learner-centred practices in local classrooms. The translation of cognitions into practices was found to be influenced by factors relating to each teacher as an individual. Additionally, cross-case analysis of the two universities highlighted several contextual factors relating to the wider institutional context, which influenced teachers’ implementation of their overseas- developed cognitions.
The study contributes to understanding the nature of Language Teacher Cognition (LTC) and how it develops during extended overseas education experiences. It identifies personal, social and contextual factors which influence the translation of teachers' developed cognitions into practices. Several recommendations are made that can help Saudi educational officials to capitalise on the knowledge and skills that returnee teachers acquire from overseas. Implications are also discussed for advancing educational reform in the Saudi higher education context.
40
(13539291), Bruce T. Fogarty. "Professional practicum report: An analysis and account of the effect subject specialisation has on the professional craft knowledge of teachers working with years 6 and 7 in primary education." Thesis, 1995. https://figshare.com/articles/thesis/Professional_practicum_report_An_analysis_and_account_of_the_effect_subject_specialisation_has_on_the_professional_craft_knowledge_of_teachers_working_with_years_6_and_7_in_primary_education/20742559.
Анотація:
The teachers of Years 6 and 7 at a rural State Primary School in the South -Burnett Region of South -East Queensland, in response to concerns and issues raised in the 1993 Collaborative School Campus Review, initiated an action research study during which all teachers of Years 6 and 7 students would specialise in a maxium of three subjects. This research study was conducted over a six month period in 1994 and was a natural progression from other initiatives already established within the school campus. Timetable blocking, the establishment of school management teams of teachers in the P-2. Years 3-5, Years 6-7 and Specialist/Support Staff areas had already been completed.
The action research study, officially included within the school campus operational plan, sought such outcomes as (a) the improvement of teaching practices; (b) enhanced learning opportunities/outcomes for students; (c) enhanced professional support for teachers; (d) promotion of Years 7-8 transition ease for students: and (e) working smarter, not harder within a context of devolved education departmental responsibilities and accountabilities for school -based staff. Conducted by the school principal in collaboration with the School Child Needs and Staff Professional Development Committees, the intent of the study was to (1) develop a plan of action to improve present teaching practices; (2) act on and implement the plan devised collaboratively by the teaching team, comprising the principal and Year 6 and 7 teachers; (3) observe and record the effects of the action within the classroom teaching context, using student opinion to provide an additional perspective; and (4) reflect on these effects as a basis for further planning and action.
Each teacher of Years 6 and 7 specialised in a combination of up to three of the following subjects: (a) English,(b) Mathematics, (c) Science.(d) Social Studies,(e) Environmental Education/Health/Personal Development,(f) Art,(g) Physical Education,(h) Music.(i) German; and (j) Library/Research Studies. Each subject was taught by each teacher at least four times per week for a minimum period of 3Omins. Classroom teachers retained English and Mathematics in their subject selection and specialist teachers retained their official subject area of responsibility. It was thought that by focusing a teacher's time and expertise on a maximum of three subjects, teachers would be able to reflect on their teaching strategies and through improved practice, enhance student learning.
The study found that in transition from successful general teaching practice to that of successful specialist teaching practice, many aspects of a teacher's professional craft knowledge remain constant enabling such a transition to successfully be undertaken. It was also found that over time, many aspects of effective teaching practice evolve and/or specialise.
41
Coward, Leslie Anne Wright. "A quantitative study : administrative leaders' perceptions of succession planning and management practices within community colleges." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5378.
Анотація:
The purpose of this quantitative study was to examine the perceptions of senior administrative and middle manager community college leaders regarding current succession planning and management practices occurring within their institutions. Three research questions guided this study: (1) Is the four succession planning and management components structurally related, (2) Is there a difference in how senior administrative and middle manager leaders evaluate succession planning and management components, and (3) Is there a difference between size and location of institution in regards to status of succession planning and management components? A suitable succession planning and management instrument was not found; therefore, the Wright-Coward Succession Planning and Management Survey (WCSPMS) instrument was developed. An exploratory factor analysis was used to address research question one and test the structural relationship of the common succession planning and management components of the survey. A second statistical procedure, multivariate analysis of variance, was used to analyze differences between the four dependent measures of succession planning and management and leadership level, and institutional factors. Findings from this study suggested (1) items on the WCSPMS instrument are correlated and three relatively independent succession planning and management factors are associated with the 20 underlying items, and (2) there is a statistical significant difference between leadership level in regards to perceptions of succession planning and management practices. Furthermore, this study indicated there is much work to be done by community college leaders in the area of succession planning and management.text
42
Horne, Maria, G. McCracken, A. Walls, P. J. Tyrrell, and C. J. Smith. "Organisation, practice and experiences of mouth hygiene in stroke unit care: a mixed methods study." 2015. http://hdl.handle.net/10454/7373.
Анотація:
noAims and objectives To (1) investigate the organisation, provision and practice of oral care in typical UK stroke units; (2) explore stroke survivors', carers' and healthcare professionals' experiences and perceptions about the barriers and facilitators to receiving and undertaking oral care in stroke units. Background Cerebrovascular disease and oral health are major global health concerns. Little is known about the provision, challenges and practice of oral care in the stroke unit setting, and there are currently no evidence-based practice guidelines. Design Cross-sectional survey of 11 stroke units across Greater Manchester and descriptive qualitative study using focus groups and semi-structured interviews. Methods A self-report questionnaire was used to survey 11 stroke units in Greater Manchester. Data were then collected through two focus groups (n = 10) with healthcare professionals and five semi-structured interviews with stroke survivors and carers. Focus group and interview data were recorded, transcribed verbatim and analysed using framework approach. Results Eleven stroke units in Greater Manchester responded to the survey. Stroke survivors and carers identified a lack of oral care practice and enablement by healthcare professionals. Healthcare professionals identified a lack of formal training to conduct oral care for stroke patients, inconsistency in the delivery of oral care and no set protocols or use of formal oral assessment tools. Conclusion Oral care post-stroke could be improved by increasing healthcare professionals' awareness, understanding and knowledge of the potential health benefits of oral care post-stroke. Further research is required to develop and evaluate the provision of oral care in stroke care to inform evidence-based education and practice.
43
Giguère, Marie-Hélène. "Les effets d’un cercle pédagogique sur le regard professionnel et les pratiques pédagogiques des enseignants du 3e cycle du primaire en grammaire actuelle." Thèse, 2015. http://hdl.handle.net/1866/13051.
Анотація:
Notre recherche doctorale vise à décrire les effets d’un cercle pédagogique sur les pratiques pédagogiques et didactiques d’enseignants du 3e cycle du primaire en grammaire actuelle. Ce projet s’inscrit dans une recherche plus large intitulée « Étude des effets, sur les pratiques pédagogiques des enseignants et la compétence à écrire des élèves, d’un dispositif de formation à la grammaire nouvelle qui intègre des exemples de pratiques sur vidéo et permet un partage d'expertise ». Elle vise à éclairer les conditions d’efficacité d’une formation continue sur différentes dimensions du développement professionnel au regard de la formation elle-même et de son effet sur le transfert des pratiques en classe.
Pour y parvenir, nous avons analysé les échanges provenant des cercles pédagogiques vécus durant une année scolaire. Nous avons également analysé deux activités de grammaire, avant et après la formation en grammaire offerte sous forme de capsules. Ces observations en classe ont été captées sur vidéo, dans la classe de 18 enseignants participant à notre expérimentation. Nous avons enfin analysé les réponses des participants à un questionnaire sur leur perception à l’égard du dispositif de formation auquel ils ont participé pendant neuf mois.
Nos analyses montrent qu’un dispositif de formation à la grammaire actuelle qui met au cœur de la formation l’analyse d’exemples de pratiques sur vidéo soutient le développement du regard professionnel des enseignants dans le contexte du cercle. Ceux-ci observent plus d’interactions et les interprètent mieux, de manière plus approfondie. Nos observations ont également montré que les enseignants développent majoritairement des pratiques dans leur classe, qu’ils développent de nouveaux savoirs en lien avec le cadre théorique de la nouvelle grammaire et qu’ils modifient la vision qu’ils ont de la grammaire actuelle au fil des rencontres.
Cette recherche peut enrichir les connaissances scientifiques sur le développement professionnel et influencer les formateurs d’enseignants de même que les cadres des milieux scolaires pour ajuster l’offre de formation continue afin de la rendre plus efficace.This doctoral research aims at describing the effects of the video club device on the teaching practices of teachers of modern grammar in the third cycle of elementary school. It is part of a larger research project entitled "Study of the effects on teachers’ teaching practices and student writing skills of a training device for the teaching of modern grammar that incorporates videos of examplairy practices and allows the sharing of expertise". It aims to clarify the conditions that allow for efficient in-service training on different aspects of professional development with regard to the training itself and its effect on the transfer of effective practices in the classroom. To achieve this, we analyzed the discussions from video clubs over a whole school year period. We also analyzed the video clips of two grammar activities in grammar, shot before and after training in the classroom of 18 teachers involved in our experiment. Finally, we analyzed the participants’ answers to a questionnaire on their perception of the professionnal development device in witch they participated for nine months. Our analyses show that a training device to modern grammar that centers the training practice on the analysis of examples from video clips supports the development of professional vision of teachers in the context of the video club. They observe more interactions and interpret better, more thoroughly. Our observations also show that most teachers develop practices in their class, develop new knowledge related to the theory of modern grammar and change their vision of modern grammar as the workshops unfold. This research can enrich scientific knowledge on professional development and influence executives in the school system in offering more efficient in-service training to teachers.
44
Mokubyane, P. H. "Publich policy analysis of academic ethics and corruption in higher education with reference to specific universities in Tshwane Metropolitan Municipality." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001611.
Анотація:
M. Tech. Public ManagementThe aim of this research is to test different opinions of whether there are instances of unethical and corrupt activities in Academic higher educational institutions in South Africa and to also discover the types of unethical behaviour and corruption taking place if any, in order to come-up with remedial measures. The participants in this research are the academic and administrative personnel. Participants are aware of what is expected of them by management within their different academic higher educational institutions. They can be able to detect instances of unethical and corrupt acts by their colleagues and these will allow them to make a valuable contribution in this research.
45
Poirier, Anne-Marie. "Description du travail d’appropriation de pratiques pédagogiques efficaces au sein d’un cercle pédagogique par des enseignants du secondaire oeuvrant en contexte technologique." Thesis, 2020. http://hdl.handle.net/1866/24282.
Анотація:
Cette recherche s’inscrit dans la foulée du travail réalisé dans une école secondaire montréalaise depuis 2005 à la suite de l’implantation du Programme de formation de l’école québécoise ayant pour visée le développement de compétences. À l’instar des programmes publiés dans les années ’70 puis révisés dans les années '80, la mise en oeuvre de ce programme a été confrontée à de nombreux défis, notamment au chapitre de l’évaluation.
L’importance de l'accompagnement des enseignants dans le développement de pratiques pédagogiques susceptibles de soutenir cette visée a donc refait surface. Cependant, aucun dispositif de gestion ou de recherche n’a été mis en place au Québec pour obtenir un portrait précis des stratégies d’accompagnement privilégiées et de leur effet réel sur le développement des pratiques en classe. Toutefois, certaines études, tout en cherchant à identifier les conditions favorables au développement professionnel, nous informent sur la complexité de ce processus et le besoin de mieux le comprendre (TNTP 2015; Darling-Hammond et coll., 2009). Par ailleurs, des métanalyses visant à identifier les pratiques pédagogiques les plus efficaces ont également suscité beaucoup d’intérêt dans le milieu scolaire dans le but de mieux identifier les intentions de développement professionnel (Hattie, 2009; Marzano, 1998).
Notre recherche de type qualitative descriptive tente de mieux comprendre le travail d’appropriation de pratiques pédagogiques efficaces réalisé par cinq enseignants de trois disciplines du secondaire qui oeuvrent en contexte technologique au sein d’une communauté d’apprentissage de type cercle pédagogique. Plus spécifiquement, nous avons souhaité mieux comprendre la posture interprétative (Sherin et van Es, 2009), la profondeur du raisonnement (Brodie, 2013), l’interdépendance entre les dimensions du développement professionnel (Shulman et Shulman, 2004) et l’intégration des connaissances pédagogiques, disciplinaires et technologiques (Mishra et Koehler, 2006), qui sont liées à ce travail d’appropriation.
Une analyse descriptive en deux phases a été réalisée à partir d’un verbatim issu des captations vidéos des huit premières séances de la deuxième année d’un cercle pédagogique qui a réuni de 4 à 5 participants pendant deux ans, pour un total de 32 rencontres. Une première phase visait à décrire le travail d’appropriation réalisé par chacun des participants tout au long des rencontres tandis que la deuxième phase visait à décrire la nature du travail d’appropriation propre à chacune des étapes du cercle pédagogique, soit l’étude d’un concept pédagogique, la planification de la transposition des concepts dans les pratiques en classe, l’expérimentation en classe et l’analyse des pratiques documentées sur vidéo.
L’analyse des données a permis d’observer, aux deux premières étapes du cercle pédagogique, le rôle d'un dialogue cognitif orienté vers une compréhension partagée des concepts théoriques. Ce dialogue a soutenu l’étape d'expérimentation et le développement des pratiques en classe. L’analyse a aussi permis d’observer les retombées des analyses de pratiques réalisées par les participants sur le processus d’intégration des savoirs disciplinaires, pédagogiques et technologiques. En effet, les regards multiples que permettent le partage de la documentation sur vidéo d’une activité en classe et l’analyse de cette documentation par les participants alimentent leur réflexion sur le concept étudié tout en soutenant une recontextualisation dans leur discipline et leur niveau respectif.
Cette recherche a été réalisée dans le cadre des contraintes et des ressources généralement présentes dans une école secondaire au Québec. À ce titre, elle peut inspirer d’autres recherches de ce type tout en offrant des stratégies de mise en oeuvre de dispositifs de développement professionnel soutenant le travail d’appropriation de pratiques pédagogiques.This research is part of the work carried out in a Montreal high school since 2005 following the implementation of the competency-based Quebec Education Program (QEP). Like the programs published in the 1970s and revised in the 1980s, the implementation of this program has faced many challenges, particularly in terms of evaluation. The importance of supporting teachers in the development of educational practices likely to support this goal has therefore resurfaced. However, no management or research system has been established in Quebec to obtain a precise portrait of the support strategies mainly used and their real effect on the development of classroom practices. However, some studies, while seeking to identify favorable conditions for professional development, inform us about the complexity of this process and the need to better understand it (TNTP 2015; Darling-Hammond et al., 2009). In addition, metanalysis aimed at identifying the most effective teaching practices have also aroused a great deal of interest in schools with the intent to better identifying professional development intentions (Hattie, 2009; Marzano, 1998). Our qualitative descriptive research attempts to better understand the appropriation efforts of effective teaching practices carried out by five teachers in three high school disciplines who work in a technological context within a learning community of the video club type (Sherin and van Es, 2009). More specifically, we wanted to better understand the interpretive posture (Sherin and van Es, 2009), the depth of reasoning (Brodie, 2013), the interdependence between the dimensions of professional development (Shulman and Shulman, 2004) and the integration of technological pedagogical content knowledge (Mishra and Koehler, 2006), which are linked to this appropriation efforts. A descriptive analysis in two phases was carried out from a verbatim resulting from the video recordings of the first eight sessions of the second year of a video club which brought together 4 to 5 participants for two years, for a total of 32 meetings. A first phase focused on describing the appropriation efforts carried out by each of the participants throughout the meetings while the second phase focused on describing the nature of the appropriation efforts specific to each step of the video club, namely the study of an educational concept, the transposition of concepts into classroom practices, the classroom experimentation and the video-based practice analysis. The data analysis made it possible to observe, at the first two steps of the video club, the role of a cognitive dialogue oriented towards a shared understanding of theoretical concepts. This dialogue supported the experimentation and the development of classroom practices. The analysis also made it possible to observe the impact of the practice analysis carried out by the participants on the process of gaining technological pedagogical content knowledge. Indeed, the multiple perspectives that allow the sharing of video documentation of an activity in class and the analysis of this documentation by the participants nourish their reflection on the concept studied while supporting a recontextualization in their discipline and their respective level. This research was conducted accordingly to the constraints and resources generally present in a secondary school in Quebec. As such, it can inspire other research of this type while offering strategies for the implementation of professional development systems supporting the appropriation efforts of teaching practices.
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Bernier, Liette. "Les pratiques stratégiques des infirmières dans les réseaux intégrés de services de santé." Thèse, 2012. http://hdl.handle.net/1866/9124.
Анотація:
L’intégration des soins et des services de santé est vue autant, par les décideurs, par les professionnels que par les usagers, comme une nécessité pour assurer une meilleure accessibilité, pour favoriser la continuité et la coordination et pour améliorer la qualité des soins et services tout en contrôlant les coûts. Depuis près de deux décennies, des réseaux intégrés de soins et de services de santé se développent dans les pays de l’OCDE. Ce phénomène a généré une littérature plutôt abondante sur les conditions organisationnelles supportant l’intégration des soins et plus récemment, sur l’importance du rôle et de la place des professionnels dans ces structures. Les données empiriques et les écrits mettent en évidence que les infirmières ont joué un rôle important dans la mise en place des réseaux intégrés de services depuis leurs débuts.
Cette étude vise à identifier les pratiques stratégiques des infirmières qui sont impliquées dans des réseaux intégrés de services de santé et de comprendre comment ces pratiques favorisent des apprentissages organisationnels permettant l’ajustement des pratiques de l’ensemble des intervenants dans le sens de l’intégration clinique. Elle vise aussi à mettre en évidence les facteurs individuels et organisationnels impliqués dans le développement de ces pratiques et dans le processus d’apprentissage organisationnel.
Une revue des écrits sur les réseaux de services intégrés et sur l’intégration clinique, ainsi que sur l’apprentissage organisationnel et sur l’analyse stratégique a confirmé que ces écrits, tout en étant complémentaires, soutenaient les objectifs de cette étude. En effet, les écrits sur l’intégration présentent des déterminants de l’intégration sans aborder les pratiques stratégiques et sont discrets sur l’apprentissage organisationnel. Les écrits sur l’apprentissage organisationnel abordent le processus d’apprentissage, mais ne décrivent pas les pratiques favorisant l’apprentissage organisationnel et sont peu loquaces sur les facteurs influençant l’apprentissage organisationnel. Enfin, les écrits sur l’analyse stratégique discutent des systèmes et des processus dynamiques en incluant les conditions individuelles et organisationnelles, mais ne font pas allusion à l’apprentissage organisationnel.
Afin de découvrir les pratiques stratégiques ainsi que les apprentissages organisationnels, et de comprendre le processus d’apprentissage et les facteurs impliqués dans celui-ci, nous avons eu recours à un devis d’étude de cas multiples où nous nous sommes attardés à étudier les pratiques d’infirmières évoluant dans quatre situations visant l’intégration clinique. Ces situations faisaient partie de trois réseaux intégrés de services de santé impliquant des professionnels de différentes disciplines rattachés soit, à un centre hospitalier ou à un centre local de services communautaires.
Trois études de cas ont été rédigées à partir des informations émanant des différentes sources de données. Dans le cadre de cette étude, quatre sources de données ont été utilisées soit : des entrevues individuelles avec des infirmières, d’autres professionnels et des gestionnaires (n=60), des entrevues de groupe (n=3), des séances d’observations (n=12) et l’étude de documents d’archives (n=96).
À l’aide des données empiriques recueillies, il a été possible de découvrir quinze pratiques stratégiques et de préciser la nature des apprentissages qu'elles généraient. L’analyse des cas a également permis de mieux comprendre le rapport entre les pratiques stratégiques et les apprentissages organisationnels et d’apporter des précisions sur le processus d’apprentissage organisationnel.
Cette étude contribue à la pratique et à la recherche, car en plus d’offrir un modèle d’apprentissage organisationnel intégré, elle précise que le processus d’apprentissage organisationnel est propulsé grâce à des boucles d’apprentissages stimulées par des pratiques stratégiques, que ces pratiques stratégiques s’actualisent grâce aux ressources individuelles des infirmières et aux facteurs organisationnels et enfin, que ces apprentissages organisationnels favorisent des changements de pratiques soutenant l’intégration clinique.The integration of healthcare and services is perceived equally by the decision makers, by the professionals and by the users, as a necessity to ensure a better accessibility, to promote continuity and coordination and to improve the quality of these care and services, while controlling the costs. About two decades ago, the integrated healthcare and services networks have been developing in the countries of the OECD. This phenomenon has generated a broad quantity of literature concerning the organizational conditions supporting the integration of healthcare and more recently, on the importance of the role and the position of the professionals within these structures. The empirical data and the writings have been highlighting that the nurses have played an important part in the setting of the integrated healthcare and services networks since their beginning. This study’s goal is to identify the strategic practices of nurses that are involved in the integrated healthcare and services networks and to understand how those practices promote the organizational learning that allow adjustments of practices of all the contributors in the integration of services. It also aims to put forward the individual and organizational factors involved in the development of those practices and in the organizational learning process. Literature reviews on integrated services networks, clinical integration, organizational learning and strategic analysis confirmed that these writings, while being complementary, supported the objectives of this study. Indeed, the writings on the integration present determinants of the integration without approaching the strategic practices and while being discrete on the organizational learning. Literature on organizational learning fails to describe the practices that promote the organizational learning and are not talkative on the factors that influence the organizational learning. Finally, literature on the strategic analysis discusses the systems and the dynamic processes including the individual and organizational conditions, but they don’t refer to organizational learning. To discover the strategic practices and the organizational learning and to understand the learning process and its factors, we used multiple case studies as our research strategy. We studied the practices of nurses evolving in four situations aiming the clinical integration. Those situations were taking part of three healthcare and services networks involving professionals from different disciplines attached to either a hospital or to a local community services center. Three case studies have been written from the information arising from different data bases. Through this study, four data bases were used: individual interviews with nurses, other professionals and managers (n=60), group interviews (n=3), observation sessions (n=12) and the study of archive documents (n=96). With the empirical data collected we were able to discover fifteen strategic practices and to precise the nature of the learning they generated. The analysis of the cases also allowed us to better understand the link between the strategic practices and the organizational learning and to bring precisions on the organizational learning process. This study is concluded by a discussion on the integrated organizational learning model and on its applications in research as well as in practice. This study contributes to practice and to research by offering an integrated organizational learning model on top of specifying that the organizational learning process is propelled by learning cycles which are stimulated by strategic practices. It also clarifies that strategic practices take place because of the nurses’ individual resources and the organizational factors. Finally, the study demonstrates that organizational learning encourages a change in the practices supporting clinical integration.