Dissertations / Theses on the topic 'Continuous professional development; quality of training'

Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework in South Africa and the quality management policies, there is a considerable lack of literature on the relationship between the professional development of teachers and school improvement. The purpose of this dissertation is to understand teachers’ experiences with the implementation of Type-2 Continuous Professional Teacher Development activities in public high schools. The data for this qualitative study were collected through semistructured interviews and policy document analysis. The coded data were analysed and emerging themes were identified. The participants of this study consisted of teachers and members of the School Management Team. However, the study found that teachers perceived that there is a gap in the focus of professional development programmes. Teachers felt that the type-2 developmental activities seemed only for the benefit and achievement of the school’s goals, and do not adequately address the developmental needs of teachers themselves. The findings of this study argue that a culture of shared responsibility and leadership in secondary schools do indeed improve the development of teachers and the successful academic achievement of learners.<br>Dissertation (MEd)--University of Pretoria, 2020.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted

New Jersey is 1 of 46 states to enroll in President Obama's Race-to-the-Top Initiative. Participating states must adopt national standards, revise teacher evaluation procedures, and administer new state assessments. States are prioritizing quality professional development (PD) to prepare teachers for these rapid shifts. The overall problem studied was how high school teachers perceive the quality of PD in a high school in New Jersey. While substandard PD alone is not enough to lose tenure, it has recently become one of the evaluative measures for teacher performance according to a new tenure law signed in 2012 by Governor Chris Christie. Such added pressures could impact teachers' attitudes toward their professional growth. The study was based on Mezirow and Knowles' theory of adult learning as well as social constructivism. Several questions guided this study, such as how can teachers' perceptions shape the current PD program in the featured high school and if the current shifts in educational reform affect their perception. A case study was used as the research design, and interviews were employed as the main method of gathering qualitative data. Subsequently, 7 educators in various content-specialties were interviewed. Once the interviews were analyzed, transcribed, and coded, 5 significant themes emerged: (a) organized and relevant training, (b) in-class support, (c) continuity and constructive feedback, (d) accountability of transference, and (e) a culture of respectful collaboration and partnership. The implications for social change for this project would be that an effective PD program at the high school might improve the high school teachers' attitudes toward their own professional growth. Improved attitudes might motivate teachers to apply new knowledge, which will increase student performance, faculty morale, and community & family relations.

The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In recent years there has been much debate on how the standard of education provisioning in schools could be raised in the light of the introduction of the much debated Revised National Curriculum Statement (RNCS) and thereafter the National Curriculum Statement (NCS). These reform initiatives have brought about confusion and a sense of unsettledness amongst educators, including principals as well as their School Management Teams. Furthermore, the abovementioned and other policies required educators to acquaint themselves with either the materials that are used or the content of the curriculum and the planning and presentation of lessons. This entails in some occasions that educators who are more experienced have to assist the less experienced ones since they understand the RNCS and more recently the NCS better than the others. According to me this emphasises the importance of educator development towards raising the standards in schools. Continuous Professional Development (CPD) is a process that fits the role of an educator as a lifelong learner. The aforementioned is captured in the Norms and Standards for Educators (2000). The need for more attention to be accorded to the professional development of practising educators is emphasised in the Report of the Ministerial Committee on Teacher Education (2005). This report led to the development of the National Policy Framework for Teacher Education and Development which has as its aim to attempt to address the need for suitably qualified educators in South Africa. The National Policy Framework for Teacher Education and Development will be used in this study along with the Integrated Quality Management Systems (IQMS) as tools to achieve the continuous development of educators in South African schools. The Personnel Administration Measures (PAM) of 1999 are also used since they stipulate the roles and responsibilities of the educator, including those of the principal, deputy principal(s) as well as the heads of department. In particular it stipulates that the principal (Department of Education, 1999:10) is responsible for the development of staff training programmes, school-based, school-focused and externally directed, and to assist educators, particularly new and inexperienced educators, in developing and achieving educational objectives in accordance with the needs of the school. This research project deals with the challenges experienced by educators regarding their own Continued Professional Development (CPD). It thus aims at coming up with an empirical account of the challenges experienced by the said educators. The study will focus on, among others, the educators’ experiences in the implementation of the IQMS as a developmental tool for educators in schools. It looks at the roles that different staff members in senior positions in terms of the CPD of the educators. These include the developmental opportunities available in the sampled schools. Carefully selected and drafted interview questions assisted me in soliciting answers from the sampled educators.<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Education Management and Policy Studies<br>unrestricted

This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused on establishing a sustainable science teachers' trans formative and continuous professional development (TTCPD) network with the view to improving their practice. It is premised on the assumption that teachers are capable of taking responsibility for their own professional development. It is a case study carried over a period offour years with a group of eight teachers. Rooted in the socially critical-emancipatory orientation in conjunction with the participatory action research approach, and located in the qualitative and interpretive research paradigms, it focuses on doing research in democratic and egalitarian ways through working with teachers rather than on them. Such a stance supposes a collaborative partnership and a dialogic relationship viewed as being both reciprocal and mutually enriching for the teachers who were seen as co-learners and co-researchers in this study. Two main goals of the study may be identified. For the first goal, the actors in this study established a sustainable and participative approach to professional development. This was explored through the formation of a TTCPD network which was informed by the actor-network theory framework. Our focus was on co-construction of scientific knowledge utilising the development and adaptation of learning and teaching support materials (LTSMs) as a catalyst to drive the process. The second goal was to examine how the TTCPD network enhanced the teachers' subject-content knowledge, pedagogical-content knowledge as well as individual and collaborative reflections. The research process evolved into three mam phases: The initial phase involved adapting and modifying LTSMs which were initially used in conjunction with microscale science kits and pilot tested with a group of Grade 10 students. This led to the second phase of the research project, which was aimed at gaining insights into the science teachers' capabilities in developing teaching and learning units of work. ii \ The second phase focused on the development of a collaborative orientation to the development of LTSMs and culminated in the formation of sub-networks responsible for certain tasks within the broader network. AB common ground, we focused on developing teaching and learning units of work on the following science topics: electrostatics, electricity, and electrochemistry, to illuminate and foster integration within science. The third phase was concerned with gaining insights into the science teachers' practice in their classrooms. This phase focused on putting theory into practice through the collaborative implementation of teaching and learning units of work. Feedback on the lessons was discussed during our workshops as an attempt to further enhance collaborative reflections. Data was generated usmg workshop discussions with reflective notes; active interviews; focus group discussions; co-teaching, participant observation and videotaped lessons with reflective notes; and a research journal. A variety of data generation techniques were employed to enhance validity and quality of the research. Techniques for validation and trustworthiness of data included triangulation; member checks orface validity; prolonged engagement; catalytic validity and peer validation. The study exposed the underlying historical, ideological and epistemological contradictions of the teachers' past educational backgrounds. It emerged that the ways in which they were taught were at times an inhibitor to innovativeness, perpetuating transmissive approaches to teaching and learning. Lack of professional development and support, and the tensions between policy formulation and implementation exacerbated this. Reflections from the teachers' experiences further revealed that, for teachers to be effective agents of change in the reform process, empowerment opportunities are vital. AB a result, exposure to the TTCPD network was useful in capacitating the teachers with the development of LTSMs, which led to the enhancement of their pedagogical, and science content knowledge conceptual development as well as collaborative reflections.The main findings of this study is that, science teachers' transformative and continuous professional development based on participative approaches and mutual collegial support are indispensable, and that teachers' socio-cultural contexts and experiences should be taken into consideration during this process. Teachers should be regarded as central in the process, and mutual respect and dialogical relationships are pivotal. A further recommendation of this study is that capacity-building is critical for quality teaching and learning, and there is a need to move beyond the rhetoric of complacency to pro-activism, supporting ongoing development of teachers in professional transformative networks.<br>KMBT_363<br>Adobe Acrobat 9.54 Paper Capture Plug-in

Oral language skills of children entering nursery aged 3 years, have been identified as delayed in up to 50% of the population in deprived, urban areas. However, a wealth of research evidence indicates that language skills can be augmented by specific practices, activities and environmental resources provided by staff in nursery and childcare settings. With the aim of introducing evidence-based research into Early Years settings, the Every Child a Talker programme was delivered in ten training days over six months to volunteer settings in the United Kingdom. This mixed-methods research study sought to examine the impact of the programme on the language-supporting practices and knowledge of staff in Early Years settings. The sample consisted of two groups: nine Nursery settings where at least one staff member had received Every Child a Talker Training, and nine matched settings where no staff member had completed such lengthy professional development training in supporting language skills. Settings in both groups were matched based on similar characteristics of their pupil populations: socioeconomic needs, percentages of pupils speaking English as an Additional Language, and percentages with Special Educational and Language needs. A mixed-methods approach was used, with the first phase of the research design generating quantitative data. The Communication supporting Classrooms Observation Tool was used to create a "snap shot" of the practices, activities and environmental resources used to support language development in each setting. Concurrently, a questionnaire elicited data regarding staff's self-reported measures of confidence and knowledge in how to support oral language skill development. Observation and questionnaire data were first analysed separately and then together using non-parametric tests, the Kruskal-Wallis and Mann-Whitney U tests. Following completion of this first phase, the second phase of the project aimed to identify facilitating factors and/or barriers to implementing practices known to support children's oral language development. Interviews were carried out with participants from eight settings, and qualitative data collected and analysed using a Thematic Analysis approach.

This study seeks to develop a better understanding of the nature and potential of quality management in primary schools and to determine possible professional development strategies for principals in relation to the introduction of quality management within their schools. A questionnaire was utilised to seek the insights, understandings and opinions of thirty-four primary school principals within the Western Sydney area in relation to quality management in their schools and the kinds of leadership support required to initiate and sustain this process. The policy orientation of the research is evident through suggested options for leadership development which emerge from the findings of the quesionnaire. Furthermore, the notion of schools as 'learning communities' is a vision for school education which requires the transformation of the cultural elements of schools to enable all school members to be active managers of their own learning. There is a need to develop systems and processes to allow this vision for schools to emerge, and this research accepts this challenge. This thesis, based on the outcomes of the questionnaire, includes a theoretical framework based on an overview of current models relating to quality management in primary schools and concludes with considerations for the further development of the process in primary schools in New South Wales.<br>Doctor of Education (Ed.D.)

The significance of professional development (PD) is acknowledged in research studies as essential to implementing rigorous state standards. Although the literature recognizes that PD is a crucial component in improving teachers' knowledge and skills, some teachers at a midsized urban public elementary school in the southern United States did not see the benefit of attending PD. The purpose of this study was to explore elementary special education teachers' perceptions of PD around assessment. Guided by a framework based on Chen and McCray's whole teacher approach to teacher PD, this basic qualitative study was designed to understand how these elementary special education teachers viewed the PD activities related to assessment at the local site. In-depth interviews were conducted with elementary special education teachers at LMP Elementary School who had attended PD about assessment. Interview data were analyzed using the content analysis method. Overall, findings revealed concerns regarding the quality of PD, lack of training, lack of evidence-based practice, teachers' intrinsic motivation and commitment, and teachers' autonomy. Findings were used to design a 3-day PD workshop that engaged learning techniques for special education teachers to assess and implement instructional methods to augment students with disabilities' academic achievement. Ultimately, this study has implications for creating positive social change by advocating and providing for special education teachers to be maximally engaged in PD aimed at enhancing outcomes for the students with disabilities they serve.

The poor state of learning in pre-service science teacher education is typical. of the problems in the Nigeria education sector (Afe, 2001; Odubunmi, 2006; Okebukola, 2004). Little research based evidence about Nigerian pre-service science teacher education has been reported in the literature, however, this problem has been documented to be a common phenomenon among other African countries with similar programmes. This thesis reports a case study of the quality of a pre-seivice science teacher education programme in a Nigerian College of Education and the graduate teachers' transition to science teaching in Lagos State, Nigeria. Particular attention was given to issues which influence the quality of learning in the NCE science teacher education programme and transition to science teaching. The data were derived from the views and opinions of third year teacher education students, first-year junior secondary school science teachers, lecturers and other key stakeholders in science teacher education in Lagos State.

ABSTRACT: Small museums occupy a distinctive niche in the world of museums. They hold unique objects in their collections, exhibit them, and educate the public about them. All museums have the challenge to care for collections in a manner that will enhance their preservation for future generations. Large museums have paid staff and budgets for collections care. Small museums, as used in this study, have one full-time staff person or less, who are often inadequately trained in caring for collections. Nevertheless, they still must work to preserve their collections for the future. In this qualitative study, the grounded theory method was used to identify and recommend quality collections care practices in small Utah museums for developing training programs in collections care. There are small museums that practice aspects of quality collections care. These museums were identified using survey forms and Performance Goals records in the Utah Office of Museum Services. Seventeen staff and employees from 15 small museums were interviewed. The data were analyzed using constant comparative analysis to categorize the comments. Themes emerged in response to two research questions: 'What are quality collections care practices in Utah' and 'How are staff and volunteers of small museums in Utah trained in quality collections care practices?' Themes from the collections care aspect centered on knowing what you have and caring for what you have. These included use of the PastPerfect Software Program; timely processing of museum objects; and following the museum's mission, security, housekeeping, and preventative conservation. Themes from the training aspect centered on training efforts within the museum, and training received, learned, or gained through efforts outside the museum. These included the Internet for training, sharing information, workshops and conferences, and mentors and networks. Application of the themes to collections care was discussed, including suggestions for implementation. This was followed by a discussion of the role of small museums, volunteers in small museums, state museum organizations, quality collections care practices, and training for collections care. Finally, an alarm was sounded for some serious issues confronting small museums in Utah, ending with recommendations for further study.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Este estudo investiga a constituiÃÃo do ser professor com base no percurso de formaÃÃo e trabalho. Desse modo, visa a analisar como as experiÃncias vivenciadas como estudante na escola, na formaÃÃo inicial, na prÃtica pedagÃgica e nas atividades formativas, assim como as mudanÃas no Ãmbito pessoal e profissional que foram acontecendo durante essa trajetÃria, especialmente com relaÃÃo Ãs prÃticas docentes, contribuÃram na constituiÃÃo de si como professores. O estudo parte da compreensÃo de que a formaÃÃo docente à um continuum, majorante, e que acontece em diferentes tempos e espaÃos, especialmente durante a atuaÃÃo no contexto de trabalho. Foram consideradas trÃs categorias de anÃlise â reflexÃo, desenvolvimento profissional/mudanÃas e autonomia â, conceitos intrÃnsecos à perspectiva da formaÃÃo contÃnua, baseando-se principalmente nos estudos de NÃvoa (1995), ImbernÃn (2010), Formosinho (2009), Pimenta (2002), Giroux (1997), Contreras (2002) e Freire (1996). A pesquisa, de abordagem qualitativa com narrativas sobre histÃria de vida, foi realizada com cinco professoras da educaÃÃo bÃsica da rede pÃblica de ensino do Estado do Cearà que fizeram o Curso de EspecializaÃÃo em Metodologias do Ensino das CiÃncias Humanas e Sociais. A iniciativa envolveu coleta de dados primÃrios mediante a realizaÃÃo de entrevistas semiestruturadas, realizadas com essas docentes no perÃodo de outubro de 2011 a fevereiro de 2012 e analisadas juntamente com o memorial produzido por elas como trabalho de conclusÃo de curso. Com suporte nas falas e nas reflexÃes impressas no memorial, foi possÃvel perceber que as vivÃncias como alunas da educaÃÃo bÃsica norteiam parte da prÃtica docente das professoras, buscando reproduzir o que foi considerado bom e evitar o que identificaram como ruim, seja no âeducar/ensinarâ, seja no âcuidarâ. As docentes que tiveram experiÃncias de ensino anteriores ao ingresso em um curso de formaÃÃo inicial revelaram que estas contribuÃram valiosamente para a escolha da profissÃo. Ressaltam a formaÃÃo inicial como um dos mais importantes momentos do percurso formativo, pois entraram em contato com as teorias que fundamentam suas prÃticas. Defendem, todavia, a ideia de que a sala de aula à o principal espaÃo de formaÃÃo do professor. Com relaÃÃo Ãs aÃÃes de formaÃÃo, destacam as que envolvem o compartilhamento de saberes e experiÃncias entre os pares e discutem questÃes inerentes ao cotidiano da escola e da sala de aula. As professoras que participaram desta pesquisa demonstraram conceber a formaÃÃo como um processo. Para elas, as mudanÃas ocorrentes em suas prÃticas foram fruto de suas observaÃÃes e percepÃÃes em momentos de reflexÃo, de suas experiÃncias de vida e das aprendizagens obtidas. Com efeito, com origem em novas reflexÃes e ou novas experiÃncias, podem acontecer outros processos de mudanÃas, em virtude da educaÃÃo que se quer, do aluno que se pretende, da escola que se intenta e do patamar profissional que se tenciona alcanÃar.

An art teacher currently acquires professional training through one of two schools: the department of education or the department of fine arts. Do the differences in training of the art teacher affect the quality of learning experiences provided in the secondary art program? A questionnaire was designed to survey the type of professional preparation of the teacher, as well as specific aspects of his or her art program. The survey was mailed to 85 secondary art teachers in the surrounding area. Surveys returned were grouped according to background: teachers having a degree in education and teachers having a degree in fine arts. Item scores for the responses were then tabulated for both groups and subjected to t-tests for significant differences in group mean scores. The resulting information revealed differences for the majority of the survey items, which suggest that the quality of learning experiences are in part affected by professional training of the art teacher.

Tyrimo problema, aktualumas ir naujumas Nuolat tobulinant kirpėjų profesijos mokytojų profesines kompetencijas, kurių dėka būtų kartu gerinami mokinių praktiniai įgūdžiai ir žinios, parengsime kūrybingus, kompetentingus, aukštos kvalifikacijos kirpėjus, gebančius taikyti naujas darbo technikas ir technologijas, turinčius puikias galimybes Europos darbo rinkose. Svarbu, kad patys profesijos mokytojai siektų tobulėti. Todėl profesinių kompetencijų tobulinimas yra aktuali problema, nuo kurios priklauso praktinio mokymo kokybė. Lietuvoje yra atlikta tyrimų apie įvairių profesijų atstovų požiūrį į profesines kompetencijas, jų raišką bei tobulinimo/si poreikius. Tad akivaizdu, kad kompetencijoms skiriamas didelis dėmesys, tačiau mažai tyrinėta kirpėjų profesijos mokytojų tobulnimąsi, kaip prielaida praktinio mokymo kokybei gerinti. Todėl šiame darbe, bus siekiama atskleisti kirpėjų profesijos mokytojų požiūrį ir socialinių dalininkų nuomonę į profesinių kompetencijų tobulinimo svarbą, gerinant praktinio mokymo kokybę. Tyrimo tikslas – Pristatyti kirpėjų profesijos mokytojų profesinių kompetencijų tobulinimą kaip prielaidą praktinio mokymo kokybei gerinti. Tyrimo uždaviniai: 1. Pristatyti praktinio mokymo kokybės užtikrinimo sampratą. 2. Teoriškai pagrįsti profesijos mokytojų profesinių kompetencijų tobulinimo aktualumą praktinio mokymo kokybei gerinti. 3. Atskleisti kirpėjų profesijos mokytojų požiūrį į jų profesinių kompetencijų tobulinimo svarbą siekiant gerinti praktinio mokymo... [toliau žr. visą tekstą]<br>The problem, relevance and novelty of research. Consequently, the development of professional competency is closely linked not only with the quality of the practical training but it may cause great changes in the education system as well. So, only the constant development of Hairdresser‘s professional competency can help to give a propper training for young professionals having great possibilities in European labor market. That is why the Professional competency development is a key problem which says greatly on the quality of practical training. The research of different specialits‘ attitude towards professional competence as well as the needs of it among the learners was carried out in Lithuania. It is obvious that competency is highlighted greatly but little research is done in the field of competency development as the assumption to improve the quality of practical training. Following the situation, the main objective of the work is to reveal both, the attitudes of Hairdressers’ professional trainers and stakeholders' towards the importance of professional competency development with the aim to improve the quality of practical training. The aim of the research – to present the professional competency development of Hairdressers’ trainers as the assumption to improve the quality of practical training. The tasks of the research: 1. To deliver the assurance concept of practical training quality. 2. To stimulate theoretically the development of professional... [to full text]

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

O relatório que ora se apresenta foi realizado no âmbito da unidade curricular Prática de Ensino Supervisionada, do Mestrado em Ensino de Português e de Língua Estrangeira no 3.º ciclo do Ensino Básico e no Ensino Secundário, na área de especialização de Espanhol. Neste pretende dar-se conhecimento de como decorreu o trabalho realizado durante o ano letivo de 2016/2017, no Agrupamento de Escolas de Reguengos de Monsaraz. A Prática de Ensino Supervisionada habilita profissionalmente para a docência e para o desempenho de funções docentes. No entanto, um profissional é melhor quanto maior for a sua capacidade de refletir criticamente sobre ao seu desempenho e sobre as suas ações. Neste sentido, foi elaborado o presente relatório que pretende constituir uma reflexão cuidada sobre as opções que tomámos e sobre as metodologias que adotámos durante o nosso percurso, na escola, em cada uma das disciplinas lecionadas. Estamos conscientes de que só refletindo sobre a nossa prática, só questionando os nossos métodos e só investido na nossa formação ao longo da vida, evoluiremos profissionalmente. A formação de um professor não se esgota na sua formação inicial. Pelo contrário: esta deve ser entendida como um ponto de partida para um trabalho contínuo e consciente, numa busca incessante pela melhoria da nossa prática letiva – a formação contínua. Com base no “Perfil Geral de Desempenho Profissional do Educador de Infância e dos Professores dos Ensinos Básico e Secundário”, definido por lei (Decreto-Lei n.º 241/2001, de 30 de Agosto), elaborámos este relatório, estruturando-o de forma a abordar a preparação científica, pedagógica e didática, que remete para o conhecimento da legislação sobre o sistema de ensino e sobre o ensino das línguas materna e estrangeira, a planificação, condução das aulas, avaliação das aprendizagens e análise da nossa prática letiva em cada uma das disciplinas, tanto no Ensino Básico, como no Ensino Secundário. O professor que somos hoje é fruto do nosso investimento profissional e da tentativa de sermos cada vez melhores e mais competentes; Abstract: Report carried out within the framework of the Supervised Teaching Practice The current report was carried out within the framework of the Supervised Teaching Practice course of the Master's Degree in Portuguese and Foreign Language Teaching in Middle and Secondary School in the Spanish specialization field. It intends to report how the work was carried out during the school year 2016/2017 in the Reguengos School Group of Monsaraz. The Supervised Teaching Practice empowers us professionally to teach and perform teaching functions. However, the more the professional is able to reflect critically on his performance and his actions, the better he is. Bearing this in mind, we prepared this report, which intends to provide a careful reflection on the options we made and on the methodologies we adopted during our course at school in each of the subjects taught. We are aware that it is only by reflecting on our practice, by questioning our methods and by investing on our lifelong training, that we will evolve professionally. A teacher’s training is not exhausted in his early teaching years. On the contrary, these should be understood as a starting point for a continuous and conscious work, in an incessant search for the improvement of our teaching practice – the continuous training. Based on the "General Profile of Professional Performance of Early Childhood Educators and Primary and Secondary School Teachers", defined by law (Decree-Law no. 241/2001, of 30th August), we produced this report, structuring it in order to approach the scientific, pedagogical and didactic preparation, which refers to the knowledge of the legislation on the teaching system and the teaching of the mother tongue and foreign languages, lesson planning and conduction, learning assessment and analysis of our teaching practice in each of the subjects, both in Middle School and in Secondary School. The teacher we are today is the result of our professional investment and the attempt to be better and more competent.

La littérature scientifique internationale montre la réalité des apprentissages informels des enseignants sur leur lieu de travail, au sein des établissements scolaires. Toutefois ces apprentissages présentent plusieurs limites et sont qualitativement de moins bonne qualité que les apprentissages réalisés en environnement organisé. La présente recherche a précisément pour objet le développement professionnel des enseignants expérimentés à travers un dispositif de formation continue prenant en compte leurs apprentissages informels. Cette étude s’inscrit dans un programme de recherche anthropoculturel (Bertone, 2011 ; Chaliès, 2012) dont les principaux présupposés théoriques sont empruntés à la philosophie du langage ordinaire (Wittgenstein, 2004). Elle a été menée dans le cadre de deux dispositifs innovants de formation permettant à un enseignant expérimenté (le pair formateur) d’enseigner ostensivement l’une de ses pratiques spécifiques jugées efficaces à un pair enseignant expérimenté (le pair formé). Les principaux résultats de la recherche montrent la modélisation de l’activité professionnelle des pairs formateurs et contribuent ainsi à documenter la recherche internationale sur les apprentissages informels des enseignants du primaire. Ils montrent également l’apprentissage de nouvelles pratiques professionnelles de la part des pairs formés entendu comme l’acquisition de nouveaux systèmes de règles. Les résultats montrent enfin le développement professionnel des pairs formés entendu comme l’interprétation des règles apprises dans des circonstances nouvelles ainsi que le développement réflexif de l’activité professionnelle des pairs formateurs<br>The international scientific literature shows the reality of teachers' informal learning in the workplace, within schools. However, these learnings have several limitations and are of lower quality than those that are carried out in an organized environment. The purpose of this research is precisely the professional development of experienced teachers through a professional development program that considers their informal learning.This study is part of an anthropocultural research program (Bertone, 2011; Chaliès, 2012) whose main theoretical assumptions are borrowed from the philosophy of ordinary language (Wittgenstein, 2004). It was conducted within the framework of two innovative training devices allowing an experienced teacher (the peer trainer) to ostensibly teach one of his specific practices considered effective to an experienced peer teacher (the trained peer). The main research results show the modelling of the professional activity of peer trainers and thus contribute to documenting international research on informal learning by primary school teachers. They also show the learning of new professional practices from trained peers understood as the acquisition of new rule systems. Finally, the results show the professional development of the trained peers understood as the interpretation of the rules learned in new circumstances as well as the reflexive development of the professional activity of the trained peers

Com esta de investigação pretendeu-se desenvolver um estudo, sobre uma questão premente, em educação, em Angola: Qual o impacto da qualidade da Formação Contínua de professores dos estabelecimentos de ensino superior das forças armadas angolanas, no ISTM? Tendo também como objetivo contribuir para o conhecimento que possibilite o desenvolvimento do professor, e colmatar lacunas da formação inicial ou para introduzir novos conceitos e novas práticas no ensino. Este trabalho de investigação situa-se no âmbito da formação contínua, que parte de uma conceção de formação abrangente, que compreende as experiências pessoais em que o professor se envolve, que trazem benefício direto ou indireto para si e de que forma a qualidade desta formação irá ter impacto no desempenho com os alunos. Trata-se de uma abordagem mais globalizante do percurso formativo dos professores, no contexto educativo Angolano, nos estabelecimentos de ensino superior das forças armadas angolanas. Esta investigação contribuiu para conhecer assim, a experiência dos professores, do ponto de vista da aquisição de competências e de desenvolvimento profissional. Neste estudo, analisámos de que modo, a qualidade da formação contínua frequentada, tem contribuído para o desenvolvimento profissional destes professores do ensino superior. Do ponto de vista metodológico optámos por realizar um estudo de natureza quantitativa, recorrendo ao método de recolha de dados quantitativos (inquérito por questionário, a professores) e análise documental/legislação. Os resultados desta investigação apontam para alguma escassez de formação contínua ao nível do ISTM, e em alguns casos a formação ministrada não vai ao enconytro das necessidades sentidas e das expetativas, pois a maioria não são nas áreas em que estes professores lecionam. Contudo, os professores referem que as formações contínuas frequentadas tem tido qualidade e que lhes tem permitido produzir conhecimento que possibilite aos professores e gestores dos institutos assumirem um papel mais ativo e colaborativo na conceção e implementação de ações de formação que contribuam para o seu desenvolvimento profissional e para a aquisição de competências; ABSTRACT: With this research we intend to develop a study, on a pressing issue in education, in Angola: What is the impact of the quality of Continuing Education of teachers of higher education establishments of the Angolan armed forces in the ISTM? It also aims to contribute to the knowledge that makes possible the development of the teacher, and fill gaps in the initial formation or to introduce new concepts and new practices in teaching. This research work is part of continuous training, which starts from a comprehensive training design, which includes the personal experiences in which the teacher engages, which bring a direct or indirect benefit to him and how the quality of this training will impact performance with students. This is a more global approach to the training of teachers in the Angolan educational context in higher education institutions of the Angolan armed forces. This research has contributed to know the experience of teachers, from the point of view of skills acquisition and professional development. In this study, we analyzed how the quality of continuing education attended has contributed to the professional development of these higher education teachers. From the methodological point of view, we decided to carry out a quantitative study, using the quantitative data collection method (questionnaire survey, teachers) and document analysis / legislation. The results of this research point to some lack of continuous training at the level of the ISTM, and in some cases the training provided does not meet the needs felt and the expectations, since most are not in the areas in which these teachers teach. However, teachers report that the continuous training they have attended has been of a high quality and has allowed them to produce knowledge that enables teachers and managers of the institutes to take a more active and collaborative role in the design and implementation of training actions that contribute to their professional development and for the acquisition of skills.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-02-07T15:36:03Z No. of bitstreams: 1 Paulo Gaspar Graziola Junior_.pdf: 1139919 bytes, checksum: eb5c068e018e228c5a92e3d98a929318 (MD5)<br>Made available in DSpace on 2017-02-07T15:36:03Z (GMT). No. of bitstreams: 1 Paulo Gaspar Graziola Junior_.pdf: 1139919 bytes, checksum: eb5c068e018e228c5a92e3d98a929318 (MD5) Previous issue date: 2016-09-21<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>O desenvolvimento profissional docente é um processo contínuo, sistemático, organizado e auto-reflexivo, envolvendo os percursos trilhados pelos professores na dimensão pessoal e na interpessoal, na construção de um repertório de conhecimentos, saberes e fazeres, abarcando desde a formação inicial até o exercício continuado da docência. A Formação como trajetória pressupõe o conhecimento dos sujeitos em formação para poder compreender suas expectativas e potencializar seus saberes. Trata-se de um processo exigente e localizado, que conta com um diálogo comum entre formadores e formandos. É importante que valorize o protagonismo dos envolvidos tanto na escolha dos temas como na eleição das formas de abordagem. Assumir a formação como trajetória requer, ainda, uma preocupação com a continuidade desta formação, para poder avaliá-la, realimentá-la no sentido da “humana formação” nas palavras de Arroyo (2013). Nessa perspectiva é possível assumir a formação como uma real experiência. Neste trabalho, tomou-se como objeto de pesquisa a experiência formativa no contexto da Rede Nacional de Formação Continuada de Professores, no qual a Universidade Federal do Paraná (UFPR) possui um Programa intitulado “Formação continuada de professores da Educação Básica da cidade de Curitiba e da sua região metropolitana do Paraná”. O Programa teve como objetivo geral promover a formação continuada de professores dos anos ou séries iniciais do ensino fundamental da rede pública de ensino, contribuindo para elevar a qualidade do ensino e da aprendizagem. Procurou-se compreender “como a experiência de formação, no contexto da COPEFOR, assume uma condição formativa tanto para os Coordenadores como para os cursistas?” Para explorar o problema de pesquisa, tomou-se duas dimensões de aprofundamento e análise: a) as propostas dos Cursos e a compreensão de formação dos formadores; b) o Curso como uma experiência na trajetória formativa dos professores/cursistas. A pesquisa assumiu uma abordagem exploratória qualitativa, através do Estudo de Caso. Dentre a oferta de Cursos de Extensão para a Educação Básica, foram escolhidos dois cursos e, em cada um deles, dois formadores e cinco cursistas. A coleta de dados foi realizada através de entrevistas semi-estruturadas e grupo focal. A análise dos documentos auxiliaram a compreensão da proposta. Os principais resultados indicam a satisfação dos professores com a experiência de formação em que destacam: a relação teórico-prática, o trabalho colaborativo por meio do diálogo entre pares, a reflexão sobre o que realizam salientando o especial papel da relação universidade escola.<br>The Professional Teacher Development is a continuous, systematic, organized and self-reflective process which involves the paths trailed by the teachers, in a personal and in the interpersonal dimension with the creation of a repertoire of knowledge, skills and practices that embraces initial training up until the continued practice of teaching. Formation as a trajectory presupposes the knowledge of the individuals in training in order to understand their expectations and enhance their knowledge. This is a demanding and localized process, which counts on a common dialogue between trainers and trainees. It is important to appreciate the protagonism of those involved in the selection of the topics such as the election of the forms of approach. Assuming training as a course requires also a concern for the continuity of this formation in order to evaluate it, feed and re-feed it in the meaning of "human formation" in the words of Arroyo (2013). In this perspective it is possible to take the training as a real experience. In this paper, the research object chosen was formative experience in the context of the National Network of Continuous Teacher Training, in which the "Universidade Federal do Paraná" (Federal University of Paraná) has a program entitled "Formação continuada de professores da Educação Básica da cidade de Curitiba e da sua região metropolitana do Paraná" (Continuous teachers training of the primary education in the city of Curitiba and its metropolitan region of Paraná). The program aimed to promote continuous formation for teachers of the early elementary school public network, helping to raise the quality of teaching and learning. It was tried to comprehend "how the experience of formation in the context of the Coordenação de Políticas de Formação do Professor (COPEFOR - Teacher Education Policy Coordination) assumes a formative condition for both the Managers and to the course participants?". To explore the research problem, it took up two dimensions of depth and analysis: a) the proposals of courses and understanding the training of trainers; b) the course as a formative experience in the trajectory of teachers/course members. The research took a qualitative exploratory approach, through the Case Study. Among the Extension Courses offers for Basic Education, two courses were chosen and in each of them two teachers and five course members. Data collection was conducted through semi-structured interviews and focus groups. The analysis of the documents helped in the comprehension of the proposal. The main results indicate the satisfaction of the teachers with training experience in which they emphasize: the theoretical and practical relationship, collaborative work through dialogue among peers, reflection on what they accomplish pointing out the special role of the university/school relationship.

Made available in DSpace on 2016-06-02T19:35:49Z (GMT). No. of bitstreams: 1 5091.pdf: 2353289 bytes, checksum: a03a2b48adaadd1d406e11e67b689dbe (MD5) Previous issue date: 2013-02-28<br>In this investigation, the aim is to analyse the contributions and limits of a continuous online training project for the professional development of teachers of the 1st year of basic education. The research question is: What are the limits and contributions of an online teacher-training course in the professional development of teachers? This development is related to the learning and teaching processes and of being a professional teacher, and acts as a knowledge basis for teaching. The methodological reference adopted is supported by a constructive-collaborative interaction model between teachers and researchers and focusses on the construction of investigation strategies and the promotion of professional development processes for teachers. The training strategies used were carried out in distance mode through the digital learning environment of the Teachers portal of the UFSCar. The course, with a total of 120 hours and focussing on teaching the initial years of primary education, was developed in the period between Sept. 2010 and May 2011. It was based on the understanding that professional teacher development takes place throughout their careers and continuous teacher training can contribute to this process. Its contributions and limitations are being investigated through the eyes of the teachers, that is, we take into account what they told us in the different data collection instruments and at different points of the training process. Our interpretations are based on the learning, the difficulties and the teacher knowledge required to teach the 1st year of primary education. The narratives constructed during the interventions by three experienced teachers represent the data interpreted in the study. Other instruments used in this process are: reflective memorials, training reports, teaching cases, reflective journals, a forum, individual summaries on a reference framework on the student knowledge base, and an initial questionnaire. As a result of the investigation, it was found that there was a contribution to professional teacher development in the following aspects: the training content contextualized to the teaching work carried out in the initial years; the feedback on what the participating group`s investigation found; sharing experiences on literacy with teachers from different Brazilian states; the possibility of reviewing the inherent role when teaching the 1st year of basic education; the discussion of the knowledge that composes the teaching basis; the specifics of the teaching content; the overall pedagogy and the pedagogical content. The limits are related to the difficulties in obtaining effective participation from all the teachers and the challenges presented by the dynamic and flexible digital learning environments used to create a collaborative network.<br>Nesta investigação, objetiva-se analisar as contribuições e limites de um projeto de formação continuada on-line para o desenvolvimento profissional de professores do 1º ano do Ensino Fundamental. Tal desenvolvimento está relacionado aos processos de aprendizagem de aprender a ensinar e a ser um profissional docente e serve como base de conhecimento para o ensino. O referencial metodológico adotado apoia-se num modelo construtivo-colaborativo de interação entre professores-pesquisadores e teve como foco a construção de estratégias de investigação e de promoção de processos de desenvolvimento profissional docente. Essas foram realizadas em curso na modalidade à distância, com acesso viabilizado pelo ambiente digital de aprendizagem do Portal dos Professores/UFSCar. O curso, com enfoque na docência dos anos iniciais do Ensino Fundamental, com carga horária de 120 horas, foi desenvolvido no período de setembro de 2010 a maio de 2011. Com a compreensão que o desenvolvimento profissional docente acontece ao longo da carreira e a formação continuada de professores pode contribuir nesse processo. Numa perspectiva em que as contribuições e limites estão sendo investigados na ótica das falas das professoras, ou seja, o que elas nos informaram em diferentes instrumentos de coletas, como também em diferentes momentos do processo formativo. Nossas interpretações tem base nas aprendizagens e dificuldades, bem como, nos conhecimentos docentes necessários para atuar no 1º ano do Ensino Fundamental. As narrativas docentes, de três professoras experientes, construídas durante a intervenção são os dados interpretados na pesquisa. Os instrumentos utilizados nesse processo são: memorial reflexivo, relato de formação, casos de ensino, diário reflexivo, fórum, síntese individual em quadro de referência sobre a base de conhecimento do estudante e questionário. Como resultado da investigação, constatou-se a contribuição, para o desenvolvimento profissional docente, dos seguintes aspectos: o conteúdo da formação, contextualizado ao trabalho do docente em exercício nos anos iniciais e em particular no 1º ano; os feedbacks com devolutivas que inquiriram o grupo participante; o compartilhamento de experiências sobre alfabetização com professores de diferentes estados do Brasil; a possibilidade de revisitar o processo de ensino e aprendizagem no exercício da docência do 1º ano do Ensino Fundamental; a discussão dos conhecimentos que compõem a base da docência: o específico do conteúdo, o pedagógico geral e o pedagógico do conteúdo. E os limites estão relacionados às dificuldades na participação efetiva de todas as professoras e aos desafios pertinentes aos ambientes digitais de aprendizagem dinâmicos e flexíveis, para formação de uma rede colaborativa.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>Esta tese buscou analisar as possibilidades de o trabalho com projetos constituir estratÃgia de formaÃÃo continuada e contribuir para o desenvolvimento profissional dos professores da EducaÃÃo Infantil. Procurou-se identificar de que forma o trabalho com projetos tanto pode contribuir para que em sua prÃtica educativa, o professor se torne mais sensÃvel para atender melhor as crianÃas estimule mais adequadamente as suas aprendizagens e lhes propicie maior autonomia como tambÃm para que ele se torne mais sensÃvel Ãs suas prÃprias demandas desenvolva a sua autonomia e amplie os seus conhecimentos. TambÃm foi propÃsito deste trabalho investigar que fatores influenciam para que a realizaÃÃo do trabalho com projetos contribua para o desenvolvimento profissional dos professores de EducaÃÃo Infantil. As anÃlises sobre o desenvolvimento profissional e formaÃÃo de professores fundamentam-se nos estudos de Oliveira-Formosinho (1998, 2001, 2003, 2009); Dewey (1976, 1978) NÃvoa (1995) ImbernÃn (2009) e Gomes (2009) e sobre o trabalho com projetos baseiam-se em Dewey (1978) Kilpatrick (2005) Barbosa e Horn (2008) HernandÃz (1998) e Oliveira-Formosinho (2002, 2007). Trata-se de uma pesquisa qualitativa do tipo pesquisa-aÃÃo tambÃm denominada intervenÃÃo (ANDRÃ, 1995) com professoras da rede pÃblica de Fortaleza que mediante intervenÃÃo realizada vivenciaram elas prÃprias um projeto e posteriormente desenvolveram projetos junto Ãs suas crianÃas. A coleta dos dados se deu por meio de tÃcnicas como observaÃÃes e entrevistas e de instrumentos como a Escala de Empenhamento do Adulto e questionÃrios. Os dados foram registrados no diÃrio de campo vÃdeo filmagens e fotos. Os achados desse estudo apontam que as oportunidades de formaÃÃo tÃm mais chance de acontecer quando o trabalho com projetos constitui um processo formativo. As professoras em diferentes nÃveis de envolvimento desenvolveram com relaÃÃo Ãs crianÃas atitudes de empenho referentes à sensibilidade no sentido de se esforÃarem para âprestar atenÃÃoâ e ouvir as crianÃas à estimulaÃÃo da aprendizagem das crianÃas na proposiÃÃo de atividades desafiadoras e à sua autonomia nas oportunidades de experimentaÃÃo oferecidas. TambÃm desenvolveram, com relaÃÃo a elas prÃprias atitudes de empenho relacionadas à sensibilidade, na atenÃÃo dada Ãs suas necessidades e desejos de aprender sobre projetos à estimulaÃÃo na intenÃÃo de se envolverem nas leituras na busca de informaÃÃes e ideias para as atividades e à autonomia nas ocasiÃes de escolher e decidir como realizar essas atividades. Reviram posiÃÃes acerca das expectativas de aprendizagem das crianÃas menores e as de escolas pÃblicas ao desenvolver projetos e repensaram sobre a participaÃÃo da famÃlia nos projetos. As professoras estranharam a postura protagonista exigida no planejamento e realizaÃÃo das aÃÃes referentes ao projeto. Fatores relacionados ao contexto de trabalho e Ãs condiÃÃes organizacionais como formaÃÃo na prÃpria instituiÃÃo participaÃÃo da coordenadora no grupo de formaÃÃo orientaÃÃo de uma formadora e disponibilidade de recursos materiais contribuÃram com os esforÃos de desenvolvimento das professoras. Ficou evidenciado que o pouco tempo destinado à formaÃÃo o descumprimento de acordos com relaÃÃo ao tempo e espaÃo destinados Ãs formaÃÃes e o distanciamento entre a gestÃo e as professoras desencorajaram esses esforÃos<br>This thesis investigates the possibilities of working with projects in order to provide training strategy and contribute to the continuous professional development for teachers of Early Childhood Education. It soughts to identify how the project work can contribute for making the teachers become more sensitive in their educational practice as to better serve children, stimulate their learning more effectively and allow them greater autonomy, but also for making them become more sensitive to their own needs, develop their autonomy and expand their knowledge. The purpose of this study was also to investigate what factors influence to the completion of project work to contribute to the professional development of kindergarten teachers. The analysis of professional development and teacher training are based on studies of Oliveira-Formosinho (1998, 2001, 2003, 2009), Dewey (1976, 1978), NÃvoa (1995), Imbernon (2009) and Gomes (2009) and of working with projects is based on Dewey (1978), Kilpatrick (2005), Barbosa & Horn (2008), HernandÃz (1998) and Oliveira-Formosinho (2002, 2007).This is a qualitative research, like action research, also called intervention (ANDRE 1995), with teachers from public schools in Fortaleza. Through intervention, these teachers experienced a project and later developed their own projects with their pupils. Data collection was done through techniques such as interviews and observations and instruments such as the Adult Engagement Scale and questionnaires. Data were recorded in the diary, video footage and pictures. Our findings indicate that training opportunities are more likely to happen when the project work is a formative process. The teachers, at different levels of involvement, developed, regarding the children, attitudes concerning the sensitivity of commitment, strove to âpay attention toâ and listen to the children, to stimulate their learning by the proposition of challenging activities and their independence, in the opportunities for experimentation offered. They also developed, to themselves, attitudes related to the sensitivity of commitment, by paying attention to their needs and desires to learn about projects; as well as attitudes related to stimulation, by intending to engage in readings, in search of information and ideas for activities; and to autonomy, on the occasions of choosing and deciding how to accomplish these activities. These teachers revised positions about the learning expectations of younger children and public schools in order to develop projects and rethought the family participation in projects. The teachers were surprised at the protagonist attitude required in the planning and implementation of actions for the project. Factors related to the workplace and organizational conditions, such as training in the institution, the participation of the coordinator in group training; guidance of a trainer and availability of material resources contributed to the development efforts of the teachers. It was evident that the little time for training, the breach of agreements with respect to time and space allocated to training and the gap between management and the teachers have discouraged such efforts.

LEITÃO, Fátima Maria Araújo Saboia. O trabalho com projetos e o desenvolvimento profissional dos professores de educação infantil. 2011. 260f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2011.<br>Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-11T12:56:48Z No. of bitstreams: 1 2011_Tese_ FMASLEITAO.pdf: 1580635 bytes, checksum: 37ae2cd1c8e295001577c09ec1087c1c (MD5)<br>Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-11T14:48:03Z (GMT) No. of bitstreams: 1 2011_Tese_ FMASLEITAO.pdf: 1580635 bytes, checksum: 37ae2cd1c8e295001577c09ec1087c1c (MD5)<br>Made available in DSpace on 2012-07-11T14:48:03Z (GMT). No. of bitstreams: 1 2011_Tese_ FMASLEITAO.pdf: 1580635 bytes, checksum: 37ae2cd1c8e295001577c09ec1087c1c (MD5) Previous issue date: 2011<br>This thesis investigates the possibilities of working with projects in order to provide training strategy and contribute to the continuous professional development for teachers of Early Childhood Education. It soughts to identify how the project work can contribute for making the teachers become more sensitive in their educational practice as to better serve children, stimulate their learning more effectively and allow them greater autonomy, but also for making them become more sensitive to their own needs, develop their autonomy and expand their knowledge. The purpose of this study was also to investigate what factors influence to the completion of project work to contribute to the professional development of kindergarten teachers. The analysis of professional development and teacher training are based on studies of Oliveira-Formosinho (1998, 2001, 2003, 2009), Dewey (1976, 1978), Nóvoa (1995), Imbernon (2009) and Gomes (2009) and of working with projects is based on Dewey (1978), Kilpatrick (2005), Barbosa & Horn (2008), Hernandèz (1998) and Oliveira-Formosinho (2002, 2007).This is a qualitative research, like action research, also called intervention (ANDRE 1995), with teachers from public schools in Fortaleza. Through intervention, these teachers experienced a project and later developed their own projects with their pupils. Data collection was done through techniques such as interviews and observations and instruments such as the Adult Engagement Scale and questionnaires. Data were recorded in the diary, video footage and pictures. Our findings indicate that training opportunities are more likely to happen when the project work is a formative process. The teachers, at different levels of involvement, developed, regarding the children, attitudes concerning the sensitivity of commitment, strove to “pay attention to” and listen to the children, to stimulate their learning by the proposition of challenging activities and their independence, in the opportunities for experimentation offered. They also developed, to themselves, attitudes related to the sensitivity of commitment, by paying attention to their needs and desires to learn about projects; as well as attitudes related to stimulation, by intending to engage in readings, in search of information and ideas for activities; and to autonomy, on the occasions of choosing and deciding how to accomplish these activities. These teachers revised positions about the learning expectations of younger children and public schools in order to develop projects and rethought the family participation in projects. The teachers were surprised at the protagonist attitude required in the planning and implementation of actions for the project. Factors related to the workplace and organizational conditions, such as training in the institution, the participation of the coordinator in group training; guidance of a trainer and availability of material resources contributed to the development efforts of the teachers. It was evident that the little time for training, the breach of agreements with respect to time and space allocated to training and the gap between management and the teachers have discouraged such efforts.<br>Esta tese buscou analisar as possibilidades de o trabalho com projetos constituir estratégia de formação continuada e contribuir para o desenvolvimento profissional dos professores da Educação Infantil. Procurou-se identificar de que forma o trabalho com projetos tanto pode contribuir para que em sua prática educativa, o professor se torne mais sensível para atender melhor as crianças estimule mais adequadamente as suas aprendizagens e lhes propicie maior autonomia como também para que ele se torne mais sensível às suas próprias demandas desenvolva a sua autonomia e amplie os seus conhecimentos. Também foi propósito deste trabalho investigar que fatores influenciam para que a realização do trabalho com projetos contribua para o desenvolvimento profissional dos professores de Educação Infantil. As análises sobre o desenvolvimento profissional e formação de professores fundamentam-se nos estudos de Oliveira-Formosinho (1998, 2001, 2003, 2009); Dewey (1976, 1978) Nóvoa (1995) Imbernón (2009) e Gomes (2009) e sobre o trabalho com projetos baseiam-se em Dewey (1978) Kilpatrick (2005) Barbosa e Horn (2008) Hernandèz (1998) e Oliveira-Formosinho (2002, 2007). Trata-se de uma pesquisa qualitativa do tipo pesquisa-ação também denominada intervenção (ANDRÉ, 1995) com professoras da rede pública de Fortaleza que mediante intervenção realizada vivenciaram elas próprias um projeto e posteriormente desenvolveram projetos junto às suas crianças. A coleta dos dados se deu por meio de técnicas como observações e entrevistas e de instrumentos como a Escala de Empenhamento do Adulto e questionários. Os dados foram registrados no diário de campo vídeo filmagens e fotos. Os achados desse estudo apontam que as oportunidades de formação têm mais chance de acontecer quando o trabalho com projetos constitui um processo formativo. As professoras em diferentes níveis de envolvimento desenvolveram com relação às crianças atitudes de empenho referentes à sensibilidade no sentido de se esforçarem para “prestar atenção” e ouvir as crianças à estimulação da aprendizagem das crianças na proposição de atividades desafiadoras e à sua autonomia nas oportunidades de experimentação oferecidas. Também desenvolveram, com relação a elas próprias atitudes de empenho relacionadas à sensibilidade, na atenção dada às suas necessidades e desejos de aprender sobre projetos à estimulação na intenção de se envolverem nas leituras na busca de informações e ideias para as atividades e à autonomia nas ocasiões de escolher e decidir como realizar essas atividades. Reviram posições acerca das expectativas de aprendizagem das crianças menores e as de escolas públicas ao desenvolver projetos e repensaram sobre a participação da família nos projetos. As professoras estranharam a postura protagonista exigida no planejamento e realização das ações referentes ao projeto. Fatores relacionados ao contexto de trabalho e às condições organizacionais como formação na própria instituição participação da coordenadora no grupo de formação orientação de uma formadora e disponibilidade de recursos materiais contribuíram com os esforços de desenvolvimento das professoras. Ficou evidenciado que o pouco tempo destinado à formação o descumprimento de acordos com relação ao tempo e espaço destinados às formações e o distanciamento entre a gestão e as professoras desencorajaram esses esforços.

Католик Г.В. Концепція Я дитячого практичного психолога: дисертація на здобуття наукового ступеня доктора психологічних наук за спеціальністю 19.00.07 «Педагогічна та вікова психологія» / Католик Галина Вікторівна. - Київ: Інститут психології імені Г.С. Костюка НАПН України, 2019. - 581 с.<br>У десертаційному дослідженні запропоновано теоретичне та експериментальне вивчення концепції Я дитячого практичного психолога. Обгрунтовано важливість та актуальність порушеної проблеми, недостатня її наукова розробка, відсутність відповідного концептуального підходу. Зазначено, що все це свідчить не лише про важливість та необхідність подальших досліджень формування професійної концепції Я практичного психолога загалом, а й створення нового концептуального бачення концепції Я дитячого практичного психолога. Остання має унікальну своєрідність та специфіку площини становлення і визначається типом особистісного розвитку та психологічного знання. Проведений детальний теоретичний аналіз вітчизняної та зарубіжної наукової літератури засвідчує, що в прямій постановці проблема формування концепції Я дитячих практичних психологів у системі післядипломної спеціальної освіти в межах професійних спілок не була розроблена, хоча саме вона є головним вузлом, де зосереджено розбіжності між практикою підготовки фахівця та його конкретною професійною діяльністю. У дисертації представлені різноманітні результати дослідження особливостей формування Яконцепції, на основі яких пропонується нове бачення різних структур Я та вводиться поняття концепції Я як інтегративного складного феномену. Детально проаналізовано структуру концепції Я особистості та її складові: когнітивну, емоційно-оцінкову, вчинково-креативну, спонтанно-духовну; запропоновано авторську модель формування концепції Я в онтогенезі; виокремлено первинні передумови формування складових цього феномена, що являють собою ядро подальшого розвитку концепції Я; запропоновано психодинамічний підхід до розуміння формування концепції Я та її модель, починаючи з пренатальних та постнатальних етапів розвитку з урахуванням ментального простору пренатальної самості. Узагальнено та уточнено перелік об’єктивних та суб’єктивних критеріїв ефективності психолога-практика. Зазначено, що зв’язок між особистісним та професійним ресурсом в контексті діяльності дитячого психолога-практика є значно глибшим і більш принциповим, ніж в будь-якій іншій професії. В контексті цього встановлено, що головним серед неспецифічних чинників, які визначають успіх психотерапевтичного впливу, визнано стосунок, що імпліцитно укладається між психологом та його клієнтом і який забезпечує клієнтові корегуючий досвід для інтерналізації та, як наслідок, гармонізацію його власного Я. Здійснено теоретикометодологічне обґрунтування авторського підходу до проблеми формування концепції Я дитячих практичних психологів у системі післядипломної освіти. Вивчено умови формування адекватного образу професії дитячого практичного психолога, проаналізовано процес формування концепції Я в освітньому післядипломному процесі в проекті з психодинамічної інтегративної дитячо-юнацької психокорекції та психотерапії. Побудовано теоретичну модель континуально-ієрархічної структури концепції Я дитячого практичного психолога в контексті інтеграції її особистісної та професійної складових, теоретичну модель становлення професійної складової концепції Я дитячого практичного психолога. Обґрунтовано модель професійного освітнього простору в контексті формування концепції Я дитячого психолога. Створено психодіагностичну програму для первинного психотерапевтичного інтерв’ю з метою проведення професійного відбору фахівців, які мотивовані та здатні оволодіти компетенціями дитячого практичного психолога. Ця програма побудована на основі існуючих в світовому науковому прострі подібних успішних проектів з метою якісного професійного відбору кандидатів для оволодіння системою інтрапсихічних та інтерперсональних взаємодій в напрямку психодинамічної інтегративної дитячо-юнацької психокорекції та психотерапі Розглянуто результати досліджень у західній та східноєвропейській психологічних та психотерапевтичних школах. Проаналізовано теоретико-методологічні дослідження особливостей вітчизняного менталітету, де науковці виокремили певні ментальні архетипові yтвoрeння. Досліджено передумови виникнення та адаптації ще на початку минулого століття психоаналітичного напряму у вітчизняному просторі. Аналізуючи передумови виникнення та інтеграції цього напряму науковці виокремлюють суспільне підгрунтя: культурологічна площина, гуманітарні запити, високий рівень та фундаментальні здобутки природничих наук. Підкреслено, що згідно кроскультурних досліджень характерною особливістю сучасного вітчизняного клієнта є його орієнтація на вирішення та подолання емоційних проблем та неефективних патернів поведінки, опрацювання пережитого травматичного досвіду, масової самоушкоджувальної поведінки серед підлітків та молоді (на зразок суспільних феноменів «синіх китів»), суїцидальних та парасуїцидальних наростаючих тенденцій. Існує запит на суппортивний супровід, що передбачає поступову зміну екзистенційних процесів. При цьому дитячий психолог-практик повинен бути обізнаним в різних ситуаціях та застосуванні науково доведених та коректних технік та прийомів. Важливою у практичній діяльності психолога є інтеграція різних видів психокорекційних та психотерапевтичних впливів, таких як: індивідуальна, групова, сімейна, системна психотерапія тощо, а також диференціація їх при застосовуванні для різних вікових категорій дітей, підлітків та молоді. Досліджено також, що методи психодинамічної парадигми відповідають науково-практичним вимогам. Конкретизовано вимоги до професійної освіти дитячого практичного психолога, у тому числі до її змісту та рівнів, специфічних умов формування професійно значущих якостей, засобів формування його концепції Я, професійної самоідентифікації, а також способів організації професійного середовища, яке би забезпечило становлення практичної складової професійної компетенції. На основі теоретичної рефлексії цих даних збудовано структурну інтегративну тривимірну модель післядипломної психотерапевтичної освіти з напрямку «Психодинамічної інтегративної дитячої та юнацької психокорекції та психотерапії», втілену на практиці у контексті спеціалізованих психотехнічних проектів. Дана освітня модель побудована на наступних принципах: аналізу та синтезу, єдності біологічного та соціального, креативності, рефлексивного релятиві му, єдності експериментальної та генетичної ліній розвитку. Програма передбачає комплексність, інтегративність, послідовність викладу, та передбачає врахування історичного аспекту, теорії розвитку, орієнтацію на застосування теорії на практиці. Освітню програму розроблено згідно вимог отримання Європейського сертифікату з дитячо-юнацької психотерапії. Емпірично досліджено динаміку формування концепції Я дитячого практичного психолога в процесі оволодіння знаннями і навиками психотерапевтичної роботи у освітньому проекті з психодинамічної інтегративної дитячо-юнацької психотерапії. Розроблено і успішно апробовано авторську проективну методику «Візуалізація концепції Я» для виявлення ресурсних та дефіцитарних особистісних зон з подальшим використання її як при психодіагностиці поперечних зрізів, так і при лонгітюдному дослідженні та психотерапевтичних компенсаторних техніках. Використано якісні методи дослідження, в тому числі аналаз сновидінь, аналіз кейсів групової динаміки, аналіз кейсів індивідуальної динаміки в інтрапсихічному та інтерперсональному просторах учасників. Зазначено, що дослідження тривало протягом 16 років з 2001 по 2016 рр. Його структура передбачає формат лонгітюдного дослідження, що здійснювалось в авторських освітніх проектах з психодинамічної інтегративної дитячо-юнацької психокорекції та психотерапії, які проводились нами у містах Львові, Одесі, Києві та Дніпропетровську. Загальна кількість учасників проектів 270 осіб. Дослідження проводилось перед початком освіти на рівні первинного інтерв’ю, задіюючи описану у відповідному розділі даної дисертації психодіагностичну систему, в процесі освітніх семінарів та при завершенні проекту через 5 років, після проходження всього навчального циклу. В проектах навчались професійні практичні психологи, які отримали вже освіту у якомусь із напрямків психотерапії та мали стосунок або бажали його мати у роботі з дитячо-юнацькою категорією клієнтів. Кожна навчальна група налічувала від 22 до 35 учасників. Навчальні семінари відбувались 6 раз на рік по два дні або чотири рази на рік по 3 дні (кількість навчальних годин зберігалась та тематика семінарів теж була сталою). Між семінарами відбувались самозустрічі (підгрупи) учасників з метою відпрацювання та відреагування динамічних та особистісних аспектів, які опрацьовувались на попередніх психотерапевтичних семінарах в рамках освітніх проектів. Результати підгруп протоколювались у вигляді рефлексій та опрацьовувались в контексті лонгітюдного дослідження. Нами було розроблено програму та описано організацію емпіричного дослідження, спрямованого на перевірку теоретичної континуальноієрархічної структури особистісної та професійної складових концепції Я дитячого практичного психолога, як складного психічного явища, що має певні прояви на формально-динамічному рівні, змістовноособистісному й імперативному рівнях; розкрито основні принципи організації та зміст емпіричного дослідження; обґрунтовано репрезентативність вибірки; визначено та описано методичну процедуру дослідження концепції Я дитячого практичного психолога та психологічних властивостей, що супроводжують її прояви. На основі емпіричного дослідження було засвідчено, що розроблений нами концептуальний підхід до багатоступеневої освіти психологапрактика в галузі психодинамічної інтегративної дитячо-юнацької психотерапії та психокорекції, був інтерналізований дитячими психологами по завершенню освітнього циклу в цілісну концепцію Я та на всіх її рівнях. Оскільки було визначено, що головним професійним інструментом дитячого психолога-практика є концепція Я, яка визначається як складний феномен: багатошарова психічна реальність, що включає різні рівні організації психічної діяльності: індивідуальні основи, колективні основи, онтогенетичні основи, соціальні основи та самореферентність, які підлягають рефлексивній експлуатації в терапевтичному стосунку з клієнтом, то формування професійної складової концепції Я первинно полягало в психокорекційно-психотерапевтичному опрацюванні образів його інтрапсихічного простору і наступній професійній рефлексії. Таким чином, ми виходили з того, що професійна складова концепції Я бачиться нами як первинно опрацьована і професійно відрефлексована особистісна концепція Я. Остання, в свою чергу, являє собою інтерналізовані частки різних інтерперсональних взаємодій, що екстеріоризуються у вигляді сукупності уявлень людини про себе і становлять зміст її самопрезентації. Тому на старті, в процесі і по завершенню освіти було проведено психодіагностичні заміри, які давали нам можливості контролю становлення їх особистісної та професійної складових концепції Я. За критерій сформованої концепції Я дитячого психолога було обрано дві опції: перша – професійна самореалізація після завершення проекту та соціалізація в професійному середовищі (наявність професійної практичної діяльності, участь у супервізійних проектах, наявність офіційного робочого місця і т.д.), друга – гармонізація концепції Я в аспектах, що проявляються в конструктивних способах самопрезентації та позитивному самоставленні. В дослідженні було застосовано наступні методики – інтроспекція змістів самосвідомості, метод нарації та рефлексія концепції Я в психотерапевтичному сетінгу засобами авторських проективних технік «Візуалізація концепції Я», проективних методик «Три дерева» та «Лінія життя», аналізу символів регресивних станів та сновидінь, а також шкала Я-концепції Теннессі, шкала самомоніторингу М.Снайдера, шкала технік самопрезентації С.Лі та Б.Куіглі, методика дослідження самоставлення Століна-Пантілєєва, методи спостереження, техніки тренінгової та психотерапевтичної роботи (авторська розробка). Методи аналізу даних містили типологізацію, графічне моделювання, психосемантичну реконструкцію, методи багатовимірної статистики, методи статистичного висновку, методи статистичного аналізу психометричних психодіагностичних характеристик. У висновках дисертаційного дослідження здійснено узагальнення отриманих результатів та запропоновано нове вирішення концепції Я практичного психолога в галузі психодинамічної інтегративної дитячої та юнацької психотерапії, що виявляється в розбудові комплексного концептуального підходу в теорії та практиці освітнього простору. У контексті цього підсумовано, що у дослідженні представлено розроблену концепцію Я дитячого практичного психолога як підґрунтя побудови цілісної моделі динаміки формування концепції Я в онтогенезі: теоретично досліджено динамічні аспекти розвитку концепції Я практичного психолога в онтогенетичному контексті; представлено комплексний підхід до розуміння концепції Я та її функцій; побудовано динамічну модель формування концепції Я в онтогенетичному ракурсі як візуалізації структур формування концепції Я дитячого практичного психолога. Визначено, що концепція Я є екстерналізацією власних інтрапсихічних змістів, що проявляються у вигляді сукупності уявлень людини про себе та генетично закладені в її структуру Я. Описано раніше не досліджувані аспекти загальної структури концепції Я, зокрема, пренатальні та постнатальні ментальні субструктури пренатальної самості, які являються первинними комунікативними бондінґутвореннями та чинять вплив на особистісний та професійний стосунок дитячого психолога-практика з різними категоріями клієнтів. Запропоновано психодинамічний підхід до розуміння формування концепції Я. Виявлено змістові критерії взаємозв’язку психографічних та професіографічних структур у контексті формування концепції Я дитячого практичного психолога, умови формування адекватного образу професії дитячого практичного психолога. Визначено: що з точки зору якості терапевтичного стосунку важливою насамперед є комунікативна компетентність психолога, яку включають як центральну опцію професіограми. Вона означає: здатність психолога до ідентифікації з емоційними запитами дитини-клієнта та її найближчого оточення. Також, обгрунтовано, що основним інструментом професійного впливу є власне Я психолога, його інтерсубєктивний ресурс, тобто те, що становить фундамент його особистісної концепції Я. Головним серед неспецифічних факторів, які визначають успіх психотерапевтичного впливу, визнано стосунок, який імпліцитно укладається між психологом та дитиною-клієнтом та її оточенням, і який забезпечує клієнтові корегуючий досвід для інтерналізації і, як наслідок, гармонізацію його власного Я. Професійну складову концепції Я дитячого психолога-практика пропоновано також визначати як складний феномен: багатошарову психічну реальність, що включає різні рівні організації психічної діяльності: індивідуальні структури, колективні інтерналізовані структури, онтогенетичні та філогенетичні основи, соціальні інтерналізовані інтервенції та самореферентність, професійні компетенції та вчинки, які підлягають рефлексивній експлуатації в психокорегуючому стосунку з клієнтом. Запропоновано модель континуально-ієрархічної структури концепції Я дитячого практичного психолога, у межах якої можливе розуміння її як цілісної конструктури, яка інтегрує множини взаємопов'язаних та взаємодіючих складових. Вона складається з взаємоінтегрованих трьох рівнів - соціально-обумовлених субструктур, що контейнують відповідні їм соціальні патерни: субструктури досвіду, наповнені власними життєвими переживаннями та їх віддзеркаленнями; генетично обумовлені субструктури, що передбачають архетипічні змісти. Це континуально-ієрархічне утворення представляється нами як макросистема, що складається з різнорівневих підсистем та відповідних формально-динамічних, змістовно-особистісних та соціально-імперативних характеристик, які є взаємопроникливими, взаємодоповнюючими, та взаємопов’язаними. Серцевиною цієї цілісності є макроструктура професійної складової концепції Я дитячого психолога, в якій інтегруються найбільш значимі індивідуальні, суб'єктні, особистісні та професійні властивості. З’ясовано теоретико-методологічні аспекти професійної підготовки дитячих психологів-практиків у післядипломному професійному просторі та конкретизовано вимоги до сучасної професійної освіти дитячого психолога у контексті формування його концепції Я, у тому числі до її змісту та рівнів, специфічних умов формування професійно значущих якостей, встановлено особистісні сфери (площини) для психотерапевтичних інтервенцій в процесі освітнього проекту дитячого практичного психолога, засобів гармонізації та професіоналізації його концепції Я, професійної самоідентифікації, а також способів організації професійного середовища, яке би забезпечило становлення практичної складової професійної компетенції фахівця. Зазначено, що це, в першу чергу, опрацювання імпліцитних та експліцитних змістів власної концепції Я та подальша інтерналізація здобутих знань та навиків, в процесі чого відбуваються зміни на формально-динамічному, змістовно-особистісному та соціально-імперативному рівнях. Обґрунтовано логічність провадження в професійний вітчизняний простір психодинамічної дитячо-юнацької психотерапії, як професійного формувального середовища. На основі теоретичної рефлексії та практичного психотерапевтичного досвіду супервізорства розроблено програму післядипломної підготовки фахівців з психодинамічної інтегративної дитячої та юнацької психотерапії та втілено її на практиці у вигляді спеціалізованих психотерапевтичних проектів, у структурі яких задіяно первинне психотерапевтичне інтерв’ю, практичні, теоретичні, волонтерські едукаційні блоки. Пропонована програма передбачає формування концепції Я дитячого практичного психолога, ґрунтується на поділі самої освіти на первинно практичну, яка включає психотерапевтичне опрацювання власного життєвого досвіду, та вторинно теоретичну та волонтерську, що містить засвоєння спеціалізованої психологічної теорії з опорою на здобуту в терапії рефлексію особистісних переживань. The dissertation research suggests the theoretical and experimental study of the self-concept of a child practitioner psychologist. The work substantiates the importance and urgency of the raised problem, the insufficiency of its scientific development, and the absence of the corresponding conceptual approach. It is noted that all before mentioned attests the importance and necessity of further research into the formation of a professional self-concept of a practitioner psychologist in general. It also attests the creation of a new conceptual vision of the self- concept of a child practitioner psychologist. The latter is uniquely peculiar and specific in the context of the formation and is determined by the type of personal development and psychological knowledge. A detailed theoretical analysis of Ukrainian and foreign scientific literature proves that in the direct formulation, in the system of special postgraduate education within professional unions, the problem of the formation of the self-concept of child practitioner psychologists was not developed. Although it is the main point that unites the differences between the practice of training a specialist and his specific professional activities. The dissertation presents various outcomes of studying the features of the formation of the self-concept, based on which a new vision of different structures of the Self is suggested. The dissertation introduces the self-concept as an integrative complex phenomenon. The structure of the self-concept of one’s personality and its components is thoroughly analysed. These are cognitive, emotional-appraisal, behavioural-creative, and spontaneous-spiritual components. The author suggests their model of formation of the self-concept in ontogenesis. The primary prerequisites for forming the components of this phenomenon are identified, which represent the core of the further development of the self-concept; The psychodynamic approach to understanding the formation of the selfconcept and its model has been suggested, starting with the prenatal and postnatal stages of development while taking into consideration the mental space of the prenatal self. The list of objective and subjective criteria of a practitioner psychologist’s efficiency is summarized and specified. It is noted that in the context of the activity of a child practitioner psychologist, the connection between a personal and professional resource is much deeper and more fundamental than in any other profession. In this context, it has been established that among the non-specific factors, the main one determining the success of psychotherapeutic influence, is the relationship implicitly established between the psychologist and his client. Such a relationship provides the client with a corrective experience to internalize and consequently harmonize their self. The author theoretically and methodologically substantialized their approach to the problem of forming the self-concept of child practitioner psychologists in the system of postgraduate education. The author studies the conditions for the formation of an adequate image of the child practitioner psychologist profession. They also analyse the process of the self-concept formation in the postgraduate educational project on psychodynamic integrative child and adolescent psychocorrection and psychotherapy. The theoretical model of the continuumhierarchical structure of the self-concept of the child practitioner psychologist in the context of integrating their personal and professional components and the theoretical model of the formation of the professional component of the self-concept of the child practitioner psychologist was developed. The dissertation substantiates the model of professional educational space in the context of the formation of the self-concept of a child psychologist. A psycho-diagnostic program for the primary psychotherapeutic interview was created. It aims to conduct a professional selection of motivated specialists who are able to master the competencies of a child practitioner psychologist. In order to perform a quality professional selection of candidates for mastering the system of intrapsychic and interpersonal interactions in the sphere of psychodynamic integrative child and adolescent psycho-correction and psychotherapy, this program was based on the successful worldwide projects. The author considers the results of the research in Western and Eastern European psychological and psychotherapeutic schools. The theoretical and methodological researches of the national mentality features, where the scientists singled out certain mental archetypal formations were analysed. The dissertation researches preconditions of occurrence and adaptation of the psychoanalytic sphere in the Ukrainian context at the beginning of the last century. By analysing the preconditions for the emergence and integration of this trend, scientists highlight the social background: the culturological plane, humanitarian needs, the high level and fundamental achievements of the natural sciences. It is emphasized that according to cross-cultural research the characteristic feature of modern Ukrainian client is their focus on solving and overcoming emotional problems and ineffective patterns of behaviour, treatment of traumatic experience, massive self-destructive behaviour among adolescents and youth (such social phenomena as "blue whales"), suicidal and parasuicidal growing tendencies. There is a demand for support which involves the gradual change of existential processes. In this case, a child practitioner psychologist must be aware of various situations and the application of the appropriate scientifically proven methods and techniques. In the psychologist's practical sphere, it is important to integrate various types of psycho-corrective and psychotherapeutic influences (e.g. individual, group, family, systemic psychotherapy, etc.). When applied to different age groups of children and adolescents, the differentiation of the mentioned influences is required. The methods of the psychodynamic paradigm meet scientific and practical requirements. The dissertation specifies the requirements of the professional education of a child practitioner psychologist (including its content and levels). It defines specific conditions for the formation of professionally significant qualities, as well as the means to form the self-concept, professional identification, and the ways of organizing a professional environment that would ensure the formation of a practical component of professional competence. Based on theoretical reflection of these data, a structured, integrated three-dimensional model of post-graduate psychotherapeutic education in the sphere of "Psychodynamic Integrative Child and Youth Psycho correction and Psychotherapy", implemented in practice in the context of specialized psycho-technical projects, was constructed. This educational model is based on the following principles: analysis and synthesis, unity of the biological and social, creativity, reflexive relativity, unity of experimental and genetic lines of development. The program involves complexity, integrality, consistency of presentation while considering the historical aspect, the theory of development, the focus on the practical application of theory. The educational program has been developed in accordance with the terms of obtaining a European Certificate in Child and Adolescent Psychotherapy. The dynamics of the self-concept of a child practitioner psychologist while mastering the knowledge and skills of psychotherapeutic work in an educational project on psychodynamic integrative child and youth psychotherapy is empirically investigated. The author's projective technique "Visualization of the self-concept" was developed and successfully tested to identify personal resource and deficiency zones with the subsequent use in the psycho diagnosis of transverse sections and the longitudinal study and psychotherapeutic compensatory techniques. Qualitative methods of research were used, including the analysis of dreams, analysis of the group dynamics cases, analysis of the individual dynamics cases in the intrapsychic and interpersonal spaces of the participants. The author notes that the research lasted for 16 years - from 2001 to 2016. Its structure implies the format of the longitudinal study carried out in the author's educational projects on the psychodynamic integrative child-youth psycho-correction and psychotherapy which we conducted in the cities of Lviv, Odessa, Kiev and Dnipropetrovsk. The total number of project participants comes to 270 people. The research was conducted before the beginning of education as the initial interview, while using the psycho-diagnostic system SEDNOR+ (it is described in the relevant section of this dissertation), during educational seminars and after the project in 4,5 years, after undergoing the entire educational cycle. The projects engaged trained professional psychologists who had already received education in the areas of psychotherapy and worked or wished to work with the children and adolescent category of clients. Each training group consisted of 22 to 35 participants. The training seminars were held 6 times a year lasting two days or four times a year for 3 days (the number of training hours was maintained and the topics of the workshops were also constant). Between the seminars, there were selfmeetings (subgroups) of participants to work out and respond to dynamic and personal aspects, which were tackled on previous psychotherapeutic seminars within the framework of educational projects. The results of the subgroups were recorded as reflections and were studied in the context of the longitudinal research. We developed a program and described the organization of an empirical study aimed at verifying the theoretical continuum-hierarchical structure of the concept’s personal and professional constituents of the self of a child practitioner psychologist, as a complex psychic phenomenon with certain manifestations at the formal-dynamic level, at the content-personal and imperative levels; the basic principles of organization and content of empirical research are revealed; the representativeness of the samples is substantiated; methodological procedure for the study of the self-concept of a child practitioner psychologist and psychological properties accompanying its manifestations is defined and described. While using the empirical research was certified that the conceptual approach to the multi-level education of a psychologist-practitioner in the field of psychodynamic integrative child and adolescent psychotherapy and psycho correction we developed, was interned by child psychologists upon the completion of the educational cycle in the integral concept of the Self and at all its levels. It has been determined that the main professional tool of a child practitioner psychologist is the self-concept, which is defined as a complex phenomenon: multi-layered psychic reality including different levels of organization of psychological activity: individual foundations, collective foundations, ontogenetic foundations, social foundations and self-referencing, which are subject to reflexive exploitation in the therapeutic relationship with the client, then the formation of the professional component of the self-concept was initially in the psychocorrection-psychotherapeutic elaboration of times its intrapsychic space and further professional reflection. Thus, we proceeded from the fact that we see the professional component of the self-concept as preliminarily studied and professionally refined personal self-concept. The latter represents the internalized particles of various interpersonal interactions that are exteriorized as a set of person’s representations of oneself and constitute the meaning of their self-presentation. Therefore, diagnostic measures were carried out in the beginning, during and at the end of the study. This allowed us to control the formation of their personal and professional components of the selfconcept. Two options were selected as of the formed self-concept of a child psychologist. The first one - professional self-realization after the completion of the project and socialization in a professional environment (professional practical activity, participation in supervisory projects, official working place, etc.). The second option is the harmonization of the self-concept in the aspects manifested in constructive ways of selfpresentation and positive self-introduction. The following techniques were used in the study: introspection of the contents of self-consciousness, the method of narration and the reflection of the self-concept in the psychotherapeutic set-up by the means of author's projective techniques (SEDNOR+ and "Visualization of the selfconcept"), projective methods "Three trees" and "Life Line", analysis of symbols of regressive states and dreams, as well as the Tennessee SelfConcept Scale, M. Snyder Self-Monitoring Scale, Self-Presentation Scale by S. Lee and B. Kuigli, Stolin-Pantileev self-testing technique, methods of observation, techniques of the training and psychotherapeutic work (author's development), (appendixes 24-25). The methods of data analysis included typology, graphical modelling, psycho-semantic reconstruction, methods of multidimensional statistics, methods of statistical conclusion, and methods of statistical analysis of psychometric psycho-diagnostic characteristics. In the conclusions of the dissertation research, the obtained results were generalized and a new solution of the self-concept of a practitioner psychologist in the field of psychodynamic integrative child and youth psychotherapy was offered. It manifests itself in the development of a comprehensive conceptual approach to the theory and practice of educational space. It is concluded that the study presents the developed self-concept of a child practitioner psychologist as the basis for constructing a holistic model of the dynamics of the formation of the selfconcept in ontogenesis: the dynamic aspects of the development of the self-concept of a practitioner psychologist in the ontogenetic context are researched theoretically; A comprehensive approach to understanding of the self-concept and its functions is presented; A dynamic model of the formation of the self-concept in the ontogenetic perspective as a visualization of the formatting structures of the child practitioner psychologist’s self-concept was constructed. The self-concept was defined as the externalization of one’s intrapsychic senses. Those manifest in the totality of one’s selfperceptions and are genetically incorporated into its structure. The previously unexplored aspects of the general structure of the self-concept are described. In particular, the prenatal and postnatal mental substructures of prenatal self that are the primary communicative bonding formations and influence the personality and professional relationship of a child practitioner psychologist and various categories of clients. The dissertation suggests the psychodynamic approach to understanding the formation of the self-concept. The author discovered the content criteria of the interconnection of psychographic and professional structures regarding the formation of the self-concept of a child practitioner psychologist; the conditions for the formation of an adequate image of the of a child practitioner psychologist profession. It has been determined that from the qualitative point of view on the therapeutic relationship, the communicative competence of the psychologist (included as the central option of the professiogram), is crucial. It means that the psychologist's ability to use emotional requests to identify juvenile clients and their immediate environment. Also, the dissertation substantializes the psychologists’ Self as the main tool of professional influence, with its intersubjective resource as the basis for the self-conception. The principal factor that determines the success of psychotherapeutic influence among the non-specific ones is the relationship implicitly formed between a psychologist and a juvenile client and their environment. The latter provides clients with a corrective experience for internalization and consequently - the harmonization of their Self. The dissertation suggests defining the professional component of the self-concept of a child practitioner psychologist as a complex phenomenon. It is a multi-layered mental reality that includes different levels of organization of mental activity: individual structures, collective internalized structures, ontogenetic and phylogenetic foundations, social internalized interventions and self-referencing, professional competencies and actions which are subject to reflexive exploitation in a psychocorrective relationship with a client. We suggest the model of the continuum-hierarchical structure of the self-concept of a child practitioner psychologist, which allows to understand it as an integral structure, which integrates the set of interconnected and interacting components. It consists of interconnected three levels - socially-determined substructures that contain their corresponding social patterns: substructures of experience, filled with their own experiences and their reflections; genetically determined substructures that provide archetypal content. We see this continuumhierarchical formation as a macrosystem consisting of multi-level subsystems and corresponding formal-dynamic, substantive-personal and socially-imperative characteristics. The aforementioned are complementary and interrelated. The core of this integrity is the macrostructure of the professional concept of a child psychologist, which integrates the most significant individual, subjective, personal and professional qualities. We have established the theoretical and methodological aspects of the professional training of child practitioner psychologists in the postgraduate professional sphere and the requirements for the modern professional education of a child psychologist in the context of the formation of their self- concept, including its content and levels, specific conditions for the formation of the professionally significant qualities. We established personal areas (planes) for psychotherapeutic interventions in the process of the educational project of a child practitioner psychologist, means of harmonization and professionalization of their self-concept, professional self-identification, as well as the ways to organize a professional environment that would ensure the formation of a practical component of the specialist’s professional competence. It is noted that first of all this is the elaboration of the implicit and explicit content of the personal self-concept and the further internalization of the acquired knowledge and skills, that involves changes on the formal-dynamic, content-personal and socially imperative levels. The logic of the conduct in the professional sphere of psychodynamic child-youth psychotherapy as a professional moulding environment is substantiated. Based on theoretical reflection and practical psychotherapeutic supervising, we developed a program for specialist postgraduate training in psychodynamic integrative pediatric and adolescent psychotherapy. This program was then implemented in the form of specialized psychotherapeutic projects involving the preliminary psychotherapeutic interviews, practical, theoretical, and volunteer educational blocks. The suggested program involves the formation of the self-concept of a child practitioner psychologist. The program divides education into the preliminarily practical (psychotherapeutic elaboration of personal life experience) and the secondary theoretical and volunteer, including the mastering of a specialized psychological theory, based on the reflection of personal experience acquired during the therapy

This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective learning developments. Lecturer effectiveness at TVET Colleges depends on the constant professional development to avoid encounters that they face due to endless differences taking place in technology and national curriculum. The result of proper professional development of lecturers is that both students and the organisation benefit from it. Hence, lecturers are likely to be subjected to continuous professional development to be well informed with the constant adjustments taking place in the education system. This occurs as the lecturers are pressurised to participate in a variety of regular professional development programmes that are not designed to suit their specific requirements. This leads to, professional development becoming ineffective in assisting the lecturer developing their training in their specific areas of knowledge. A literature review was used to determine what other writers say about the concept of professional development. A qualitative study was employed and two research instruments were used: semi-structured interview sessions and document analysis.Information was collected through the interviews, centred on pre-planned interview questions. Purposive sampling was used and nine experienced participants were selected for this study. Lecturers’ were questioned about their experiences of professional development at a TVET College in the Kwazulu Natal district. The conversations were recorded, translated and scrutinised to discover lecturers’ opinions about professional development in their college. This investigation was guided by three important questions: How effective are staff development programmes managed for lecturers in their areas of specialisation? Secondly, How effective are the policies regarding staff development in TVET Colleges? Finally, what role does senior management play in CPD in Majuba TVET College? Findings indicate that the principals of the colleges are not managing the continuous professional development of lectures. It is left upon the lecturers themselves to manage their professional development. It is expected that this investigation and the literature review will influence the management of professional development for the advantage of lecturers and the college.<br>Educational Leadership and Management<br>M. Ed. (Education Management)

In recent years, the South African education system has experimented with different appraisal systems in an attempt to evaluate the performance of educators in public schools. Educator appraisal is receiving attention throughout the world as governments become aware of the need to examine educational provision critically to ensure that it is both relevant for and appropriate to, the needs of the youth. Before 1994, the appraisal of educators was mainly based on traditional approaches to evaluate their performance. For instance, it was the responsibility of the inspectors from the Department of Education (DoE) to evaluate the performance of educators in schools. Consequently, a great deal of criticism was levelled at this appraisal system such as the prevalence of political bias in the system, the unchecked power that the inspectors wielded, the incompetence of inspectors and irrelevance of some evaluation criteria and absence of contextual factors. After 1994, there was a paradigm shift from the traditional to the developmental approach to evaluate the performance of educators in public schools. That is, there was a need to develop educators through appropriate appraisal schemes with a view to enhancing their continued professional growth. Therefore, the present education system calls for a decentralised appraisal system, which places greater emphasis on the professional development of educators. Stakeholders such as educators and teacher unions have also made higher demands for improved educator evaluation and professional growth. In 1998, at the Education Labour Relations Council (ELRC), the Department of Education (DoE) agreed to introduce the Developmental Appraisal System (DAS) followed by the Whole-School Evaluation (WSE) in 2001. Both these policies were rejected by educators and their teacher unions since they regarded these appraisal systems as summative, judgmental and that failed to offer opportunities for further development. In August 2003, the DoE and the unions signed two collective agreements, which led to the Integrated Quality Management System (IQMS) and it was intended to integrate and strengthen various components of DAS, WSE and performance measurement (PM). The IQMS was first implemented in South African schools in 2005 with the aim of enhancing the continuing professional growth of educators. Furthermore, the National Department of Education (NDoE) introduced the National Policy Framework on Teacher Education and Development (NPFTED) in 2006. This policy aimed to equip educators to undertake their essential and demanding tasks and to enable them to enhance their professional competence and performance on a continuing basis. Even though the IQMS was introduced as a new system to evaluate the performance of educators and to enhance their professional growth, it does not actually serve its purpose since it is not properly implemented and monitored in schools. Instead of using it as a tool to enhance the professional growth of educators, its emphasis is on getting assessment scores, which are directly related to remuneration. As a result, the ultimate aim of professional development for educators is neglected. This means that the IQMS is regarded as a separate entity that is not linked to the continuing professional growth of educators and its developmental programmes are criticised for being traditional since they are only confined to class visits, which are conducted once or twice a year for PM purposes. Therefore, since the introduction of the IQMS in 2003 and its implementation in 2005 in South African schools, no empirical research has been conducted on the need to link appraisal to professional development in the IQMS in South African schools. The study conducted by Bisschoff and Mathye (2009) focusses on the advocacy of an appraisal system for teachers. Another study conducted by Dhlamini (2009) concentrates on the role of the IQMS to measure and improve teaching and learning in the South African further education and training (FET) sector. Furthermore, the study by Rabichund (2011) focusses on the assessment of the IQMS and its implications for whole school development. Furthermore, the study by Mahlaela (2011) investigates the IQMS as a transformational strategy for teacher development in South Africa. Accordingly, this study builds on these studies and it seeks to investigate how appraisal and professional development can be linked in the IQMS in South African schools.<br>Educational Leadership and Management<br>D. Ed. (Education Management)

The aim of this research is to find out if a Technical and Vocational Education and Training (TVET) college in Mpumalanga, South Africa has any CPD programme for its lecturers and how it is managed. Through personal experience, interaction with fellow lecturers and literature review, I noted the evident lack of college-driven continuous professional development (CPD) of lecturers. I discovered that most TVET college lecturers are holders of teaching qualifications suitable for schools and not the TVET college sector. The research was qualitative. I conducted in-depth interviews with the senior management of the college, a focus group interview with lecturers and finally document analysis. Data analysis was inductive and verbatim quotations from participants were used. I found that although the college did have a CPD programme, there were many shortcomings. Strengths of the programme include funding and a planned CPD committee. Deficiencies relate to non-communication between staff members and management and a laissez-faire attitude of management in the handling of CPD. Based on the findings numerous recommendations are made concerning the way CPD is managed at this college and by the Department of Higher Education. These recommendations may relate to other colleges to make their CPD programme more effective for their academic staff.<br>Educational Management and Leadership<br>M. Ed. (Education Management)

The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions. It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics.<br>EDUCATIONAL STUDIES<br>MED (MATHS EDUC)

Abstract in English, Afrikaans and Sesotho<br>This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng.<br>Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie.<br>Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng.<br>Educational Management and Leadership<br>M. Ed. (Educational Leadership and Management)

This sequential explorative mixed methods study aims to explore how selfassessment strategies can be used to enhance quality education in schools in the Zambezi region of Namibia. The researcher posits that teachers are key in enhancing quality education if accorded appropriate recourses to innovate and explore the use of self-assessment strategies in schools. A pragmatic research approach was used to guide this sequential explorative mixed methods study. The study sought participants’ perceptions on four sub-problems of the study: What entails quality and quality education? How can self-assessment strategies be linked to quality and quality education in general terms? What recourses are available to ensure that quality education is realised by the use of self-assessment strategies in the Zambezi region? How can self-assessment strategy models be developed to enhance the quality of education in the Zambezi region? Purposefully sampled school principals and heads of departments of five combined schools participated in the study. During the first phase, face-to-face interviews were conducted with the five participating school principals while the HoDs were engaged in a focus group interview. The qualitative data was later used to inform the design of the second phase of the study (quantitative). In the second phase, fifty-four teachers completed Likert-scale questionnaires which were analysed using IBM SPSS.19 and Microsoft Excel to compare with the qualitative data. This study revealed that schools have common understandings of quality and quality education albeit defined differently. The study also revealed that external professional support is inadequate to support teachers in continuous professional development activities. Furthermore, the study showed that the available recourses are seldom utilised to enhance quality education in schools. Finally, the study revealed that the use of one type of teacher self-evaluation (TSE) deprives innovative teachers from initiating and exploring other viable self-assessment strategies. Therefore, this study propagates the use of alternative self-assessment strategies that can contribute towards the enhancement of quality education in schools in the Zambezi region of Namibia.<br>Educational Leadership and Management<br>D. Ed.

Staff training, education and development has come to the forefront in most organizations. Managers and employers have realized the benefits of training and developing their staff and various government initiatives have been introduced that highlight this. Library and Information Services took some time to realize the importance of training and developing their staff, more specifically continuing professional development. The study investigates staff training, education and development at the Durban Metropolitan Library (DML) and establishes the perceptions of staff about current training and development offered. The need for, and appreciation of the training and development offered, was evident. No structured program for staff training and development exist in DML. It is recommended that DML implement the Chartered Institute of Library and Information Professionals, previously known as the Library Association, Framework for Continuing Professional Development if it intends to survive in the competitive, changing environment. This will ensure that the organization functions according to the promulgated government regulations and has skilled, competent staff.<br>Information Science<br>(M.A. (Information Science))

This study aimed to explore the development and experiences of teachers in the implementation of OBE in Mutale Educational District of Limpopo province. In order to achieve this goal, a thorough literature review was conducted and selected Teachers from schools located in the district, Education Specialists and Curriculum Advisors were also interviewed. Informed by the findings and literature, this study argues that school-based model of teacher development, where teachers are partners in their development, is the most suitable in the current curriculum transformation agenda in South Africa. It further alludes to the fact that teacher development would lead to effective curriculum implementation and by extension lead to effective learning in the schools.<br>Dr. M.C. Loggerenberg

D.Phil.<br>With the demise of apartheid and the ushering in of a new political dispensation, many changes have taken place in South Africa. The field of education, which was one of the most volatile areas of concern for the apartheid regime and has been described by some academics at the University of Natal as being a miasmic morass marked by systemic crisis, has been quick to purge itself of some of its apartheid legacies. For instance, to offset the harmful effects of the 'Bantu Education Act', a new school curriculum - Curriculum 2005- has been introduced. It is hoped by the education authorities that Curriculum 2005, which has its roots in Outcomes-based Education (OBE) and an accompanying pedago91 based on a constructivist methodology, will help considerably in preparing students adequately for the challenges of adulthood. This is something that has hitherto been denied them by the obnoxious 'Bantu Education Act'. This study is undertaken on the premise that without being able to crawl, a child cannot walk, let alone run. Against this background, teachers should first of all undergo an intensive re-training programme to bring their knowledge and competency levels to acceptable standards. It is only after this, that they can be eased into the otherwise complex, contradictory and sometimes unintelligible concepts being branded as OBE. Without this, there would be a case of 'tissue rejection' or the proverbial 'the body is willing but the spirit is weak' as teachers would not be able to cope with the demands of Curriculum 2005. The focus of this study is particularly on the (English) language teacher, whose task has been made all the more difficult by the constitutional stipulation that eleven of the languages spoken in the Republic of South Africa should be considered as official languages - an unnecessary drain on the fragile economy. Besides, as there is no clear-cut directive from the national Department of Education, English language teachers are faced with a situation in which they do not know which variety of English to teach. The problem is further compounded by the obvious lack of training for the teachers in second language teaching techniques and their own communication competence. Teachers in rural areas are the worse hit, as they are not exposed to any of the advances in modern technology, which could easily compensate for their inadequacies. The study postulates that until serious attempts are made to remedy and solve such problems, the introduction of Curriculum 2005 and/or any other curriculum innovations will be an exercise in futility. The investigation conducted to examine this claim has delivered findings that support this claim. It has also shown that the sample of teachers drawn from a rural population have little linguistic awareness, limited competence in English and practise a pedagogy that borders on a fraudulent use of so-called 'OBE techniques', without sufficient knowledge and/or understanding.

A CPD model for the University of Technology lecturers is designed in this study. The focus of the CPD model is on teaching as a predominant feature of the Lecturers‟ functions. Literature review on the nature, historic developments and the mandate of former Technikons in South Africa is conducted. A comparative analysis of University of Technology education systems in five other countries is conducted. Research was then conducted to establish the status of Lecturers‟ CPD in former Technikons. Data obtained from literature and the research project was used to design a CPD model for University of Technology Lecturers. Interviews were subsequently conducted with CPD practitioners in Universities of Technology to obtain opinions on the model. A survey was conducted to obtain Lecturers‟ opinions on the aspects of the model. Data obtained was then used to modify the model.<br>Educational Studies<br>M. Ed. (Educational Management)

Dissertation submitted in fulfilment of the requirements for the Degree of Master of Technology: Emergency Medical Care, Durban University of Technology, 2011.<br>South African Advanced Life Support (ALS) providers follow an autonomous practice model of care. This advanced role profile is characterized by clinical skill competence and autonomous decision making whilst demonstrating a high level of awareness of their own ethical attitudes, values and beliefs. It is through a professional commitment that ALS providers deliver an advanced evidence based practice that should be maintained constantly within a dynamic environment. Continuous Professional Development (CPD) is seen as an instrument for this. CPD should also serve as a means to acquire professional excellence and going beyond the boundaries of meeting the base level standard with the aim of providing the finest quality of care in the interest of patient safety. Purpose of the research The purpose of this research is to identify gaps in the professional development of out-of-hospital ALS providers trained in South Africa by assessing frequency of performance of ALS clinical skills, by determining perceived level of competence and predictors of confidence, and by sourcing information on attendance of CPD activities and training needs. vi Methodology This study used a quantitative non-experimental design. Data was attained from an e-mail based descriptive survey that was limited to a precise and concise questionnaire. The data from 140 (N) ALS providers was subjected to a descriptive statistical analysis using the PASW statistics version 18.0 to systematically show patterns and trends. Frequency distributions were generated to describe data categories. Bivariate analysis was conducted using Chi-square and Pearson correlation tests. Results Results indicated that ALS providers performed clinical skills infrequently. Of the total number of respondents 140 (N), the average ALS clinical skills performance was 6 (4.8%) daily. In the 2-6 times a week category 8 (6.4%) ALS clinical skills were performed. ALS clinical skills performance in the once a week category showed an average of 7 (5.6%) and the once a month category, an average of 17 (13.7%) ALS skills were performed. An average of 31 (25%) ALS skills were performed in the once in six months category whilst an average of 54 (43.5%) were performed in the greater than six months category. CPD activities that are appropriate to ensuring the maintenance of competence for these clinical skills were not adequately undertaken. Medical updates were mostly attended by ALS providers, 52 (42.9%) whilst CPD events that addressed clinical skills, was mostly limited vii to the ACLS course 42 (34.7%). The needs assessment for CPD showed that 56 (53%) of respondents expressed a need for paediatric and obstetric simulated skill sessions, whilst 43 (40.9%) requested clinical skills workshops and 39 (37.1%) expressed a need for clinical practice in theatre and coronary care units. Conclusions and recommendations This study shows that ALS clinical skill competence is maintained by frequent practice and appropriateness of CPD activities. The infrequent performance of ALS skills coupled with the lack of appropriate and diverse CPD activity attendance results in poor maintenance of competence. The loss of competence can be related to poor reported levels of confidence which consequently places patient safety at risk. To safeguard against medical error and ensure patient safety, it is strongly recommended that CPD audits be undertaken on all ALS providers for appropriate CPD compliance related to clinical skills performance. In addition to a clinical skills audit, it is recommended that a national clinical skills registry be established with the intention of facilitating clinical skill surveillance, to determine a notifiable, high risk skill set. To safeguard against knowledge and clinical skill attrition and loss of competence, the delivery of CPD activities should be assessed for effectiveness and appropriateness.

D.Ed.<br>Hierdie navorsing fokus op onderwysers se persepsies aangaande deurlopende professionele onderwyser ontwikkelingsprogramme in Omgewingsopvoeding en die mate waartoe dit hul onderwyspraktyk beïnvloed. Die navorsingsprobleem word omskryf deur die volgende sub-vrae: • Wat is die onderwysers se persepsies aangaande hul eie bekwaamhede in Omgewingsopvoedingspraktyke as resultaat van die indiensopleidingsinsette? • Welke onderwysstrategië en -metodes het die onderwysers tydens indiensopleiding aangeleer en op watter wyse(s) hul dit in die klaskamersituasie aanwend om hul praktyk te verbeter. • Watter kennis, vaardighede en waardes op die terrein van Omgewingsopvoeding het die onderwysers tydens die indiensopleidingsinsette aangeleer? • Watter riglyne kan uit die navorsing gepostuleer word ter optimalisering van indienslopleidingsinsette in die algemeen, en in besonder in die geval van insiensopleidingsprogramme vir Omgewingsopvoeding? Die navorsingsontwerp vir die empiriese komponent van hierdie navorsing het ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsingsmetodes behels en deur middel van triangulering van die ingesamelde data toegepas. In die kwantitatiewe dimensie van die navorsing is ’n omvattende gestruktureerde vraelys ontwikkel en deur die steekproef van respondente, wat willekeurig uit die populasie getrek is, voltooi. Die data hierdeur verkry is aan beide die Kaiser-Meyer-Olken en die Bartlett toetse onderwerp. Die 33 (uit die oorspronklike 35) oorblywende items is aan twee opeenvolgende faktor-analise prosedure onderwerp op basis van die “Principle Axis Factoring” metode. Die kwalitatiewe dimensie van die navorsing het gesteun op fokusgroep onderhoude waaraan drie groepe van vyf respondente elk (‘n total van 15 respondente) deelgeneem het. Respondente vir hierdie drie groepe is willekeurige getrek om die volgende drie geografiese gebiede te verteenwoordig: Oos-Rand, Johannesburg-Suid en Johannesburg-Sentraal. ‘n Onderhoudskedule bestaande uit vier oop-end vrae is vir hierdie doel ontwikkel. Die data is op die wetenskaplik aanvaarde prosedure van bandopnames, transkripsies en verifiëring deur die respondente ingesamel, waarna dit gekodeer, grafies voorgestel en geanaliseer is. Die belangrikste bevindings van hierdie navorsing sluit in dat: • Die aantal vorige indiensopleidingsprogramme deurloop; die jare onderwyservaring bydra tot onderwysers se positiewe belewing van indiensopleidingsinsette vir Omgewingsopvoeding. • Indiensopleidingsprogramme wat voorsiening maak vir die volgende aspekte baie sterk positief beleef word:  groepwerk tussen deelnemers tydens die indiensopleidingsprogram;  geleentheid om die programinhoud in hul klaskamers te gaan toepas en daarna gesamentlik daarop te reflekteer; asook  geleenthede waar fasiliteerders van die indiensopleidingsprogramme die deelnemers in hul klaskamersituasie gaan waarneem en ondersteun in toepassing van die programinhoude.<br>Prof. H.G. Van Rooyen

The poor performance by South African pupils in The Third International Mathematics and Science Study highlighted the importance of and need for Continuing Professional Development (CPD) for South African mathematics teachers. For these teachers, the sudden, rapid and dramatic advent of the World Wide Web (WWW) and its communication conduit, the Internet, with its multimedia capabilities, interactive tools and telecommunication facilities, seems full of potential as a catalyst for significant and sustained online CPD activities. However, the Internet's usefulness for mathematics and spontaneous mathematical interaction is severely limited. Against this background, the motivation for this study was born out of two beliefs - a belief that context needs to be considered in online endeavours, particularly given the disparities that exist between disadvantaged and advantaged teachers in the South African context; and the belief that a bottoms-up approach to community formation allows space for a self-organizing system whose continual health and functioning is dependent upon local ownership and member identification. Having developed a mathematics-friendly online forum environment (ODEM) that allows teachers to include mathematical expressions in their posts, this study investigated the personal and situational tensions impacting on the use and value of this appropriate forum environment as a reflective tool in pursuit of CPD. Two groups of disadvantaged and advantaged mathematics teachers were separately provided with Personal Computers and home Internet access, thereby creating opportunities for reflection, communication with colleagues and the exchange of knowledge and ideas. Little evidence of community growth was found, while disadvantaged teachers faced more tensions than advantaged teachers in using the ODEM. Despite these differences, both groups' tensions pointed to their real (and thus forum) needs not being addressed. These forum needs are related to issues arising from their practice and the need for a channel of communication to a Subject Advisor that should actively manage these needs. A vertical relationship with the Subject Advisor is preferred over collegial interaction, over the needs to include expressions in their posts, or to reflect on their practice. Until teachers' needs are resolved, the ODEM is thus perceived to have potential value. The results furthermore informed a model that can be used by a Subject Advisor to determine teachers' tensions and needs in context, thereby ensuring appropriate online CPD strategies.<br>Mathematics, Science and Technology-Education<br>Ph. D. (Mathematics, Science and Technology-Education)

In a hospital environment the focus is on quality patient care. One of the important factors to improve the quality of patient care is the implementation of a continuous professional development programme. In a continuous professional development programme of a hospital three stakeholders namely management, clinical facilitators and the nurse practitioners are identified as partners. When the stakeholders reach a point where it is believed that the continuous professional development programme does not serve its purpose to improve the quality of patient care it is time to evaluate and refine the programme. This study evaluate the critical care and high care units in a private hospital in Gauteng’s continuous professional development programme and the conclusions and recommendations are therefore limited to this specific clinical setting. The refinements recommended cannot be utilised in other clinical setting but the evaluation and research methodology can be utilised to evaluate similar continuous professional development programmes. Evaluation of a continuous professional development has the potential to negatively influence the nurse practitioners attitude towards continuous professional development. The objective of the research approach chosen namely a 4-D Appreciative Inquiry approach was to gain the collaboration of all the stakeholders in an effort to ensure that the evaluation of the continuous professional development programme of the critical care and high care units in the private hospital in Gauteng does not negatively affect the delivery of quality patient care. The Appreciative Inquiry research approach with its positive approach lends it to be the most appropriate research methodology of the study. The study utilised a Focus Group Inquiry as data a collection mechanism. From the study In-service training emerged as the element that form an important element of an effective continuous professional development programme but that it is of the at most importance that an effective Workplace learning environment exists. The supportive role of Management for a continuous professional development programme also emerged as one of the main themes required for the implementation of a continuous professional development programme. These findings were utilised in the refinement for the continuous professional development programme for the critical care and high care units in the private hospital in Gauteng. The research recommends that a steering committee be appointed to implement a pilot continuous professional development programme that incorporate the refinement elements identified. Due to the continuous improvement nature of the Appreciative Inquiry methodology it is also recommended that the pilot continuous professional development programme been re-evaluation to ensure long-term success and improvement.<br>Dissertation (MCur)--University of Pretoria, 2013.<br>gm2014<br>Nursing Science<br>unrestricted

yes<br>Aims and Objectives The vision for the future Great Britain pharmacy workforce development has been proposed as of August 2015 and this starts/reignites discussions as to how pharmacists continue to operate as a body whilst maintaining and extending their professional acumen and experience [1]. The pharmacy sector has grown substantially and qualified pharmacists are often assumed to be managers, without having completed management modules during their degree [2]. The aim of this study was to determine how CPD supports management skills development (MSD) of pharmacists in these sectors.<br>The full text will be available on permission from the publisher.

The aim of this study was to investigate the criteria for effective continuous professional development of educators and to determine ways of improvement of the programmes as implemented in secondary schools in the Thohoyandou district of Limpopo Province. The study was conducted through a literature review and qualitative investigation. The literature review explored the nature of effective professional development of educators and the criteria for design, planning and implementation of such programmes. The qualitative study investigated the management of professional development programmes for secondary schools educators in the Thohoyandou district using interviews with district coordinators or Educator Multi Purpose Centers (EMPC) facilitators, secondary school principals and educators. The findings revealed the strengths and weaknesses of professional development programmes. Based on the literature review and qualitative investigation, recommendations were made with regard to the provision of effective professional development programmes for educators, particularly secondary school educators.<br>Teacher Education<br>M. Ed. (Education Managament)

Thesis (Ph.D. (Educational Management)) -- University of Limpopo, 2020<br>Continuous professional development (CPD) embraces the idea that individuals aim for continuous improvement in their professional knowledge and skills beyond the basic training initially required to carry out the job. CPD is especially critical in schools where the kind of education that students receive is heavily dependent on the quality, efficiency and effectiveness of educators. The purpose of the study was to explore the influence of continuous professional development in promoting quality teaching and learning leading to enhanced student achievement in South African schools. The study was based on a qualitative research approach. The interpretive paradigm and case-study research design were adopted. The researcher employed three research methods of data collection namely; individual interview, focus group and documentary evidence. The population from which the study sample was drawn is defined as all Pietersburg Circuit secondary schools in Polokwane urban. Five schools were drawn from the population to make a sample for the study. Two subjects for the study were principals and educators. The sample consisted of 5 principals and 10 educators to give a total sample size of 15. The research engaged purposive sampling technique. The idea behind purposive sampling was to concentrate on participants with those particular characteristics ideal to supply relevant research data that best enabled me to answer research questions. The researcher chose thematic data analysis. Thematic analysis basically entailed arranging data according to themes evolving. Data was triangulated to determine if data results from different sources supported each other. Findings revealed that both principals and educators were well conversant with the concept of continuous professional development. Continuous professional development in schools was mainly put through school-based, educator-initiated and externally-initiated approaches. Additionally, the findings revealed that the educators were minimally consulted and involved in professional development needs-identification and analysis. Furthermore, study findings showed that evaluations of informal continuous professional development programmes prevailed in schools, but the majority response alluded to the total failure by schools to institute deliberate, planned and documented evaluations. The professional development of educators is regarded as crucial in developing professional skills. Furthermore, it is looked upon as a direct contribution to student achievement. Professional development of educators has long been a key and logically positioned undertaking for improving educator iv satisfaction as well as hope for improved classroom instruction and student achievement. As a result, continuous professional development comes as both a big challenge as well as the best solution to effective teaching and learning in schools. On the basis of the findings of this study, some recommendations were made and possible areas for further research suggested. The primary recommendation of this study is for continuous professional development to match and attempt to address the identified needs of the educators and students alike. That would likely have the desired consequence of a more empowered and enriched educator with the capacity to efficiently and effectively raise student achievement. It could be assumed that, by allowing educators a voice in their own professional development, they would embrace a more vested interest and feel compelled to contribute more.Key concepts Continuous professional development, needs-identification and analysis, educator consultation and involvement, monitoring and evaluating professional development programmes, school-initiated professional development, educator-initiated professional development, externally-initiated professional development, student achievement.

This study seeks to develop a better understanding of the nature and potential of quality management in primary schools and to determine possible professional development strategies for principals in relation to the introduction of quality management within their schools. A questionnaire was utilised to seek the insights, understandings and opinions of thirty-four primary school principals within the Western Sydney area in relation to quality management in their schools and the kinds of leadership support required to initiate and sustain this process. The policy orientation of the research is evident through suggested options for leadership development which emerge from the findings of the quesionnaire. Furthermore, the notion of schools as 'learning communities' is a vision for school education which requires the transformation of the cultural elements of schools to enable all school members to be active managers of their own learning. There is a need to develop systems and processes to allow this vision for schools to emerge, and this research accepts this challenge. This thesis, based on the outcomes of the questionnaire, includes a theoretical framework based on an overview of current models relating to quality management in primary schools and concludes with considerations for the further development of the process in primary schools in New South Wales.

In a rapidly changing and competitive world organisations need to develop and improve their performance continuously to ensure a competitive advantage. Organisations need to determine their current status of performance constantly and identify organisational strengths and areas where improvements can be made. Periodic organisational self-assessments are therefore required to measure current management and operations policies, practices and procedures, in order to enhance overall business performance rather than solely concentrating on the quality of products or services. Traditionally, external inspections were more commonly used by educational and training institutions for the evaluation of institution and learner performance. These institutions are today taking part in a growing drive for internal self-evaluation, arising from the desire of institutions and Education, Training and Development (ETD) practitioners to assess their own performances. Self-assessment as part of an endeavour to sustain continuous improvement is therefore also appropriate for ETD providers in the South African National Defence Force (SANDF). A new defence dispensation and a changing ETD environment in South Africa have created new demands on ETD providers in the SANDF. Although training units within the SANDF may function in a unique military context, national legislation relevant to ETD and the latest approach of openness and transparency into matters of the Department imply that military as well as non-military ETD in the SANDF is to be closely aligned with national training and development initiatives. As legislation does not make a distinction between military and private ETD providers in South Africa, most traditionally assumed differences are no longer relevant. A case study explored the appropriateness of conducting organisational self-assessment as component of a Continuous Performance Improvement Strategy and Quality Assurance within the SANDF. The study also investigated the usefulness of a Total Quality Management approach to quality assurance in the ETD environment and the impact of the frameworks used, available assessment instruments and the selected assessment methods on the significance of organisational self-assessment by ETD providers. This study's investigation of the appropriateness and significance of regular organisational self-assessments by training units in the SANDF thus has broader implications, as recommendations are also applicable to other ETD providers.<br>Educational Studies<br>D. Ed. (Education Management)

Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery.<br>Dissertation (MEd (Leadership))--University of Pretoria, 2007.<br>Education Management and Policy Studies<br>MEd<br>unrestricted

Tese de doutoramento em Ciências da Educação, na especialidade de Análise e Organização do Ensino, apresentada à Faculdade de Psicologia e Ciências da Educação da Universidade de Coimbra<br>O conceito de “qualidade” tem-se imposto nas mais variadas funções profissionais, acarretando transformações substanciais no modo de perspectivar os desempenhos laborais e a sua concretização. Por inerência, tem implicado alterações na formação que dá acesso às profissões e na que as acompanha. Mas a sua ligação mais directa é, indubitavelmente, à avaliação formalizada, que, preconizando abarcar, a “todo o momento”, “tudo” e “todos”, apresenta-se como garantia de identificação de padrões de qualidade, com vista à sua manu-tenção ou elevação. Esta abordagem da acção profissional encontrou pleno acolhimento na retórica da competitividade e da excelência, que marca presença na generalidade dos países ditos desenvolvidos. Enredados no estabelecimento de objectivos nacionais, institucionais, de equipa e individuais, que remetem para patamares de resultados evidenciados como desejáveis, os defensores de tal lógica, patenteada como de mérito, têm-se inibido de fazer uma reflexão sobre os seus alicerces, representações, práticas e consequências, estribando-se nas incon-tornáveis potencialidades, que afirmam ser-lhe inerentes, e no seu carácter, que alegam ser manifestamente benéfico. Neste cenário abrangente, o ensino não tem constituído excepção: aqui chegaram também esses ecos e, de seguida, a mesma determinação avaliativa. Conotada como proces-so que potencia o desenvolvimento “pessoal e profissional” do professor, foram-lhe reforça-das as ligações à formação não só inicial, mas também à formação continuada, conferindo, em particular a esta última, um protagonismo que nunca antes havia conhecido. A abordagem destes três vectores - qualidade, avaliação e formação -, na estreita ligação que mostram neste âmbito profissional, constituiu o cerne da presente tese, na qual, para além da revisão da literatura, bem como do enquadramento normativo e legal que os referidos vectores encontram no sistema educativo português, se dá conta de uma investiga-ção empírica, que teve como guia o propósito de conhecer as opiniões dos professores por-tugueses sobre o assunto. Na vastidão de normativos que, no nosso sistema educativo, se reportam e consubs-tanciam estas duas áreas, privilegiaram-se os que, no presente, sustentam mais directamente a “lógica da qualidade”, tendo-se, em acréscimo, procurado a sua compreensão no plano das orientações internacionais. Desse trabalho integrador derivou uma síntese daquilo que, em termos legais, legitima a tríade acima enunciada, no quadro do ensino. Não bastando, contudo, esta síntese para lhe dar sentido, empreendeu-se uma revi-são abrangente da literatura com a pretensão de iluminar um campo tão trespassado por observações divergentes, contradições e equívocos. Considerando que estamos num campo que solicita, antes de mais, um referencial segura e objectivamente constituído, incide-se na investigação científica desenvolvida em torno do ensino e do modo como ele deve ser con-cretizado, destacando diversos paradigmas que têm convivido entre articulações e tensões, desencadeando correspondentes propostas de formação e de avaliação do desempenho do-cente. Ponderada a contribuição desses sectores - político e científico -, percebeu-se que, da sua convergência, sobressaem múltiplas ideias, sendo que nenhuma delas pode, em abso-luto, arrogar-se como a mais válida para nortear a “formação para o ensino” e a “avaliação do ensino”. Além disso, ainda que em ambos os sectores se reconheça que os professores devem ser objecto de medidas formativas e avaliativas, raras vezes são encarados como agentes ou co-agentes das mesmas, apesar da frequente afirmação de que o seu pensamento e acção se revestem de importância crucial na sua concretização. Da resenha obtida, derivou a conceptualização, planificação e desenvolvimento de dois estudos empíricos, com carácter complementar que foram conduzidos pelo propósito de conhecer opiniões dos professores de diversas disciplinas dos ensinos básico e secundário sobre as medidas tomadas pela tutela para a sua formação contínua e para a avaliação do seu desempenho, as quais têm desencadeando apreensões várias e momentos de grande instabi-lidade no seio da profissão. Recorrendo-se a um questionário e a uma entrevista, construídos especificamente para o efeito, foi possível apurar um conjunto de dados que merecem ponderação e confir-maram-se problemas que, não obstante terem já sido submetidos a debate, importa voltar a equacionar, no sentido de se sustentarem práticas relativas ao ensino que denotem eficácia em termos da aprendizagem a que se determinam. Complementarmente, e de acordo com os pressupostos de partida, procedeu-se a uma análise crítica da tríade qualidade, avaliação e formação numa tentativa de renovação dos discursos sobre o ensino.<br>The concept of ‘quality’ has been imposed on all sorts of professional functions, re-sulting in substantial changes in how duties and their accomplishment are regarded. Changes in the training that opens the door to jobs and in follow-up training are inherently implied. But its most direct connection is undoubtedly with the formalized assessment, which, in its advocacy of encompassing the ‘at all times’, ‘everything and ‘everyone’, comes across as a guarantee for identifying quality standards, with a view to maintaining or raising them. This approach to professional action found full acceptance in the rhetoric of competitiveness and excellence, which is present in most of the developed countries. Entangled in the establishment of national, institutional, team and individual goals which refer to levels of results shown as desirable, proponents of this logic, indicated as being of merit, have been inhibited from thinking about its foundations, representations, practices and consequences, based on the undeniable potential that they declare is inherent to it and on its allegedly manifestly beneficial character. Education has not been an exception: those echoes have reached here, too, followed by the same evaluation purpose. Tagged as a process that enhances the ‘personal and profes-sional’ development of teachers, its links to continuous, not just initial, training have been strengthened. Continuous training in particular has been endowed with a completely unprec-edented role. The approach of the three elements of quality, evaluation and training, in the close linkage they show in this professional milieu, was the kernel of this dissertation. In addition to the literature review and analysis of the regulatory and legal framework that these ele-ments find in Portugal's education system, it reports the empirical research work that was designed to find out the views of Portuguese teachers on the issue. Within the expanse of rules and directives which, in our education system, these two areas relate to and embody, the focus was on those that currently most directly support the ‘logic of quality’, to tray and understand them in terms of international guidelines. This integrative work has yielded a summary of what, in legal terms, legitimizes the trio men-tioned above in the context of education. But as this summary is not enough to give it meaning, a comprehensive literature review was undertaken with the intention of shedding light on a field so riddled with divergent observations, contradictions and misconceptions. Considering that we are in a field that first and foremost asks for a safe and objectively constituted benchmark, it looks at the sci-entific research carried out on education and how it should be achieved, highlighting various paradigms that have lived between interactions and stresses, triggering corresponding pro-posals for training and the evaluation of teacher performance. Examining the contribution of these sectors - political and scientific - it was realized that multiple ideas projected from their convergence. None of these could wholly claim to be the most valid to steer ‘training for teaching’ and ‘evaluation of teaching’. Furthermore, although it is recognized in both sectors that teachers should be subject to training and eval-uation measures, they are seldom seen as agents or co-agents in them, despite the frequent claim that their thoughts and actions are of crucial importance their implementation. The review led to the conceptualization, planning and development of two empirical studies of a complementary nature that were undertaken so as to find out the opinions of teachers of various subjects in basic and secondary education on the measures taken by the ministry for their continuous training and to evaluate their performance, measures which have triggered various fears and periods of great instability within the profession. A questionnaire and an interview, specifically devised for the purpose, were used to acquire a set of data that deserve consideration. Problems were found which, despite having already been discussed, should be reappraised, with respect to whether they sustain practices relative to education that represent efficacy in terms of learning what has been set. In addi-tion, and in accordance with the initial assumption, the trio of quality, evaluation and train-ing are subjected to a critical analysis in an attempt to renew the discourses on teaching.

Dissertação de mestrado em Estudos da Criança (área de especialização em Integração Curricular e Inovação Educativa)<br>Neste trabalho, pretendo dar a conhecer "O meu Baú Profissional", que desenterrei no início deste Mestrado, tornando esta dissertação um espaço para, através da utilização dos instrumentos teóricos e metodológicos que fui adquirindo ao longo da formação, construir uma narrativa que permitisse conceptualizar e mobilizar os saberes, competências e atitudes que constituem o meu conhecimento profissional, enquanto educadora de infância. O método (auto)biográfico-narrativo, que sustenta a metodologia utilizada, permitiu-me construir uma narrativa em busca de uma identidade profissional, à medida que fui mobilizando referentes, alguns pessoais e outros que estão no colectivo, manipulando-os de forma pessoal e autêntica. Para isso, organizei a narrativa em quatro marcos significativos: Tornar-se Educadora de Infância – à descoberta da profissão; A vivência da profissão – entre as incertezas, as conquistas e a inovação; Consciência Profissional… "desenterrando" o meu Baú Profissional e Em busca de uma identidade profissional. Em cada um deles, pretendo evidenciar quais as experiências de trabalho e formativas que mais contribuíram para a inovação das minhas práticas curriculares e para a (re)construção da minha identidade como profissional reflexiva. Com esta narrativa consegui olhar retrospectivamente para a minha vida profissional, procurando significados e sentidos, tendo por base uma selecção de documentos e registos que faziam parte do meu Baú e que organizei, de acordo com critérios de representatividade e relevância, para cada um dos marcos que balizam a minha trajectória profissional. Este processo meta-reflexivo implicou um diálogo entre o pensamento e a acção, iluminado por exemplos da prática e validado por comentários críticos de um observador externo. É preciso que os professores contribuam activamente para a produção de "conhecimento prático", a partir da análise e reflexão sobre as suas experiências em confronto com a teoria. Aspiro a que "O meu Baú Profissional", que aqui torno público, seja um contributo para a compreensão dos processos de (trans)formação da pessoa-professor, nos contextos profissionais e organizacionais que favorecem e limitam a construção das suas identidades.<br>In this investigation, I pretend to review my "My professional box", which I dig up from the beginning of this masters‘ degree, giving to this dissertation a space to, using my theoretical instruments that I have acquired during my training, build a narrative to find meaning to conceptualize and mobilize theories, skills and attitudes that construct my professional knowledge as a kindergarten teacher. The method (self) biography – narrative, that supports the methodology used, allowed me to build a narrative in search of a professional identity, during which I mobilized references, some of them personal and others collective, manipulating them on a personal and authentic way. For this, I arranged the narrative in four significant marks: Become kindergarten teachers - the discovery of the profession; The experience of the profession - among the uncertainties, the achievements and innovation; Awareness Training ... "digging" my professional box and Looking for a professional identity. In each of them, I intend to highlight which work and formation experiences most contributes to the innovation of my curricular practices and the (re)construct of my identity as a reflective professional. With this narrative I accomplish to look back over my professional path, searching for meanings and senses, based on selected and registration documents that were part of my professional box which I organized according to criteria of representative and relevance from each of the marks that represent my professional career. This meta-reflexive process implied a dialogue between thought and action, enlighten by practical examples and validated by a critical comments of an external examiner. It is necessary that teachers contribute actively to the production of "practical knowledge" from the analysis and reflection on their experiences in conflict with the theory. I aspire that "My professional box", that I become public, can be a contribute to understand the (trans)formation process of the individual teacher, in professional and organizationally contexts that favor and limit the construction of their identities.

Este trabalho insere-se na atividade de desenvolvimento profissional na área da supervisão pedagógica que está associada às nossas vivências e práticas de socialização com os diversos atores escolares. Devido à natureza e ao conteúdo do presente relatório distinguimos dois vetores de análise. O primeiro subordinado aos cargos e atividades de desenvolvimento profissional na especialização de supervisão pedagógica exercida ao longo dos anos de docência. O segundo vetor induziu-nos a proceder a uma reflexão crítica sobre um desses cargos exercidos na nossa vida profissional no âmbito do processo de supervisão pedagógica. Na sequência desta reflexão, este trabalho visa dar a conhecer a importância do papel do diretor de turma (DT), enquanto gestor intermédio de relevo na organização escolar. Esta inferência levou-nos a referenciar outros atores educativos que reconhecem a importância da missão que ao DT está adjudicada, dignificando-o e atribuindo-lhe condições de trabalho favoráveis ao desempenho de tarefas relevantes no quadro das atribuições pedagógico-administrativas das escolas, no relacionamento com as famílias e na promoção do sucesso escolar dos alunos. A relevância do presente estudo fundamenta-se na contribuição que apresenta para uma melhor compreensão dos normativos e do seu impacto, no exercício do cargo de DT, do seu papel e das atribuições legalmente definidas. Podemos ainda indicar como pertinente a referência a pistas e caminhos em direção à definição de um perfil de DT.<br>This project is part of the activity of professional development in the area of pedagogical supervision, which is related to our experiences and practices socialization of with the various school actors. Due to the nature and content of this report, we can distinguish two vectors of analysis. The first relates to the tasks and professional development activities in the area of pedagogical supervision exercised over the years of teaching. The second vector led us to undertake a critical reflection on one of those tasks held in our professional life, namely Head of Form (HF). Following this reflection, this report is to show the important role of the HF in the school organization. This led us to refer to other educational actors who recognize the importance of the mission that the HF is assigned with, dignifying him and giving him suitable working conditions to perform tasks relevant in the context of teaching and administrative responsibilities of schools, within the relationships with families and in promoting the academic success of students. The relevance of this study is based on the contribution that it can provide for a better understanding of the legislation and its impact on the performance of the position of the class tutor, of his role and the legally defined assignments. We can also consider as relevant the reference to tracks and paths towards the definition of a class tutor’s profile.

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations.<br>Department of Educational Leadership and Management<br>D. Ed. (Education Management)

Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta<br>O permanente estado de mudança operado na sociedade actual exige de todos a capacidade de integrar um processo contínuo de aprendizagem ao longo de toda a vida. Decorrente da reconfiguração dos papéis e funções de “ser professor”, a formação contínua é uma exigência natural. Ao longo dos tempos, a formação continua de professor foi sendo desenhada de acordo com as intenções de desenvolvimento do próprio Sistema Educativo. Actualmente, este conceito vai para lá deste objectivo, colocando a ênfase no próprio professor e no seu desenvolvimento pessoal e profissional, contextualmente situado. Numa perspectiva construtivista, o professor torna-se interveniente activo no seu processo de formação. No eixo central do seu desenvolvimento estão práticas e atitudes reflexivas sobre a sua actuação pedagógica – configurando a ideia do “professor reflexivo” descrito e investigado, entre outros, por Schön, Zeichner, Alarcão. A colaboração, na análise e confronto de ideias e práticas, entre o professor,formador e outros professores facilita e potencia a prática reflexiva com efeitos no desenvolvimento pessoal e profissional de cada um. Neste trabalho pretendemos articular os conceitos de formação, reflexão e colaboração, descrevendo-os e analisando-os com base na implementação dos Programas de Formação Contínua para Professores do 1.º Ciclo, proposto pelo Ministério da Educação. Adoptando a metodologia de estudo de caso, debruçámo-nos sobre um conjunto de professores do 1.º ciclo de um Agrupamento de Escolas que participou nos referidos programas de formação contínua, procurando saber o modo como foi por eles vivenciada a formação e o impacto das interacções e reflexões no seu desenvolvimento pessoal e profissional. O estudo leva-nos a concluir que, junto destes professores, a prática reflexiva e o trabalho colaborativo saíram reforçados e potencializados.<br>The constant changes in today’s society demand from everyone the ability to integrate a continuous learning process throughout life. As a result of the permanent reconfiguration of the roles and functions of “being a teacher”, a continuous training is a natural requirement. Over time, continuous teacher’s formation has been designed in conformity with the developing plans of the Education System. Currently, this concept goes beyond that purpose, emphasizing on the teacher himself and in his personal and professional development, in a specific context. From constructivist perspective, the teacher becomes an active player in his own formation process. At the core of his development are practices and reflective attitudes towards his teaching performance - setting the idea of the “reflective teacher” as described and researched by Schön, Zeichner, Alarcão, among others. The joint collaboration of teacher, instructor and other teachers during the exchange and the analysis of ideas and practices can facilitate and enhance the reflective practice, directly affecting each one’s personal and professional development. In this study we articulate the concepts of formation, reflection and collaboration, describing and analysing them in the light of the “Continuous Formation Programs for Primary School Teachers” proposed by the Ministry of Education. Following a case study methodology, we have looked at a group of Primary School teachers from de same unit of schools who have been involved in this type of continuous training programs; we tried to understand how they experienced the formation process and how the interactions and reflections influenced their personal and professional development. The study led us to the conclusion that, with these teachers, reflective practice and collaborative work were reinforced and leveraged.

Like so many aspects of South African society, teacher education is undergoing change. The researcher studied existing school-based in-service education and training (SBINSET) programmes in the Northern Province and to improve the programmes, proposes Continuous Self-Renewal School-Based INSET (CSR SB INSET). Based on the extensive literature survey, strategies that would improve effective educational transformation are identified. Different concepts of INSET are explained. Components of teacher education are examined as are those factors that influence educational transformation. Advantages and limitations are identified and guidance on how to overcome these are suggested. The aim of this study was to examine INSET towards educational transformation with reference to primary schools in the Northern Province in order to introduce and assess a CSR SBINSET. The study examines the existing SBINSET programmes which are run in the Northern Province. The importance of teachers' continued professional growth is emphasised throughout this study. The researcher views systematic in-service training programmes for teachers as an educational necessity for the continuing professional growth of primary school teachers. An empirical survey has been undertaken to ascertain the effectiveness of CSR SBINSET and the type of delivery strategy that may be implemented.The research considers particular aspects of classroom practice addressed in the programme. The research was guided by the following questions: + Which methods do teachers use in their subject teaching? + What are their approaches to learners and learning? + How do teachers reflect on their teaching? + What strategies do teachers use? This research aims to improve existing SBINSET programmes run in the Northern Province inter alia by observing practising teachers. CSR SBINSET attempts to improve the competencies teachers, lecturers and District Officials, through such means as the presentation of centre-based, school-based and cluster-based workshops. Although the educational authorities should take initiative to provide educational transformation, the following share responsibility in this vital aspect of education: + those in the Department of Education who are responsible for planning; + superintendents of education within districts and regions; + training institutions such as universities, technikons, colleges and private agencies. The importance of and necessity for, continuous professional development of primary school teachers by means of SBINSET programmes, is emphasised.<br>Educational Studies<br>D. Ed. (Didactics)

Learners’ Physical Science performance in South Africa has been under discussion for several years, the challenge being that it has been exacerbated by continuous changes in the curriculum. Systems that have been put in place have yielded insufficient satisfactory solutions to both underperformance in the subject and sustainable good performance. Although interventions by curriculum policymakers have been ineffective, the issue at hand remains that teachers need to implement good teaching practices in order to ensure that all learners receive quality education. Physical Science teachers are custodians of a subject that may address scarce skills in the education system, so the quality of teaching must be optimised. Teachers need to implement intervention processes put in place by other stakeholders to reduce the negative perceptions that most people have about Physical Science. This study investigates how various factors related to the quality of teachers may affect the performance of Grade 12 learners in this subject. Since past studies have presented a broad spectrum of these factors, this study has categorised them as those directly related to teaching and those indirectly related to teaching. As a basis for data collection the researcher first established the overall status of the Physical Science teachers and investigated how the factors identified affect teaching. A mixed method approach was followed, and given the breadth of the study, available raw data was collected through questionnaires, interviews and observations. Data collected on factors indirectly related to teaching showed that these factors affect factors directly related to teaching and both of them affect the performance of the teacher, and consequently those of learners. These findings revealed that the performance of Physical Science cannot be based on one factor only, but on a combination of factors that are interrelated and should be integrated for effective teaching practices. Recommendations have been made to the National and Provincial Department of Education, District offices, school management teams and Physical Science teachers to reinforce other strategies that have been in place in order to improve or sustain good performance of the subject and to close gaps that have not been identified as possible intervention strategies. They include upgrading qualifications with the current content and methodologies to match the changing curriculum, restructuring workshops so that they are informed by the teacher’s needs, stabilising the curriculum to avoid many changes in short periods of time, retraining of teachers, relevant appointment of Heads of Departments (HoDs) into subject management positions, utilisation of support groups by teachers, proper management of the subject, proper screening of Physical Science learners and provision of teaching and learning resources.<br>Science and Technology Education<br>M. Ed. (Natural Science Education)

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general.<br>Curriculum and Instructional Studies<br>D. Ed. (Didactics)

The purpose of this study was to explore and describe the knowledge of student nurses regarding the cost concepts in health economics, specifically the efficient allocation of resources and determining the cost of interventions, in order to prepare them to deliver cost-effective yet quality nursing care. An explorative and descriptive quantitative design was used. A structured self-administered questionnaire was used for data collection. Respondents were student nurses studying towards becoming professional nurses in their final year of study (comprehensive programme). The results revealed an apparent lack of knowledge among student nurses regarding cost concepts in health economics, although respondents agreed that knowledge of health economics is essential for nursing practice. The results led the researcher to draw a strong conclusion that there is a need for the inclusion of a module regarding health economics in the nursing curriculum and in continuous professional development (CPD) workshops and in-service training.<br>Health Studies<br>M.A. (Health Studies)