Dissertations / Theses on the topic 'Education and professional training in technology'

Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3813. Adviser: Thomas Brush. Title from dissertation home page (viewed Apr. 30, 2008).

The study had four main hypotheses that examined the relationships between job satisfaction and the reasons for attending continuing professional education (CPE). The purpose of this study was to examine the relationships between training and job satisfaction with the objective of adding to the body of knowledge related to both job satisfaction and training and development. Participation Reasons Scale was used to measure the reasons for attending CPE activities, and the Job in General Scale and Job Descriptive Index was used to measure job satisfaction. The surveys were administered over the Internet to information technology professionals working in higher education. The participants were contacted by email with a message explaining the purpose of the research and a Web link that took the participants directly to the survey. After collecting the data, it was exported into SPSS and analyzed using Spearman Rho and Mann Whitney U statistics and a simple structure exploratory factor to determine any underlying structures between the job satisfaction and CPE.

<p> Purpose: The purpose of this Delphi study was to identify the essential conditions (ISTE) required for technology integration in Professional Learning Communities for building effective teams, promoting collaboration, and endorsing shared decision making processes as perceived by members of the joint Technology Leadership Network of the Riverside County Office of Education and San Bernardino County Superintendent of Schools, California. </p><p> Methodology: A structured Delphi Study using mixed methods was conducted to find the expert panel's opinions, the members of the Technology Leadership Network in Riverside County Office of Education. Round 1 and Round 3 comprised scaled questions, producing quantitative data. Round 2 consisted of open ended questions, producing qualitative data. </p><p> Findings: Delphi expert panelists ranked shared vision, ongoing professional learning, empowered leaders, and student-centered learning as the top four ISTE essential conditions required for technology integration in PLCs. The Delphi expert panelists also identified the preconditions necessary for technology integration. </p><p> Conclusions: Based on the findings, a transformational plan and a change model were designed to effectively implement technology integration in Professional Learning Communities. The purpose of the plan and model was to provide step-by-step instructions for a transformational change plan for technology integration in Professional Learning Communities. </p><p> Recommendations: To prepare educators for 21st century PLCs, it is crucial to have technology integrated in professional developments. Technology integration is indispensable for PLCs to build effective teams and to have collaboration and effective decision making; however, it is not possible unless PLCs have a deliberate shared vision, embedded ongoing professional learning, empowered leaders at all levels, and data driven student centered learning. The prerequisites, if addressed properly, can provide the strong foundation required for technology integration in PLCs. Yet, the change needs to come within one's self, and educators as lifelong learners are the right people to integrate this change. </p>

The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

The thesis explores an effective model for using the internet in a distance training program for secondary school teachers. The professional development program, the dissertation, titled The Virtual University: Professional development for teachers, was initiated based on aspects of telecommunication technology and the professional development for Thai school teachers. The question of this program was “How could information technology be used in developing an appropriate professional development model for Thai teachers?” Prior to the project, the four research studies were conducted to formulate the related base line information and supported framework for the program development. The four researches are: (1) Telecommunication Technology in Thai Schools, (2) The Role of University on Science Teachers Development, (3) Computer Education Curriculum for Student Teachers: Theory and Practice, and (4) Teachers’ Perceptions of the Academic Link Project Between Schools and Universities for Teacher Professional Development. The first research study provides the information about the necessary basic factors for change in Thai secondary schools and the new insights and understandings about change in Thai schooling. The major findings were the understandings about teachers’ need for professional development, the available support in Thai school for professional development, and the limitations of professional development of teachers. The second research study provides the information about the roles of university faculty on initiation and operation of science teacher development programs, science teaching and learning resources centers, science instructional media design and production services, science teaching clinics, and science teachers’ associations. The third research study provides the conceptual framework for both preservice and inservice curriculum development program for teacher development. The last research study provides a base of descriptive information about the perspectives of school teachers towards the academic link project between schools and universities and the partnership which can assist in its establishment. The findings of these four research tasks were used for the formation of the framework of the dissertation. The EDNET Project, an example of teachers’ professional development through the information technology based training, was developed and implemented with ten school teachers in Khon Kaen.

The STEM fields are in the process of expanding and requiring highly trained technicians to support this growth. Community colleges are places that offer technician training to students in preparation for high technology jobs. Unfortunately, community colleges are generally underfunded and poorly positioned to offer professional development for discipline-specific skills or pedagogy training. The National Science Foundation and Advanced Technological Education (ATE) have situated themselves to provide support for the STEM fields through their federally funded programs for technician teachers. A component of ATE grants is a focus on faculty development designed to help STEM teachers in community colleges. ATE helps community colleges fill in the gaps in professional development facing instructors in the STEM fields. The purpose of this study was to analyze the pedagogical characteristics of ATE-funded professional development for community college faculty and its intersections with campus-funded professional development. This study used a qualitative, multiple case-study design. Three interviews were conducted at three different ATE sites in California of the center leader, a professional development coordinator, and a participant. The major findings were 1. ATE provides educational and technical training to adults with common traits in backgrounds and goals. 2. The technical professional development at ATE centers is hands-on and interactive and has shown to provide positive learning outcomes to adult learners. 3. ATE centers address the needs of an evolving workforce by conducting research on new or current industry expectations. 4. Partnerships to industry are important to the curriculum and infrastructure of ATE professional development. 5. Evaluation is necessary for the growth of ATE professional development programs. 6. ATE helps build a collaborative community within a technical field by supporting relationships between professional development participants. 7. Each ATE center provides industry educators with resources they can access after a workshop. 8. One out of three ATE center professional development projects in this study intersects with campus-funded professional development. Understanding how these three ATE centers provide professional development can help inform the professional development practices at newly emerging or already established ATE centers across the nation. This study includes recommendations for future research and implications for practice.

<p> This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter? </p><p> An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation. </p><p> The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators. </p><p> These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers&rsquo; responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21^st century tool must be taken into account.</p><p>

The purpose of this dissertation was to explore a situated technology integration professional development experience from the perspective of six university-level foreign and second language teachers as they engaged and participated in a best practices professional development model. Assuming variability in development based on contextual and individual factors, the study aimed to (1) illuminate the underlying issues by exploring how and why each teacher-learner experienced the professional development; (2) investigate the similarities and differences among the cases in order to more fully understand what was involved in advancing the development process, and (3) locate patterns among the cases that provide insight into what constitutes successful and effective technology integration professional development. This dissertation took a comparative multi-case study approach to achieving these research goals and employed a variety of interview, observation, and document data collection techniques. These included pre- and post-questionnaires that focused on the teacher-learners' technological, pedagogical, curricular, and development attitudes, beliefs, and goals; pre- and post-inventories measuring technology integration familiarity, use, and interest; six formative questionnaires by which the teacher-learners measured their own progression; group, pair, and individual interviews examining the teacher-learners experiences at different points; participatory and semi-participatory observations of the teacher-learners' participation in the various events that made up the model, including workshops, one-on-one consultations, collegial presentations, and in-class technology integration implementations; and document evidence in the form of the model's help sheets and lesson plans, as well as the syllabi and curriculum records kept by the teacher-learners themselves regarding their technology integration efforts. The resulting data were analyzed using a constant comparative method, quantitative visual display, and a grounded theory approach to coding for process. The study's findings supported the originally assumed development variability among the six technology integration professional development cases. Such variability was shown to be a product of the teacher-learners' own agency, which was revealed to exist in the individualized and contextualized ways they responded to and, thereby, shaped their experiences. The effectiveness vs. ineffectiveness of these means to advance the development processes support language teacher-learners undertaking situated cognition-based dialogic and reflective learning scenarios infused with self-directed learning and transformative learning opportunities.

<p> As school leaders continue to attempt to integrate technology into today's classrooms, 1:1 laptop initiatives are becoming increasingly more prevalent and certainly more affordable than ever before. School leaders must be able to justify the expenditure by the direct impact the integration of the laptops make on classroom instruction and learning. Preparing and supporting teachers to teach and facilitate learning with these new technological tools is a necessity that cannot be overlooked in ensuring the success of 1:1 laptop initiatives. This study examined the impact of various professional development preparatory factors on the instructional change that occurred immediately after implementation of a 1:1 laptop initiative within three high schools. Significant differences were observed between the teachers' perceived value of different types of professional development activities, including learning to use hardware, software, content management and instructional delivery platforms, as well as learning to integrate technology into instruction. Significant changes were also observed in each of 11 different instructional activities when comparing teacher practice pre-1:1 laptop initiative implementation and during implementation. Correlations between the amount of time teachers had access to their own laptops prior to the 1:1 implementation and the change in frequency of use of the instructional activities indicated limited significant results, as did the correlations between the length of professional development preparation designed to prepare teachers for the 1:1 laptop initiative and the change in frequency of use of the 11 instructional activities. The final correlations between the teachers' perceived value of the four professional development activities and the change in frequency of use of the 11 instructional activities also yielded limited significant results.</p>

Teaching with digital technologies is essential to the development of 21st century students’ graduate capabilities. However, relatively little is known about the extent to which Queensland VET teachers engage with digitally-enhanced teaching, or have the capacity to do so. Using a mixed methods approach, this thesis investigated the current digital teaching capacities of VET teachers and how current professional development opportunities are helping to address their learning needs.

While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.

The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.

Georgia has invested millions of dollars for technology and teacher technology training in order to prepare students for a technological society (Brackett, Henry, & Weathersby, 1999; Hinton, 2003). While technology affects all teachers, language arts teachers are also challenged to teach multiple literacies (Leu, Kinzer, Coiro, & Cammack, 2004). This study investigated the extent that professional development programs impact the language arts teachers’ classroom practice (Bebell, Russell, & O’Dwyer, 2004; Young & Bush, 2004). This case study research explored three high school language arts teachers’ experiences with integrating technology after having participated in a state-mandated professional development course on technology. Rogers’ (1995) Adoption and Diffusion Model was used as a framework in order to understand the factors that influence adoption of innovations and to explore factors that act as barriers or enhance the adoption process. An emergent qualitative research design was used to investigate the following research questions: (1) In what ways do high school language arts teachers integrate technology into their curriculum after completion of said course? (2) To what extent are these practices representative of the experiences addressed in the professional development course? (3) What are teachers’ perceptions of technology integration in the language arts classroom? Data sources included formal interviews, video-taped lessons, observational field notes, teacher portfolios, and other written communications to supplement face to face interviews. A constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) was used throughout the study by assigning each piece of data a code and category, which was revised and modified as new data were incorporated (Bogdan & Biklen, 1992). Rigor was established through member checks and triangulation of the data. Four themes emerged from the data: (a) technology was adopted as a tool, (b) TAFT resulted in engagement and enthusiasm for using technology, (c) restrictions on time impacted technology integration, and (d) available technology sat idle. Although technology was not used to its fullest potential, the discussion emphasizes that technology training led to technology implementation and impacted classroom practice. The teachers’ perceived attributes of the technologies, and their stance and perceptions of literacy and technology affected their technology integration and determined their adoption and adaptation of technologies.

One role of an administrator is to provide and assess staff development programs. The purpose of this study was to measure the impact of a 120-hour standards-based, technology-connnected staff development program on participating teachers' instruction.

Digital technologies allow people with disabilities to participate independently in society in ways they never could before. The full realization of these new opportunities remains elusive, though, because working professionals in the information and communication technology (ICT) field rarely receive adequate training in how to make digital ICT accessible to people with disabilities. Adding accessibility to the university ICT curriculum can help create a critical mass of ICT professionals with accessibility awareness and expertise to finally realize the full accessibility potential of digital technologies. This dissertation provides a rich informational context from which ICT curriculum leaders can decide how to best infuse accessibility into their own curriculum.

The life of a child has completely transitioned from analogue to digital in the past 20 years. The use of digital devices and media has tripled among children between the ages of 0-8 years old since 2011. With the increasing amount of internet access in places that children and families frequent, it is almost impossible to go anywhere without the Wi-Fi access information being made available to consumers to enjoy while they patronize the business. Educators are in a unique position to find creative ways to incorporate technology into their instruction; however, this nuance is not without its challenges. Many early learning programs have not incorporated technology into their programs for a variety of reasons such as, but not limited to: lack of funding, fear, and the belief that it is not developmentally appropriate. The National Association for the Education of Young Children (NAEYC) and The Fred Rogers Center drafted a joint statement that provided a framework for early childhood educators to use as they introduced technology and digital media into their learning environments. The researcher of this study conducted a mixed methods study with three diverse early learning programs in the southeastern part of the United States. After examining the aforementioned variables, the researcher found there to be no difference in the technology usage rate among the three schools. The findings also indicated that two out of the three schools were better equipped than the other with technology and access to digital media. Despite several of the survey participants having said that they had not received training on how to use digital devices for instructional purposes, an overwhelming 92% of them admitted to using technology for daily task completion. The researcher was not able to collect sufficient data to answer the question about parental influence. However, the researcher has identified this variable as an area for future research and believes that further examination will yield thought-provoking results regarding parental influence.

This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science, and STEM careers.

This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.

The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo<br>perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo<br>perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo<br>beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo<br>perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo<br>usage in classroom.

Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.<br>Economic recession and job scarcity has led to a decline in the demand for design services. Graduates in all fields are faced with the risk of unemployment beyond graduation, with youth unemployment rates in South Africa and globally at alarming levels. The evolving social and economic challenges of our times place increasing pressure on the responsibility of higher education institutions to design learning experiences that adequately prepare graduates for the world of work, whether in employment or in entrepreneurial self-employment. However, there is a significant gap between universities’ supply and industry’s demand for graduates with the desired attributes, which research shows include not only subject-specific knowledge and skills, but particularly ‘soft skills’ that make an employee effective at work. The paradox of students graduating without professional experience can be overcome through approaches such as work-integrated learning, which embed the lessons of professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South African university of technology in order to develop an industry-responsive model of professional practice in Industrial Design education. The case examined is the “R5K project”, a year-long group project in BTech Industrial Design in which students are challenged – simulating the world of work - to design, develop, manufacture, market and sell a product, and earn at least ZAR 5 000. This research set out to assess the extent to which the project effectively prepared students for work.

Social media has the potential to be a critical force in creating connected educators. The collaborative nature of social media encourages personal connection, professional enrichment, and learning through co-creation of meaning. Secondary teachers are in a place that would permit them to harness these affordances, not only in their personal and professional environments, but also in their classrooms. This qualitative phenomenographic study aimed to uncover how secondary teachers used social media for personal, professional, and instructional purposes. Further, this study sought to understand secondary teachers' attitudes and beliefs toward social media. Their current state of social media use was also of interest, as were the types of relations secondary teachers had with social media. To better understand the stories and experiences realized by these educators, ten secondary teachers were engaged using a semi-structured interview process. These teachers presented with varying backgrounds, education, and teaching focus. The interviews provided a textual representation of their social media stories. Interview transcripts were transposed into thick rich accounts describing their experiences, thoughts, ideas, and how they understood social media in their personal, professional, and instructional lives. It was found that the current state of social media use by secondary teachers was primarily limited to personal and professional purposes. Teachers used it to connect with family and friends. They used it to connect with like-minded educators and personal learning networks to locate teaching resources. Many expressed that they could see a benefit of students interacting and learning from others through social media. In the end, however, they did not use social media for instructional purposes. The majority voiced concerns about student privacy, a feeling of not being able to control what students were doing on social media, a lack of training for themselves and students, possible inappropriate behavior, and the inability to access social media through network firewalls. Further analysis and coding of the textual data produced four emerging themes of discussion. The themes were: (1) support and constraints, (2) time, (3) privacy, and (4) one-way and two-way communication. These themes contributed to interactions with social media, in turn influencing their attitudes, beliefs, and how they used social media in their personal, professional, and instructional environments.

Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom. While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms. The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators. The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.

Novice teachers do not have sufficient opportunities to troubleshoot real-world teaching situations prior to having their own classrooms. Antiquated professional development (PD) models lack the collaboration element that provides authentic application of concepts. This qualitative case study was conducted to fill a gap in research on novice teachers' voluntary participation in an online community of practice. The study explored how the situated learning in this virtual community addressed the cognitive and social needs of early career teachers as they made the theory to practice connections. The community of practice framework and the social learning theories supported socialization as essential in early career teachers' growth. Research questions in the study examined five teachers' beliefs about collaboration- in promoting community engagement, the influence of voluntary participation on the quality of teacher engagement, and teachers' perceptions of the use of Web 2.0 technology to build community. A priori codes were created using the theoretical frame and research questions to guide the analysis of audio, transcriptions, observations, and other coded artifacts to find themes and patterns promoting internal validity. Findings revealed teachers' belief in collaboration impacted their level of engagement virtually. While voluntary participation motivates teacher participation, it does not guarantee high quality engagement without accountability. Since attrition is a continual threat to the teaching workforce, study results validate recommending the use of virtual resources to facilitate CoPs to remedy the mentoring and coaching void for early career teachers. Also, innovative use of Web 2.0 tools should be used to expose new teachers to diverse experiences that bridge theory to practice gaps and encourage teacher leadership, which promotes retention.

The purpose of this multiple case-study was to determine whether the use of reflective journals during graduate coursework impacts the level of technology implementation in instructional settings for experienced teachers. This study examined the relationships between: (1) levels of reflection demonstrated in journal responses, (2) the level of technology implementation, and (3) teachers' attitudes about technology implementation. The coding scheme used to determine levels of reflection in the journals was based on the framework of Leung and Kember. The LoTi questionnaire, developed in 1995 by Chris Moersch, was used to determine the levels of perceived technology implementation. The goal of this study was to provide information that may be utilized to plan more effective technology staff development. By providing insights on how to evaluate written work consistently for reflective thinking and on teachers' perceptions of technology implementation, university programs and school districts can develop better strategies for technology professional development. The findings suggest that teachers who demonstrated the characteristics of high levels of reflection also demonstrated characteristics of higher levels of technology implementation. Four of the five cases demonstrated a relationship among their scores on the Level of Reflection, Level of Technology Implementation (Loti), and Current Instructional Practice (CIP) measures. This study adds to the research regarding evaluation of reflection, the use of journals for reflection, and the impact of this strategy on technology implementation. The results of this qualitative study illustrate the process of using the theoretical framework of Lueng and Kember to evaluate the levels of reflection in written journal responses during professional development programs. The findings suggest that the use of reflective journals, in the context of the action research process during technology training, has a positive impact on technology implementation for practicing teachers.

Thesis in fulfilment of the requirements for the degree Doctor of Education in the Faculty of Education at the Cape Peninsula University of Technology Supervisor: Professor Rajendra Chetty Co-supervisor: Associate Professor Janet Condy November 2013<br>In South Africa, the quality of teachers working in our current education system has been put under a looking glass by the Department of Education (DoE) (2006) since the systemic results, indicating national literacy and numeracy levels in primary schools, were issued. These results place South African literacy and numeracy skills far below those of many countries in the rest of Africa. This has been viewed by the South African school sector as one of the symptoms of the breakdown in the culture of learning in the education system in our country. As a result, the South African school system has been characterised as a ‘high- cost, high-participation, low-quality system’ Taylor (2008). Taylor (2008) concludes from his research that the challenges which undermine effective teaching and learning in South African schools include the quality of teacher knowledge and teaching practices. The relationship between teacher quality and teacher productivity is key to the development of a high-quality educational system. It is argued that teacher quality impacts greatly on student achievement, which, in turn, impacts on the development and transformation of that society. Rowe (2003) and Morrow’s (2007) key findings in their research on educational success indicate that ‘what matters most’ is the quality teacher. The historical and social change in South Africa has pioneered transformation with regard to curriculum change and has redefined the aims of teacher education in this country. Over the last few years we have been faced with a myriad of changes in policy frameworks that are supposed to guide change within the educational system, as well as within teacher education (Guskey, 2002:381-391). This study, therefore, aims to interrogate the missing links between teacher education institutions and pre-service teachers’ experience, while incorporating school and learner needs. Since quality is the critical factor, there is an urgent need to re-conceptualise how we can prepare a generation of teachers equipped to meet the demands of the 21st-century student. The key objective in this study, therefore, is the interrogation of the following components in the initial teacher-training programmes in South Africa: • Professional development and knowledge of teachers. • Delivery of that knowledge from a pedagogical perspective. • Quality of current teacher-training programmes. This research project is geared towards understanding the challenges that face final-year teacher-training students as they prepare themselves to enter the ‘real world of teaching’. The study cross-examines the quality of learning and teaching in higher education institutions, the pedagogy applied and the degree of its success. In order to examine the initial teacher-training programmes there was a need to interrogate: • students’ perceptions of the quality of their training; • lecturers’ responses to the quality of training provided; and • pre-service teachers’ notions of the quality of the ‘product’ they experience in the field during practice teaching and in their experience with newly qualified teachers. The search for an alternative pedagogy, which aims to promote the transformation and reconstruction of education in South Africa, has placed this research project within a conceptual framework of critical pedagogy, which holds the view that learning is self-generated and not just accessible. The theoretical underpinnings were derived from the works of Paulo Freire and Henry Giroux. This project is situated within an interpretivist paradigm and is qualitative in nature. A sample of four faculties of education, nationally, has been used in the project. Semi-structured interviews and focus-group interviews were used to collect data from all the fourth-year BEd students and their lecturers at each of the four universities, as well as from in-service teachers who host students during practice teaching sessions. The interview questions were concerned with the delivery of the teacher-training programmes and whether the needs of students were being met with regard to their training. Students commented on the development of the following areas: delivery of knowledge, acquisition of adequate teaching skills, and their readiness to enter the teaching field. The findings of this research indicate that students, lecturers and in-service teachers believe that many components within the current teacher-training programme need to be transformed. This could be attributed to, amongst others, the inadequate pedagogical practices used in knowledge delivery, lack of actual classroom experience, and the ineffective organisation and supervision of teaching practice which results in students feeling ill-equipped to enter the teaching arena. These impact the quality of teachers who are exiting the current system. Suggestions to improve the organisation of teacher experience, the on-going professional development of teacher educators, and mentorship ofteachers,as well as the development of recruitment and selection criteria for students wishing to enter teacher education are made.

The Next Generation Science Standards represent a significant challenge for K-12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This design-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher professional development are offered.

O papel estratégico da educação como alavanca do crescimento e desenvolvimento socioeconômico é hoje consenso internacional. Além da democratização do acesso ao ensino, faz-se mister garantir uma educação de qualidade, que prepare cidadãos para atuar de maneira crítica e participativa da vida social, possibilitando-lhes a entrada e a permanência em um mercado de trabalho em constante transformação. Muitas universidades e professores tem tido dificuldades em acompanhar as mudanças, o que tem provocado debates e publicações sobre educação, discutindo-se tanto a premência de reformulações nos projetos pedagógicos, quanto de formação, atuação e desenvolvimento dos que nela ensinam. Nesse sentido, a possibilidade de utilizar a tecnologia como ferramenta pedagógica se mostra como um caminho promissor, tanto na intenção de alcançar objetivos educacionais, bem como, de ir ao encontro de interesses e necessidades, de professores e de alunos, quanto da demanda do mercado. O presente estudo constitui-se de uma pesquisa aplicada de produção tecnológica, que teve como objetivos desenvolver e avaliar um curso à distância de Capacitação Pedagógica para Docentes de Enfermagem. A metodologia de desenvolvimento do curso baseou-se no modelo Addie fundamentado no Design Instrucional Contextualizado (DIC) e baseou-se nos referenciais pedagógicos de Lev Vygotsky, Pierre Levy, John Dewey. O tema central do curso foi dividido em 10 unidades de aprendizagem com 30 horas cada, todas seqüenciais e complementares. O curso foi avaliado por doze especialistas nas áreas de ensino à distância, enfermagem e educação, baseados em três dimensões: pedagógica, tecnológica e comunicacional. De maneira geral o curso foi avaliado pelos especialistas como muito satisfatório e satisfatório em 251 (95%) dos itens, os quais apresentaram sugestões de melhorias. Concluiu-se que a proposta deste curso de especialização permitirá a capacitação dos docentes de enfermagem por meio de uma aprendizagem dinâmica e colaborativa, promovendo um saber fazer reflexivo com o uso das tecnologias de informação e comunicação para atender às reais necessidades da graduação de enfermagem.<br>The strategic role of education as a lever for growth and socioeconomic development is now an international consensus. In addition to the democratization of access to education, it is mister ensure a quality education that prepares citizens to act as a critical and participatory social life, enabling them to enter and stay in a job market in flux. Many universities and teachers are struggling to keep the changes which has led to debates and publications on education, discussing both the urgent need for reformulation of educational projects, and training, performance and development of those who teach it. In this sense, the ability to use technology as a pedagogical tool appears as a promising way, both the intention of achieving educational goals, as well as to meet the interests and needs of teachers and students, as the market demand.The present study consists of a production technology applied research, which aimed to develop and evaluate a distance learning course Pedagogical Training for Nursing Faculty. The development methodology of the course was based on the model based on the Addie and grounded in Instructional Design Contextualized (DIC) and was based on the pedagogical framework of Lev Vygotsky, Pierre Levy, John Dewey. The central theme of the course was divided into 10 learning units with 30 hours each, all sequential and complementary.The course was evaluated by twelve experts in the areas of distance education, nursing and education, based on three dimensions: pedagogical, technological and communication. Overall the course was rated by experts as highly satisfactory and satisfactory in 251 (95%) of items, which made suggestions for improvements. It was concluded that the proposal of this specialization course will enable the training of nursing faculty through a dynamic and collaborative learning, promoting a reflective know-how with the use of information and communication technologies to meet the real needs of the nursing degree

Aquesta tesi estudia la implementació de les tecnologies i els entorns virtuals d’aprenentatge en la formació dels alumnes de Formació Professional del Campus Docent Sant Joan de Déu, tant des de la perspectiva de l’alumnat com des de la dels docents, per tal de poder incorporar més virtualitat als ensenyaments a partir del coneixement extret dels resultats. En aquesta recerca hem utilitzat metodologia quantitativa i qualitativa i, com a mètode per a obtenir informació, hem utilitzat el lingüístic (entrevistes semi-estructurades i qüestionaris). Les tècniques d’entrevistes individuals i grupals, ens han proporcionat dos tipus de dades: d’una banda hem obtingut conceptes globals que fan referència a una investigació qualitativa pròpiament dita i, de l’altra, la utilització d’aquests conceptes ens ha servit per a dissenyar un qüestionari autoadministrat. Les tècniques d'anàlisi de resultats han estat univariants i bivariants per a caracteritzar als alumnes, i tècniques estadístiques multivariants per a esbrinar nuclis representacionals dels alumnes i professors en referència a professors en un entorn presencial i professors en un entorn virtual. de la mostra escollida. Un cop administrats els qüestionaris, s’ha procedit a la seva tabulació informàtica en dos suports: DTM-VIC 5.6 per a les respostes treballades amb la tècnica d’Associació Lliure de Paraules (ALP) i, de l'altra, el programa SPSS per a les preguntes de tipus numèric del qüestionari. Dels resultats obtinguts es desprèn que si potenciem eines i suports tecnològics per a fomentar l’aprenentatge, la utilització de qualsevol dispositiu ens pot permetre canviar modus de representació i utilitat tant de la presencialitat com la virtualitat, ja que d’aquesta manera es disminueix la distància entre aquests dos entorns. Tanmateix, s’haurien d’introduir millores tecnològiques, ja que això, crearà un element de canvi en tot l’aspecte de pensament i per tant en la visió que es té sobre la virtualitat. Aquest fet també, pot contribuir a afavorir les relacions entre alumnes i professors gràcies a aquests avenços tecnològics. A més, si considerem la millora de la percepció que tenen sobre els entorns virtuals, haurem de considerar l’assessorament i la formació constant tant d’alumnes com de professors per tal de fer el canvi representacional de que la virtualitat comporta un increment de feina. Els diferents procediments d’investigació utilitzats en aquest estudi fins arribar a confeccionar una sèrie de pautes per a la implementació de les tecnologies i els entorns virtuals d’aprenentatge en els alumnes de Formació Professional. Així com donar elements per a una millora en la docència presencial, virtual o mixta en el Campus Sant Joan de Déu. Finalment, gràcies a les aportacions obtingudes dels resultats ja està en procés el desenvolupament d’un curs de formació professional reglada de manera totalment virtual.<br>This thesis studies the implementation of the technologies and virtual learning environments in the education of Professional Formation students from Sant Joan de Déu’s Educational Campus, taking both students and teachers point’s of view to be able to add more virtuality in the teaching process with the knowledge of the new results. Quantitative, qualitative and mixed methodologies have been used to get information, with group interviews to students and individual for teachers, which allowed us to make a questionnaire for teachers and students. These have been processed by different statistics technics in order to get the information. From the conclusions, we can say that we need to enforce technological advances in order to promote learning, improve students and teachers relationship and develop a better way they can see virtual environments. Different research processes used in this study, allow us to make patterns for the implementation of technologies and virtual environments in students and teachers of Professional Formation, as well as to give some tools to improve presently classes, virtual classes or mixed in Sant Joan de Déu’s Educational Campus. Finally and thanks to our conclusions there is already in process the development of a totally virtual class in Professional Formation.

This project examined the need for continuing education for teachers, particularly in the area of technology integration. It includes an exploration of the interdependence of technology and pedagogy. It developed an on-line extended community of practice to support professional educators attempting to implement Inspiration®, a commercial software application. The project presents a research-based justification for employing cognitive mapping strategies in a wide variety of pedagogical contexts, provides a dynamic list of examples demonstrating concrete applications which are connected to content and technology standards, and examines current design features for websites.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-08-06T11:48:53Z No. of bitstreams: 1 Raquel de Araújo Carneiro Renosto.pdf: 2649266 bytes, checksum: e43d7b543e96c78b182029193b099904 (MD5)<br>Made available in DSpace on 2015-08-06T11:48:53Z (GMT). No. of bitstreams: 1 Raquel de Araújo Carneiro Renosto.pdf: 2649266 bytes, checksum: e43d7b543e96c78b182029193b099904 (MD5) Previous issue date: 2015-05-24<br>Nenhuma<br>A enfermagem possui um papel de suma importância no contexto de Laboratórios de Análises Clínicas, principalmente na fase pré-analítica. O enfermeiro e sua equipe são os responsáveis pela execução dos procedimentos técnicos e os cuidados antes e depois da coleta de exames laboratoriais. Na diretriz curricular dos cursos de graduação em enfermagem, a exigência é de que o enfermeiro tenha uma formação generalista, humanista, crítica e reflexiva, se tornando um profissional qualificado para o exercício de Enfermagem com base no rigor científico e intelectual e pautado em princípios éticos. Para assegurar este perfil as instituições de ensino estruturam seus planos pedagógicos de forma genérica, dificultando a entrada de profissionais em campos específicos da enfermagem. Este fato se reflete na dificuldade de contratação de enfermeiros na área de análises clínicas. Por esta razão o objetivo deste estudo constitui-se do desenho e avaliação de um curso e-learning em análises clínicas para enfermeiros. É justamente para suprir esta lacuna, proporcionando ao profissional um conhecimento mais aprofundado neste segmento. A metodologia caracteriza-se por uma produção tecnológica, criando-se um produto/serviço dedicado à capacitação e especialização de enfermeiros na área de análises clínicas. O curso foi construído e executado com a utilização do Sistema de Gestão de Aprendizagem Moodle (Modular Object-Oriented Dynamic Learning Environment. O tema central do curso foi dividido em 10 módulos, perfazendo uma carga horária total de 60h, sendo eles todos sequenciais e complementares. O curso foi avaliado por onze juízes experts nas áreas de educação, análises clínicas e tecnologia da informação, embasados em três dimensões: pedagógica, tecnológica e comunicacional. De maneira geral, o curso foi avaliado pelos especialistas como suficiente, sendo que 16 dos 22 itens avaliados tiveram uma média acima do nível de concordância de 70%, os quais sugeriram oportunidades de melhoria. Conclui-se que este curso possibilitará o crescimento profissional de enfermeiros através de um processo de aprendizado dinâmico e colaborativo, proporcionando um saber fazer reflexivo com a utilização de diferentes ferramentas tecnológicas.<br>Nursing has an important role in Clinical Analyses Laboratories, especially in the pre- analytical phase. Nurses and their staff are responsible for implementing the technical procedures and they should take care of the laboratory exams before and after they are collected. In the curriculum of nursing graduation course, nurses must have a general, humane, critical and reflective requirement. They should become a qualified professional, for the practice of nursing based on scientific, intellectual and they should be guided by ethical principles. To ensure this nurse profile, the educational institutions structure their teaching on generic programs, hindering market entry by newcomers in specific fields of nursing. This fact demonstrates the difficulties found in the hiring of nurses in the area of clinical analyzes. For this reason, the aim of this study is to evaluate an "e-learning" nursing course in clinical analysis for nurses. This course is to fill the gap mentioned before and to provide the professionals, expertise in this field. The methodology is characterized by a technological production. It creates a product and/or service that dedicate itself to the training and expertise of professional nurses in clinical analysis. The course was built and run using the Moodle Learning Management System (Modular Object-Oriented Dynamic Learning Environment). The course has a workload of 60 hours, divided into 10 modules, and the modules are sequential and complementary. Twelve judges with expertise in education, clinical analysis and information technology evaluated the course. It was based on three pillars: pedagogical, technological and communication. The experts as satisfactory assessed the course, 16 out of 22 items were evaluated and had an average above the level of agreement of 70 %, which suggested improvement of opportunities for the nurses. We conclude that this specialization course will enable the growth of professional nurses through a dynamic and collaborative learning process, providing a reflective know -how, with the use of different technological tools.

Made available in DSpace on 2015-05-07T15:08:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 653497 bytes, checksum: f068b7e972cc06af86fb8d2f00f56f84 (MD5) Previous issue date: 2009-07-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The research proposal shows the concern with the small demand for vocational technical training mid-level technician from buildings in João Pessoa city. This concern is the fact that the building industry following the construction of buildings has found broad market in the capital of the state of Paraiba, however, the professionals in the area have little, as data presented in the body of work. From the study of possible causes, is an explanation about the Brazilian government implemented Education policies with its consequences in the evolution of Professional Education and to analyze the effects of these and other causes related to the problems of social order that could have stepped in little demand of the Construction Building Technologic Course.<br>A pesquisa proposta revela a preocupação com a pequena demanda para formação técnica profissionalizante de nível médio técnico de edificações na cidade de João Pessoa. Essa preocupação prende-se ao fato de que a Indústria da Construção Civil no seguimento da construção de edificações tem encontrado amplo mercado na Capital do Estado da Paraíba, contudo, os profissionais da área têm escasseado, conforme dados apresentados no corpo do trabalho. A partir do estudo das possíveis causas, se faz uma explanação sobre as Políticas Públicas Brasileiras para a Educação implementada com suas conseqüências na evolução da Educação Profissional e procura analisar os efeitos dessas causas e de outras relacionadas aos problemas de ordem social que possam ter interferido na pouca procura pelo Curso Técnico em Edificações.

Made available in DSpace on 2015-05-07T15:08:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 653497 bytes, checksum: f068b7e972cc06af86fb8d2f00f56f84 (MD5) Previous issue date: 2009-07-21<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The research proposal shows the concern with the small demand for vocational technical training mid-level technician from buildings in João Pessoa city. This concern is the fact that the building industry following the construction of buildings has found broad market in the capital of the state of Paraiba, however, the professionals in the area have little, as data presented in the body of work. From the study of possible causes, is an explanation about the Brazilian government implemented Education policies with its consequences in the evolution of Professional Education and to analyze the effects of these and other causes related to the problems of social order that could have stepped in little demand of the Construction Building Technologic Course.<br>A pesquisa proposta revela a preocupação com a pequena demanda para formação técnica profissionalizante de nível médio técnico de edificações na cidade de João Pessoa. Essa preocupação prende-se ao fato de que a Indústria da Construção Civil no seguimento da construção de edificações tem encontrado amplo mercado na Capital do Estado da Paraíba, contudo, os profissionais da área têm escasseado, conforme dados apresentados no corpo do trabalho. A partir do estudo das possíveis causas, se faz uma explanação sobre as Políticas Públicas Brasileiras para a Educação implementada com suas conseqüências na evolução da Educação Profissional e procura analisar os efeitos dessas causas e de outras relacionadas aos problemas de ordem social que possam ter interferido na pouca procura pelo Curso Técnico em Edificações.

Дисертація присвячена проблемі теорії і практики професійної підготовки філологів. У дисертації проаналізовано систему професійної підготовки філологів в університетах у США, визначено її теоретико-методологічні, організаційні та дидактичні засади, окреслено можливості використання інноваційних ідей американського досвіду для удосконалення та розвитку системи професійної підготовки філологів в Україні. У межах дисертаційного дослідження здійснено ґрунтовний аналіз педагогічних, психологічних, історичних, філософських наукових праць з проблеми; уточнено та інтерпретовано основний поняттєво-термінологічний апарат дослідження. Компаративний характер дослідження зумовив необхідність обґрунтування його концептуальних засад з позицій теоретичного, методологічного та практико-прогностичного концептів. Методологічними орієнтирами наукового пошуку обрано системний, цілісний, компаративний, міждисциплінарний, інтегративний та культурологічний підходи. На підставі вивчення термінологічного поля проблеми дослідження та професійних функцій філолога підсумовано, що зміст філологічної освіти передбачає інтеграцію соціально-гуманітарного, лінгвістичного, літературознавчого, культурознавчого, етнографічного, перекладацького, інформаційно-комунікаційного та інших складників, що зорієнтовані на формування компетентного фахівця інтегративного типу: філолога-перекладача, філолога-лінгвіста / прикладного лінгвіста, філолога-літературознавця, філолога-мовознавця, філолога-етнографа загалом культуромовної особистості. Як напрям підготовки вона представляє предметні галузі мовознавства, літературознавства, перекладу, етнографії, прикладної лінгвістики тощо. Концептуальне підґрунтя професійної підготовки філологів схарактеризовано на основі взаємозв’язку наукових теорій, обґрунтованої методології, педагогічних закономірностей організації освітнього процесу в ЗВО, положень педагогічної компаративістики, комплексу наукових підходів (системний, інтегративний, антропологічний, особистісно орієнтований, аксіологічний, лінгвокультурологічний, компетентнісний, діяльнісно-праксеологічний, кроскультурний, міждисциплінарний, прогностичний), сучасних вимог до професійної діяльності філолога. В основу дослідження покладено системний підхід, що уможливив структурно-функціональний аналіз професійної підготовки філологів у США з позицій цілісності, а також дав змогу розглядати її як системне явище, що охоплює сукупність взаємопов’язаних структурних компонентів. Визначені концептуальні та методологічні орієнтири засвідчують багатоаспектний і міждисциплінарний характер проблеми, можливість її розв’язання в різних вимірах. З’ясовано сучасні вимоги до професійної діяльності філолога в умовах лінгвальної глобалізації та інформатизації, інтенсифікації міжкультурних зв’язків. Сучасний філолог має досконало володіти інтегрованими лінгвістичними, соціокультурними, літературними знаннями, теорії й практики перекладу, текстолінгвістики, різновидів іншомовних дискурсів, жанрових конвенцій, способів добору еквівалентів у перекладі; інтегрованими уміннями з стандартизації та уніфікації науково-технічної термінології, автоматичного анотування, концептуального моделювання інформації; уміннями окреслювати сучасні тенденції в розвитку філологічної галузі; уміннями оперувати мовними й комунікативними стратегіями та тактиками; мовною здогадкою; навичками прогнозування результатів впливу глобалізації на еволюцію національної мови; мати критичне логічне, асоціативне й аналітичне мислення. На підставі історико-генетичного та хронологічного аналізу виокремлено сукупність внутрішніх і зовнішніх чинників, розроблено періодизацію становлення і розвитку філологічної освіти у США. Значну увагу приділено сучасним тенденціям розвитку філологічної освіти. Проаналізовано вплив на розвиток філологічної освіти в США просвітницької діяльності найбільш впливових організацій у сфері філологічної освіти, а також виокремлено пріоритетні й перспективні завдання. Обгрунтовано теоретико-методологічні засади професійної підготовки філологів у США, зокрема встановлено, що вона ґрунтується на філософських, соціологічних, соціально-економічних, психологічних, педагогічних засадах, спрямованих на забезпечення державних та індивідуальних потреб. На підставі структурно-функціонального аналізу професійної підготовки філологів в університетах США з позицій цілісності схарактеризовано систему професійної підготовки філологів у США, що охоплює сукупність взаємопов’язаних структурних компонентів (законодавчо-нормативного, управлінського, соціально-економічного, інституційного, цільового, стратегічного, особистісного, організаційного, змістово-технологічного, діагностично-результативного, прогностичного). Система професійної підготовки філологів у США функціонує на різних рівнях – державному, інституційному та особистісному. Визначено організаційні та дидактичні засади професійної підготовки філологів в університетах США. Проаналізовано форми, рівні та ступені філологічної освіти, вивчено різновиди освітніх програм для професійної підготовки філологів, схарактеризовано форми організації навчання студенів-філологів, розкрито процеси моніторингу якості філологічної освіти. У процесі дослідження простудійовано освітні програми 40 американських університетів у 20 штатах США. Схарактеризовано принципи професійної підготовки філологів в американському освітньому просторі (прагматичності, варіативності, керованої факультативності, релевантності, автономізації навчання, диверситивності, науковості, концентрації, ґрунтовності знань, фасилітації, послідовної апроксимації, одночасного вивчення мов і культур, культурної рефлексії, лінгводидактики, автентичності змісту навчального матеріалу, урахування білінгвізму студентів і галузевої спеціалізації, ситуативно-тематичної організації навчання, зворотного зв’язку, системності формування дослідницьких умінь; імпліцитності та експліцитності (способи подання навчального матеріалу, теми для спонукання студентів до пізнавального та інформаційного пошуку, поглиблення екстралінгвістичних знань тощо) тощо. Розкрито змістові характеристики професійної підготовки філологів в університетах США (навчально-пізнавальну, творчу, проектну, дослідницьку), що формують професійну компетентність філологів, яка включає такі компетенції: ключові (соціальна, загальнокультурна, комунікативна, проектувальна, екологічна, інформаційна, дослідницька, прагматична та ін.), фахові (лінгвальна, літературознавча, соціолінгвальна, кроскультурна, перекладацька, аналітична, лінгводидактична, етнографічна, дискурсивна, стратегічна, ілокутивна, термінологічна, аудитивна та ін.) та лідерські (міжособистісна, управлінська, організаційна, інноваційна, креативна та ін.). Висвітлено особливості використання інформаційно-комунікаційного освітнього простору для організації навчання майбутніх філологів, проаналізовано інноваційні методи та технології навчання: «колаборативне навчання», «незалежне навчання /дослідження», «кооперативне навчання», «самонавчання», «навчання в малих групах», «контекстне навчання», «мікровикладання», «спільне викладання», «рефлексивний менторінг», «мікрогрупове обговорення», «асинхронні дискусії», «семантичні графи», «інтелект-мапи», «проектно-орієнтоване навчання», «дослідницько-кероване навчання», «дослідницько-інформаційне навчання», «наративне навчання» тощо. Ці форми й методи забезпечують високий ступінь зворотного зв’язку між викладачем і студентами, активний обмін думками, високий рівень розвитку пізнавальної діяльності студентів, аргументованого, образного й критичного мислення тощо. Розкрито організацію самостійної роботи, практичного навчання та пошуково-дослідницької діяльності майбутніх філологів. Виявлено високий рівень диверситивності практичної підготовки за термінами, формами, видами. Відповідно до напряму, спеціальності та спеціалізації професійної підготовки філологів в освітніх програмах передбачено соціолінгвістичну, лінгвістичну, літературну, краєзнавчу, інформаційно-аналітичну, діалектологічну, перекладацьку, педагогічну, етнографічну та інші види практики. Описано особливості внутрішнього та зовнішнього моніторингу якості професійної підготовки філологів у США. Механізм контролю якості, форми й методи оцінювання навчально-наукових успіхів і досягнень студентів-філологів спрямовані на оцінювання програмних результатів навчання («standard-based assessment»); оцінювання кінцевих результатів навчання («outcome-based assessment»); оцінювання сформованості професійної компетентності («competency-based assessment»); оцінювання практичних навичок («performance-based assessment»); корекційне оцінювання «correction-based assessment»). Висвітлено організаційно-педагогічні засади професійної підготовки філологів у закладах вищої освіти України. Для виявлення спільних і відмінних підходів із метою запозичення позитивних надбань та запобігання помилкам у процесі реформування вищої філологічної освіти в Україні, проведено компаративно-педагогічний аналіз особливостей професійної підготовки філологів в університетах США та Україні за такими критеріями: законодавча база, управління освітою, фінансування, освітні заклади, рівні вищої освіти, освітні ступені, типи освітніх програм, тривалість навчання, форми навчання, вартість навчання, вступні вимоги, орієнтація освітньої програми, навантаження, зміст підготовки, використання інноваційних форм і методів організації навчання, застосування інформаційних та інтерактивних технологій, диверсифікація практичної підготовки студентів, самостійна робота студентів, форми контролю, акредитація, можливості працевлаштування тощо. Компаративний аналіз систем професійної підготовки філологів в Україні та США, здійснений на основі визначених критеріїв, дав змогу констатувати, що американська та українська системи професійної підготовки філологів мають як схожі, так і відмінні характеристики. Обгрунтовано можливості використання інноваційних ідей американського досвіду для удосконалення та перспективного розвитку системи професійної підготовки філологів в Україні трьох рівнях: державному, інституційному та індивідуальному. На цій оносві розроблено науково-методичне забезпечення для професійної підготовки філологів у ЗВО України. Наукова новизна одержаних результатів дослідження полягає в тому, що: - уперше виконано цілісний системний порівняльно-педагогічний аналіз проблеми професійної підготовки філологів в університетах США; простежено генезу й розроблено періодизацію становлення та розвитку філологічної освіти в США; схарактеризовано систему професійної підготовки філологів в університетах США як цілісну, динамічну й відкриту педагогічну структуру, що охоплює сукупність взаємопов’язаних компонентів (законодавчо-нормативного, управлінського, соціально-економічного, інституційного, цільового, стратегічного, особистісного, організаційного, змістово-технологічного, діагностично-результативного, прогностичного); виявлено особливості професійної підготовки філологів в університетах США (побудова освітнього процесу на засадах компетентнісно-орієнтованої освіти; підготовка фахівця-філолога інтегративного типу; гнучкість системних зв’язків із незалежними фаховими організаціями; диверситивність освітніх програм (комбіновані, дуальні, спільні, міждисциплінарні); структурування змісту на засадах міждисциплінарності; професіоналізація та кар’єро-зорієнтована практична підготовка; інтерактивність, рефлексивність, фасилітаційність форм, методів і технологій навчання); проведено порівняльно-педагогічний аналіз особливостей професійної підготовки філологів в університетах США та України; окреслено можливості використання інноваційних ідей американського досвіду для обґрунтування концептуальних засад та перспектив розвитку системи професійної підготовки філологів в Україні; - удосконалено навчально-методичне забезпечення професійної підготовки філологів в Україні (зміст дисциплін із фаху, розроблено міждисциплінарну освітню програму «Лінгвістична експертиза»); - подальшого розвитку набули положення щодо реалізації компетентнісного підходу в професійній підготовці філологів; просвітницьких стратегій діяльності американських організацій у сфері філологічної освіти; напрямів державної мовної політики в США; професійних функцій філологів в умовах лінгвальної глобалізації. Практичне значення результатів дослідження полягає в тому, що на основі результатів аналізу й узагальнення теоретичних і практичних засад професійної підготовки філологів у США розроблено та впроваджено навчально-методичне забезпечення, а саме: навчально-методичний комплекс для дисципліни «Зарубіжна література» (навчальна програма дисципліни «Зарубіжна література», навчальні посібники «Історія зарубіжної літератури ХХ століття», «Нариси із зарубіжної літератури ХХ – ХХІ століть», матеріали для самостійної роботи, зокрема вивчення твору Генрі Джеймса «Дейзі Міллер»); методичні рекомендації «Професійна підготовка лінгвістів: порівняльний аспект»; підготовлено міждисциплінарну освітню програму «Лінгвістична експертиза». Структуровано й оновлено зміст дисциплін «Історія зарубіжної літератури», «Література Англії і США», «Порівняльна професійна педагогіка». Представлені в дослідженні організаційно-педагогічні аспекти навчання студентів-філологів упроваджено в педагогічну практику для активізації навчально-пізнавальної діяльності студентів, підвищення їхньої мотивації до виконання самостійних, індивідуальних та групових дослідницьких завдань. Прогностичний потенціал студії зумовлений можливістю організації на її основі подальших наукових розвідок із проблем філологічної освіти, педагогічної компаративістики. Матеріали дисертації можуть бути використані для подальшого розроблення освітньо-професійних та освітньої-наукових міждисциплінарних програм, вдосконалення змісту навчальних планів, навчальних курсів і спецкурcів; застосування інноваційних методів, технологій та засобів навчання. Результати наукового пошуку стануть у нагоді магістрантам, аспірантам, докторантам під час підготовки й реалізації досліджень.<br>The thesis is devoted to the problem of theory and practice of philologists’ professional training. The thesis analyzes the system of philologists’ professional training at US universities, defines its theoretical and methodological, organizational and didactic principles, outlines the possibilities of using innovative ideas of the US experience to improve and develop the system of philologists’ professional training in Ukraine. The thesis presents a thorough analysis of pedagogical, psychological, historical and philosophical scientific works on the problem under study, clarifies and interprets the basic concepts and terms of the research. The comparative nature of the research has caused the need to justify its conceptual foundations from the standpoint of theoretical, methodological and practical and prognostic concepts. The systematic, holistic, comparative, interdisciplinary, integrative and culturological approaches have been chosen as methodological guidelines for this scientific research. The study of terms related to the research problem and professional functions of the philologist concludes that the content of philological education involves integrating social and humanitarian, linguistic, literary, cultural, ethnographic, translation, information and communication and other components oriented towards forming a competent and integrative specialist: the interpreter/translator and philologist, the linguist/applied linguist and philologist, the literary critic and philologist, the ethnographer and philologist, etc. As a field of training, it represents the subject areas of linguistics, literary studies, translation, ethnography, applied linguistics, etc. The conceptual basis for professional training of philologists is characterized based on the interrelation between scientific theories, substantiated methodology, pedagogical patterns in the organization of the educational process in higher education institutions, principles of pedagogical comparativism, certain scientific approaches (systemic, integrative, anthropological, personality-oriented, axiological, linguocultural, competency-based, practice-oriented, cross-cultural, interdisciplinary, prognostic), modern requirements for professional activities of philologists. The thesis is based on a systematic approach which made it possible to structurally and functionally analyze professional training of philologists in the USA in the context of its integrity and consider it as a systemic phenomenon encompassing a set of interconnected structural components. The identified conceptual and methodological guidelines prove the multidimensional and interdisciplinary nature of the problem under study, as well as the possibility of solving it in various dimensions. The thesis specifies modern requirements for professional activity of philologists under the conditions of linguistic globalization and informatization, intensification of intercultural relations. A modern philologist should possess integrated linguistic, socio-cultural, literary knowledge, theory and practice of translation, text linguistics, types of discourse in foreign language, genre conventions, methods of selecting equivalents in translation; integrated skills in standardizing and unifying scientific and technical terminology, automatic annotation, conceptual modeling of information; be able to outline the current trends in the development of philology, operate language and communicative strategies and tactics, express linguistic thoughts, predict the effects of globalization on the evolution of the national language, have a critical logical, associative and analytical thinking. Based on the historical, genetic and chronological analysis, the thesis distinguishes a set of internal and external factors and elaborates the periodization of forming and developing philological education in the USA. Considerable attention is paid to modern trends in the development of philological education. The thesis analyzes the influence of philological education in the USA on educational activities of the most influential organizations in the field of philological education and identifies its priorities and further tasks. The thesis justifies theoretical and methodological principles of philologists’ professional training in the USA. Thus, it is found that it is based on philosophical, sociological, socioeconomic, psychological and pedagogical principles aimed at fulfiling the needs of the state and society. The system of philologists’ professional training in the USA is described based on the structural and functional analysis of philologists’ professional training at US universities in the context of its integrity. It covers a set of interrelated structural components such as legislative, normative, managerial, socioeconomic, institutional, target, strategic, personal, organizational, content and technological, diagnostic and productive, prognostic. The system of philologists’ professional training in the USA operates at state, institutional and individual levels. The thesis determines organizational and didactic principles of philologists’ professional training at US universities. It also analyzes the forms, levels and degrees of philological education, clarifies various degree programmes on professional training of philologists, describes the forms of organizing professional training of future philologists and reveals the processes of monitoring the quality of philological education. In the course of the research, degree programmes of 40 US universities in 20 different states have been considered. The thesis characterizes the principles of philologists’ professional training in the US educational space (pragmatism, variability, guided optionality, relevance, learner autonomy, diversity, scientificity, focus, knowledge consolidation, facilitation, gradual approximation, simultaneous study of languages and cultures, cultural reflection, linguodidactic, authenticity of educational content taking into account students’ bilingualism and specializations, situational and thematic organization of training, feedback, systematic development of research skills; implicitness and explicitness (the ways of presenting educational material; topics designed to motivate students towards cognitive and informative search, consolidation of extralinguistic knowledge, etc.). The thesis discloses the content characteristics of philologists’ professional training at US universities (educational, cognitive, creative, project and research activities) which form professional competency of philologists. It includes the following competences: core (social, universal cultural, communication, project, ecological, information, research, pragmatic, etc.), professional (linguistic, literary, sociolinguistic, cross-cultural, translation, analytical, linguodidactic, ethnographic, discursive, strategic, illocutionary, terminological, auditory, etc.) and leadership (interpersonal, managerial, organizational, innovative, creative, etc.) ones. The thesis reveals the features of using information and communication educational space to organize professional training of future philologists and analyzes innovative methods and teaching technologies: collaborative learning, independent study / research, cooperative learning, self-learning, learning in small groups, contextual learning, micro teaching, collaborative teaching, reflective mentoring, micro group discussions, asynchronous discussions, semantic graphs, mind maps, project-oriented learning, research-oriented learning, research- and information-oriented learning, narrative learning, etc. These forms and methods ensure proper feedback between lecturers and students and active exchange of views, promote the effective cognitive activity of students, as well as their analytical, figurative and critical thinking, etc. The thesis discloses the organization of independent work, practical training and research activity of future philologists. The thesis proves high-level diversity of philologists’ practical training in the context of its duration, forms and types. According to the subject field and specialization of philologists’ professional training, degree programmes include sociolinguistic, linguistic, literary, ethnographic, informational and analytical, dialectological, translation, pedagogical, ethnographic and other types of practical training. The thesis describes the features of internal and external monitoring of the quality of philologists’ professional training in the USA. The mechanism of quality monitoring and forms and methods for assessing educational attainment of philology students are aimed at standard-based assessment, outcome-based assessment, competency-based assessment and performance-based assessment. The thesis highlights the organizational and pedagogical principles of philologists’ professional training in higher education institutions in Ukraine. The peculiarities of philologists’ professional training at US and Ukrainian universities have been comparatively analyzed to identify the similar and different approaches with the aim to implement positive aspects of the US experience and prevent possible mistakes when updating higher philological education in Ukraine based on the following criteria: the legal framework, education management, financing, educational institutions, higher education levels, academic degrees, types of degree programmes, study duration, forms of training, tuition fees, admission requirements, focus of degree programmes, study load, training content, use of innovative forms and methods of training organization and information and interactive technologies, diversification of practical training, independent work, forms of assessment, certification, employment opportunities, etc. The comparative analysis of philologists’ professional training in Ukraine and the USA conducted based on certain criteria proves that the US and Ukrainian systems of philologists’ professional training are characterized by similar and different characteristics. The thesis justifies the possibility of using the US innovative experience to improve and develop the system of philologists’ professional training in Ukraine at state, institutional and individual levels. In this regard, relevant scientific and methodological support for professional training of philologists in Ukrainian higher education institutions has been elaborated. The scientific novelty of the obtained research findings implies that: – for the first time, the problem of philologists’ professional training at US universities has been integrally, systematically, comparatively and pedagogically analyzed; the origins and periods of forming and developing philological education in the USA have been traced and distinguished; the system of philologists’ professional training at US universities has been described as an integral, dynamic and open pedagogical structure, covering a set of interrelated components (legislative, normative, managerial, socioeconomic, institutional, target, strategic, personal, organizational, content and technological, diagnostic and productive, prognostic); the features of philologists’ professional training at US universities have been specified (the educational process based on the principles of competency-based approach; the focus on integrative professional training; the flexible system of connections between independent professional organizations; diversification of degree programmes (combined, double degree, joint, interdisciplinary); the structuration of training content based on interdisciplinarity; professionalization and career-oriented practical training; interactivity, reflexivity, facilitation of forms, methods and technologies of teaching and learning); the peculiarities of philologists’ professional training at US and Ukrainian universities have been comparatively and pedagogically analyzed; the possibilities of using the US innovative experience to justify the conceptual foundations and prospects of developing the system of philologists’ professional training in Ukraine have been outlined; – the educational and methodological support of philologists’ professional training in Ukraine (the content of professional subjects, the designed interdisciplinary degree programme on linguistic expertise) has been improved; – the provisions on the implementation of the competency-based approach in professional training of philologists, educational strategies for the activities of US organizations specializing in the field of philological education, relevant areas in the state language policy in the USA, professional functions of philologists in the context of linguistic globalization have been further developed. The practical significance of the obtained research findings consists in developing and implementing the educational and methodological support based on the results obtained from the analysis and generalization of theoretical and practical foundations of philologists’ professional training in the USA, namely the educational and methodical support of the subject “Foreign Literature” (the educational programme of the subject “Foreign Literature”, textbooks titled “The History of Foreign Literature in the 20th Century”, “The Essays on Foreign Literature during the 20th and 21st centuries”, relevant materials for independent study, in particular, for mastering “Daisy Miller” by Henry James), methodical recommendations, titled “Professional Training of Linguists: the Comparative Aspect”; the interdisciplinary degree programme on linguistic expertise has been elaborated. The content of such subjects as “The History of Foreign Literature”, “The Literature of England and the USA”, “Comparative Professional Pedagogy” has been structured and updated. The presented organizational and pedagogical aspects of training philology students have been introduced into pedagogical practice with the aim to enhance the educational and cognitive activity of students, as well as their motivation to engage in independent, individual and group research activities. The prognostic potential of the research is determined by the possibility of organizing further scientific research on the problems of philological education and pedagogical comparative studies. The thesis findings can be used to further develop educational, professional and scientific interdisciplinary programmes, improve the content of curricula, training courses and specialized courses, apply innovative methods, technologies and means of training. The obtained findings will be useful to master and doctoral students during the preparation and implementation of research.

This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.

This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.

Submitted by Fernando Souza (fernando@biblioteca.ufpb.br) on 2017-10-04T13:28:50Z No. of bitstreams: 1 arquivototal.pdf: 3127836 bytes, checksum: 6778def8043bf61dc1888d1d0cc43c6b (MD5)<br>Made available in DSpace on 2017-10-04T13:28:50Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3127836 bytes, checksum: 6778def8043bf61dc1888d1d0cc43c6b (MD5) Previous issue date: 2017-08-03<br>The constant innovation in the world scenario has brought the need for transformations, and the consequent search for professional training. Due to rapid social, technological and economic changes, professional training requires more dynamic, flexible and modern ways, in order to provide learners with greater autonomy in relation to their studies, mainly because they are people who have reduced time to attend face-to-face teaching mode. Currently, there are no boundaries for learning, due to the use of cyberspace that unites people in different and distant places, providing a remote contact and the exchange of information that enables the construction and reconstruction of knowledge. In this way, this dissertation aimed to analyze the perception of the technical-administrative servants of the Federal University of Campina Grande (UFCG) - Campus Cajazeiras, about the professional qualification through Distance Education (DE), seeking to understand different opinions of the functional body of the institution about the distance training modality, based on the courses taken. The empirical field corresponded to the UFCG and to the research sample consisted of 13 technical-administrative servants of the mentioned campus. About methodological procedures, it was characterized as a field research, with a quantitative and qualitative approach, conducted in an exploratory and descriptive way, where the Content Analysis method for diagnosis was used, through the categorization of open answers. As a data collection instrument, a questionnaire was used with open and closed questions, with the purpose in the first part of investigating the socioeconomic and professional profile of the respondents, and in the second part, the profile of the Four Levels of Evaluation of Team Training, based on Kirkpatrick´s literature, in terms of Reaction, Learning, Behavior and Results. The tabulation of the quantitative data and the results were obtained statistically through spreadsheets, where, later, graphs that were essential in the analysis of the questions for the demonstration of the outcome of the research were created. It was verified, from the results, that the general satisfaction with the training courses in the UFCG distance modality obtained a positive and favorable repercussion, with a rating of 15.38% as excellent, 53.85% as very good and 30.77% as good. None of the servers classified the distance courses as regular or weak, which demonstrates the acceptance of the modality of EAD in the UFCG as very useful and constructive. It is suggested that the managers of the mentioned University, together with the Coordination of Management and Development of People, extend the policy of offering distance courses more frequently to the technical-administrative servants, considering that the number of courses is still reduced, providing motivation for them to be trained, with a view to improving the quality of the public service.<br>A constante inovação no cenário mundial acarretou a necessidade de transformações, e a consequente busca por capacitação profissional. Em virtude das rápidas modificações sociais, tecnológicas e econômicas, a capacitação profissional exige formas mais dinâmicas, flexíveis e modernas, de modo a proporcionar aos aprendizes uma maior autonomia em relação aos estudos, principalmente por se tratarem de pessoas que detém um tempo reduzido para frequentar o ensino na modalidade presencial. Atualmente, não existem fronteiras para a aprendizagem, em decorrência da utilização do ciberespaço que une pessoas em lugares diferentes e distantes, proporcionando um contato remoto e a troca de informações que possibilitam a construção e a reconstrução do saber. Desta forma, a presente dissertação objetivou analisar a percepção dos servidores técnico-administrativos da Universidade Federal de Campina Grande (UFCG) – Campus Cajazeiras, sobre a capacitação profissional por meio da Educação a Distância (EAD), buscando entender as diferentes opiniões do corpo funcional da instituição sobre a modalidade de treinamento a distância, a partir dos cursos realizados. O campo empírico correspondeu à UFCG e a amostra da pesquisa foi constituída por 13 servidores técnico-administrativos do campus mencionado. Quanto aos procedimentos metodológicos, caracterizou-se como uma pesquisa de campo, com abordagem quantitativa e qualitativa, conduzida de forma exploratória e descritiva, onde foi utilizado o método de Análise de Conteúdo para diagnóstico, através da categorização das respostas abertas. Como instrumento de coleta de dados, foi utilizado um questionário com questões abertas e fechadas, tendo como finalidade na primeira parte a investigação do perfil socioeconômico e profissional dos respondentes, e na segunda parte, o perfil dos Quatro Níveis de Avaliação de Treinamento de Equipes, baseado na literatura de Kirkpatrick, em termos de Reação, Aprendizagem, Comportamento e Resultados. A tabulação dos dados quantitativos e os resultados foram auferidos estatisticamente através de planilhas eletrônicas, onde posteriormente, procedeu-se à criação de gráficos que foram essenciais na análise das questões para a demonstração do desfecho da pesquisa. Constatou-se, a partir dos resultados, que a satisfação geral com os cursos de capacitação na modalidade a distância da UFCG obteve repercussão positiva e favorável, com a classificação de 15,38% como excelente, 53,85% como muito bom e 30,77% como bom. Nenhum dos servidores classificou os cursos a distância como regulares ou fracos, o que demonstra a aceitação da modalidade de EAD na UFCG como muito proveitosa e construtiva. Sugere-se que os gestores da referida Universidade, juntamente com a Coordenação de Gestão e Desenvolvimento de Pessoas, ampliem a política de oferta dos cursos a distância com maior frequência para os servidores técnico-administrativos, tendo em vista que o número de cursos ainda é reduzido, proporcionando a motivação para os mesmos se capacitarem, com vistas à melhoria da qualidade do serviço público.