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Meier, Gordon F. "Church planting summer internship program." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Millwater, Jan. "Learning to teach: An internship." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36610/1/36610_Digitised%20Thesis.pdf.
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This study examined "internships", in order to foster and facilitate their development in schools in an Australian context. Specifically, it explored an introductory program of internship called practernship, generated at the Queensland University of Technology. Practernship is the name applied to the particular period of ten weeks that the participants spent at one Brisbane school, in the final year of their undergraduate preparation.
Essentially, -there were two levels of research. First, the narrative of the university-based teacher educator's facilitation of the practemship; and second, the case studies of the partnership of the preservice teachers and school-based teacher educators.
In the first instance, the research explored and refined the model proposed for practernship by reviewing the literature on internship, professional development, learning to teach, and supervision. It ascertained the partnership arrangements that facilitate effective micro-level development and made recommendations to foster the ongoing professional development of the preservice teachers, the school-based teacher educators and the university-based teacher educators.
In the second instance, the research focussed on the implementation and exploration of the professional partnership between the six preservice teachers and their respective school-based teacher educators during the practemship; it evaluated the practemship in terms of, (I) the learning outcomes of the preservice teachers that emerged during the practemship and, (ii) its impact on the participating school-based teacher educators; and, it identified the key issues that contribute to, or hinder, the achievement of the desired outcomes for both preservice teachers and school-based teacher educators so that recommendations could be made for the future.
In doing this the study tested, through the practernship, the validity of the posited principles of internship in an Australian context. These principles, which should be regarded as linked to the each other, are collaboration rather than separation, horizontal partnership rather than hierarchical supervision, critical reflectivity rather than self evaluation, professional development rather than preservice teachers' development, tripartite focus rather than a singular class focus, and holistic experience rather than fragmented experiences.
The principles were tested, within the framework of the practemship, to detect if they provided a basis for investigating how to achieve the goals and outcomes. The significance of the attainment of these goals/outcomes meant that the implementation of the practernship was monitored so that teachers' professional development could be interpreted through the lenses ofleaming to teach and supervision.
VI In doing this, the study clarified theories of practice regarding professional development, learning to teach and supervision, within the context of professional collaboration and school-based development sessions.
The practernship provided parameters of partnership arrangements to be made by both schools and universities. It detailed the extent of the collaboration, not only between system interests but also at the preservice teacher/school-based teacher educator/university-based teacher educator level.
The study adds to an emerging literature on internships and the working relationships in the participating dyads in the classroom.
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Hager, Cassandrea Jane. "Developing standards for undergraduate university construction education internship programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2294.
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Personally observed variability among construction education internship programs prompted this investigation. The schools of construction that form the Associated Schools of Construction (ASC) encourage its members to provide curricula that produces qualified professionals for the construction industry. There is agreement within ASC that a practical component along with classroom curriculum is needed for construction students?? education (Senior, 1997). Although construction programs have different ways of accomplishing this experiential component, most do have some sort of internship or cooperative program (Chapin, et al., 2003). Construction internships vary greatly from one program to the next ?? in length, supervision, academic deliverables, and whether credit is earned. No common set of internship field experience standards or best-practices guidelines have been developed for construction education.
This study was divided into three subproblems. Subproblem One describes the status of construction internship programs currently administered in selected American undergraduate universities. Subproblem Two identifies elements that students, companies and schools perceive to support valuable, satisfying internship experiences.
And, Subproblem Three incorporates findings from Subproblems One and Two to identify common elements to provide a structure for construction internship programs, in order to develop a set of guidelines for construction education internship programs.
Three constituencies were surveyed: 1) university undergraduate construction programs, 2) construction companies, and 3) students of the respective construction programs. The school survey utilized ASC membership rosters to survey 91 schools, with 56 participating (62%). The company survey randomly sampled 200 of the Top 400 U.S. Construction Companies listed in Engineering News Record??s ENR Sourcebook 2003, with 75 participating (37.5%). The student survey had 31 students from eleven schools in nine different states voluntarily participate.
Univariate analyses on only one variable at a time served to describe the survey population, and by extension, the population from which the sample was selected. The data were analyzed utilizing frequency percentages and summary averages including mode and mean.
Based on the findings of this study, it was concluded that a set of ??best-practices?? guidelines were needed for construction education internship programs. A set of best practices guidelines for developing construction education internship programs are provided.
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Deuster, Jay. "A perspective on manager and student internship experiences." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009deusterj.pdf.
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Domholt, Kimberly. "Internship Participation: Impacts on Career Outcomes and Starting Salaries." Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/29006.
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Internships are a great way for college students to gain real-world work experience. Students who participate in an internship should learn valuable skills, build a network and gain professional confidence. Employers want to see prior, relevant work experience when deciding who to hire and an internship can provide that. This quantitative research study examined the impacts on career outcomes and starting salaries for college graduates who participated in a paid internship, unpaid internship or no internship and in a structured internship program for which they receive college credit, a non-credit internship and no internship. The results clearly showed that students who completed any type of internship were employed at a higher rate than those who did not complete an internship. There was also a substantial impact on higher starting salaries for those who completed a paid internship.
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Abdullah, Mohammad. "An examination of the perceived need and recommended body of knowledge for architectural internship programs in Kuwait." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5925.
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This study stresses and reflects a professional concern for the state of architecture
in Kuwait, with a specific emphasis on the development of competence of architectural
students and recent graduates on professional knowledge areas/skills. Professional
practice in Kuwait is perceived as a recent phenomenon that reflects the development of
architecture and architects in the country. The apparent problem of the evolution of a
professional base for the education and practice of architecture in Kuwait is the lack of
professional development systems. Internship (being one professional development
system) is not a requirement for graduation from the architectural program at Kuwait
University or to practice architecture in Kuwait and to earn professional status. No
formal internship model exists within the architectural field (education and practice) in
Kuwait.
Therefore, this study assesses the importance (perceived value, perceived need,
and recommended time period) of internship programs in Kuwait and proposes
recommended knowledge areas/skills for this architectural internship experience, before
and after graduation from college. For the purpose of this study, the internship experience during college is defined as academic internship and the internship
experience after graduation as practical training. The knowledge areas/skills
recommended in this study could act as a base of information for designing local
curricular guidelines for the initiation of future internship programs in Kuwait as integral
parts of a professional architectural practice model.
The study utilizes a descriptive survey design, which was quantitative in nature
(utilizing a self-administered questionnaire) with an introduction of elements of
qualitative research procedures (follow-up interviews) to support the objective data in a
subjective manner. Based on the results of the study, four conclusions were drawn: (1)
internship programs are perceived to be of value for students and recent graduates, (2) a
perceived need exists for internship programs in Kuwait, (3) the recommended time
period for an academic internship program ranges from 2-10 months and the
recommended time period for a practical training program ranges from 1-2 years, and (4)
agreement exists among the surveyed population on several knowledge areas/skills
necessary for architectural internship programs in Kuwait.
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Smith, Deborah-Anne. "St. Gregory's School profile, an internship report." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0027/MQ34230.pdf.
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Dharod, Vishal. "Web based internship management system: A collaborative coordinating tool." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2575.
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Medina, Martin. "A public safety high school internship program for Riverside Community College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1976.
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The purpose of this thesis was to address the need to develop a public safety internship academy program for high school students and at risk youths who may have a desire to explore careers in public safety. Many students dream of pursuing a career in public safety but lack the knowledge or skills to realize their dream.
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Cheong, Peng Niouk Ping. "Workplace supervision of interns : roles, responsibilities & effects." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23712.
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Following survey of the literature on the subject of internship, this study reports the findings on a Canadian-wide survey of organizations providing internship to cooperating educational institutions. The findings point clearly to the high degree of importance these organizations attach to internship and the high level of attention and resources that they commit to supervision of interns. They also point to an absence of full understanding of the role of internship and what it can potentially accomplish for both the interns and the participating organizations. In order to fully realize these potentials, the study proposes suggestions to coordinate internship amongst the cooperating institutions as well as interns.
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Oakes, Toni S. "Effect of short internships on student self-concept." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Boston, Quintin. "Assessing Multicultural Counseling Competencies Of Internship Students Enrolled In CORE And CACREP Programs." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1878981931&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Rehabilitation Institute." Keywords: Rehabilitation, Multicultural counseling, Internship. Includes bibliographical references (p. 116-129). Also available online.
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Ujan, Konrad S. "A program of field education for Roman Catholic theological education in Indonesia." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Moody, Kristen A. "Comparison of the Department of the Army, Navy and Air Forces contracting internship programs." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37680.
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Approved for public release; distribution is unlimitedThe Department of Defense has experienced a significant loss of acquisition professionals because of attrition and workforce reductions. Interns have been hired to curtail the loss, but the dwindling number of experienced acquisition personnel has left little time to train the new entrants while still meeting complex mission requirements. In an effort to maintain a professional staff that is qualified to fill critical positions in contracting, the Air Force, Army, and Navy have each created contracting internship programs. The research purpose is to: (1) identify whether the DoD contracting competencies are covered consistently among the Army, Navy, and Air Forces contracting internship programs (2) determine if and to what extent these defense organizations are incorporating industry best practices into their internship programs and (3) recommend program improvements to ensure consistent coverage of the DoD contracting competencies and that industry best practices are incorporated. Study results suggest the defense contracting internship programs are not consistent in their coverage of DoD contracting competencies and that each program has best practices that are not fully implemented. Alignment and standardization of the defense internship programs are suggested to ensure consistent coverage of DoD contracting technical competencies and that industry best practices be fully incorporated.
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Küeng, Christian Roulland. "California district-sponsored multiple subject teaching internship programs making the grade in alternative certification /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu/dissertations/fullcit/3073178.
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Piech, James D. "Utilizing the concept of mentoring in the development of an internship class for students enrolled in the fire science program at Milwaukee Area Technical College." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005piechj.pdf.
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Kilgore, G. Robert. "Design for an effective intercultural internship learning how to cross cultural boundaries successfully /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Gayer, Harvey L. "Differential perceptions of prospective predoctoral psychology interns : an experimental investigation of potential bias in selection." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027108.
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A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed.Department of Educational Psychology
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Morrison, Shelley. "Intercultural intervention in a U.S. corporate internship program for college graduates from Rwanda: An exploratory study." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/244.
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This exploratory study examines the impact of intercultural training as part of an international corporate internship program in the United States for college graduates from Rwanda. This is a mixed-method study using quantitative and qualitative data collected before, at completion, and one year after the 3-month internship program. The report explores the design, methods, content, tools, assessments and experiential activities used during the intercultural training, which focused on educating both the Rwandan interns and their U.S. managers on some of the differences in culture and communication styles that impact effectiveness in the workplace. The purpose of this research is to discern which aspects of the intercultural training intervention the participants perceived as the most beneficial. In addition to providing a better understanding of challenges for African interns adapting to the U.S. corporate environment, this study hopes to provide insights and contribute to a framework of best practices for intercultural training for U.S. international corporate internships, which as part of the J-1 visa program created by the U.S. State Department to build international understanding and cultural exchange, as well as work opportunities.
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Fairchild, Jennifer A. "The impact of race and religion/spirituality on training director perceptions of internship applicants." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p088-0162.
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Blackburn, Taylor. "An assessment of the impact of an internship on the social emotional competence of communication students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/796.
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The purpose of this study was to examine the relationship between internships and Social and Emotional Competence (SEC). SEC was conceptualized as the combination of Emotional and Social Intelligence. Increasingly, areas of SEC have become the subject of research, because SEC enables people to use emotions advantageously to achieve desired outcomes. Measures of seven components of SEC (self-awareness, selfperception, self-regulation, self-motivation, self-ownership, empathy, and social awareness) were evaluated. Qualitative phone interviews were conducted with 21 undergraduate and graduate Communication students whom had recently served as interns. All interviews were recorded and transcribed. Research questions sought to evaluate the effect of internships on (1) self-awareness and self-perception; (2) self-regulation and self-management; (3) self-motivation and career development; and (4) empathy, social awareness and relationship skills. The majority of subjects reported increases in all areas of SEC after the internship process.
In addition, a formal survey of members of the Educators Academy of Public Relations Society of America (PRSA) was conducted to compare internship guidelines by professors at other universities. Eleven professional educators responded. Results found that interns from University of the Pacific's Communication program were being held to the highest standard, in terms of supervision and guidance.
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Small, Lynlea. "An examination of how relationships between workplace supervisors and business student interns enhance graduate employability: Participation in university internship programs." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/385883.
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This research examines how the relationships between workplace supervisors and business student interns enhance graduate employability in the context of higher education (HE) in Australia. The massification of HE in Australia has created a significant increase in university graduates that has not been matched by the same increase in graduate jobs (Artess, Hooley, & Mellors-Bourne, 2017). Stakeholder concerns about acceptable employability outcomes and acceptable professional outcomes for university graduates (Coates, 2015; W. Green, Hammer, & Star, 2009; C. Smith, Ferns, Russell, & Cretchely, 2014) has necessitated a collaboration between universities and industry, that includes internships (S. Kinash, L. Crane, M. Judd, & C. Knight, 2016b), to assist graduates to gain work experience that employers deem important when recruiting graduates (Jackson & Collings, 2018). Research in Australia and elsewhere has found that one of the most important contributors to a successful internship experience is the workplace supervisor (Beard & Morton, 1999; Jackson, 2015a; Rowe, Mackaway, & Winchester-Seeto, 2012; Small, 2015). Much research has been conducted in several countries outside of Australia that involves workplace supervisors who participate in internship programs, for example, Bilsland, Nagy, and Smith (2014) conducted quantitative research in Vietnam that indicated that the workplace supervisors surveyed about their business student interns, were, in general, satisfied with their performance on employability skills measures. In the United States of America, Gault, Leach, and Duey (2010) conducted a quantitative study involving employers and undergraduate business students about the perceived value of the internship experience. The authors found that undergraduate business students are perceived to be better prepared to enter the job market and achieve their personal income objectives if they have had an internship experience.
In Australia, research involving workplace supervisors, while emerging, is still in its infancy (Winchester-Seeto et al., 2016). Winchester-Seeto et al. (2016) conducted a qualitative study with workplace supervisors, students and university staff from the Work Integrated Learning (WIL) department. The research related to the supervision of students enrolled in WIL programs, including internships. One outcome from that research was that the approach taken by workplace supervisors needed to be centred around building relationships with students, making them feel comfortable and better support them by being available. While the above research has contributed to knowledge about workplace supervisors supervising student interns, there is a gap relating to understanding the relationships between the two cohorts and how such relationships may enhance student interns’ employability upon graduation. To address this gap the main research question asked was: ‘How do the relationships between workplace supervisors and business student interns enhance the interns’ graduate employability?’
The research was underpinned by a theoretical framework that incorporated the long-standing Social Exchange Theory (SET) (Blau, 1964). SET is considered a strong analytical framework to understand the relationships between employees and employers (Cropanzano & Mitchell, 2005). SET was supported by Meeker’s (1971) guiding rules of reciprocity, altruism, rationality, group gain, status consistency, and competition to address the research questions. The research adopted an interpretivist approach and used the qualitative method of semi-structured interviews with 20 workplace supervisors and 24 business student interns. Thematic analysis was used to analyse the data and NVivo 11 was also used to add to the reliability of the analysis. The findings of this study make numerous contributions to theory and to practice. Firstly, on a theoretical basis, this is the first study in Australia to examine how the relationships between workplace supervisors and business student interns enhance the interns’ graduate employability. Further, a key finding from this study was that the altruistic behaviours of workplace supervisors toward their business student interns, complemented by workplace supervisors’ understanding and patience in the process, was the reason that strong professional relationships developed, that lead to student interns experiencing a successful internship which in turn enhanced their employability. Prior research argued that internships are based on the notion of reciprocity (Patrick et al., 2009; P. Rose et al., 2014; Ruhanen et al., 2012). From a practical viewpoint, the findings from this research if applied, will see contemporary students enjoy and gain more from the introduction of improved internships, and placed with workplace supervisors who are better suited to the job at hand and supervising for the benefit of the students as well as their own intrinsic rewards (Csikszentmihalyi, 2014). Finally, this research provides a solid platform for future research in this emerging field of study in Australia.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Dept Empl Rel & Human Resource
Griffith Business School
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Lemmon, Catherine Ann. "The impact of cohort support on learning to teach within California's District Intern Programs." Scholarly Commons, 2000. https://scholarlycommons.pacific.edu/uop_etds/2470.
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California needs high quality teachers, particularly in schools that are located where well- prepared teachers who are committed to teaching urban youth are in short supply. Only 15–18% of traditional teacher candidates state a preference for urban settings. In contrast, the percentage of interns who state that they would prefer to teach in an urban school is 70%. Because of its ability to produce teachers willing to teach in urban schools, the California District Intern Program has been able to help alleviate the shortage of teachers willing to teach in urban settings. A key feature of district intern programs is the requirement to establish cohort structures within each program. The purpose of this study was to describe cohort support as it exists in district intern programs currently in operation in California. This included understanding what effect, if any, cohort participation has on interns' sense of personal teaching efficacy and determining to what extent the relationships formed within the cohorts provide support in both teaching and non-teaching contexts. Additionally, this study provides insight into practice and offers recommendations for improving the cohort system in district intern programs. California district interns affirm the need for cohort groups in learning to teach. There is strong agreement that participation in a cohort is a positive experience and seen by interns as being essential to their success within district intern programs. Additional analysis provided evidence that interns participation in cohort activities specifically tied to reflection is linked to a higher sense of personal teaching efficacy. This is crucial information as there is a direct relationship between teaching efficacy and higher student achievement. Regardless of whether internships exist as a result of a teacher shortage in California or because intern programs are seen as a high quality program for preparing teachers, these novices are expected to learn to teach on the job. There is clear evidence that participation in cohort groups provide interns with the support they feel is necessary for them to be successful in this endeavor. Current programs provide ample opportunities for this to occur, new programs are encouraged to provide the same variety.
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Abdelaty, Ahmed, and Joseph Shrestha. "Current Practices of Experiential Learning in the United States Construction and Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5470.
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Construction education is dynamic and practice oriented. As such, effective construction programs require significant collaboration with the construction industry. This collaboration, in the form of internship or cooperative programs, increase the student readiness for the job market by providing valuable field experience. Construction programs in the United States (US) established several internship requirements that range from being optional to multiple required internships. This study focuses on scanning the current internship requirements set by construction and engineering technology programs in the US by gathering information including; 1) Number and length of required internships, 2) Internship prerequisites, 3) Internship deliverables, 4) assessment method. The outcome of this study is expected to help construction programs improve their internship or cooperative requirements by considering the prevailing practices developed by other schools. Additionally, the study provides recommendations to enhance the effectiveness of internship for positive experiential learning.
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Pereira, Ana Lúcia Nunes. "O estágio curricular supervisionado em espaços não escolares no curso de pedagogia da Universidade do Estado da Bahia (UNEB): as contribuições no percurso formativo." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20637.
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Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The aim of this research is to analyze the supervised curricular internship in non-school educational services and their contribution to teacher training. The question posed was: Which is the formative contribution that the supervised curricular internship in non-school spaces brings to the teachers in training from the pedagogy course of the State University of Bahia (UNEB)? The general objective was to investigate the formative contributions that the supervised curricular internship in non-school spaces enables to teachers in training from the pedagogy course of UNEB. The specific objectives were: to analyze the articulation between curriculum, culture and the formation in the internship in non-school educational services; to identify, in the political and pedagogical project of the pedagogy course from UNEB, the elements that define and constitute the internship in non-school educational services; to analyze if the internship in non-school educational services contributes to the formation of the students of the pedagogy course from UNEB. The theoretical reference is based on the conceptions proposed by Afonso (2014, 2001), Bauman (2012), Brandão (1995), Contreras (2013), Chizzotti and Ponce (2012), Marcelo Garcia (1999), Gohn (2013,2010), Grundy (1991), Haddad (2016), Pimenta e Lima (2004), Freire (1967, 1980, 1983, 1987, 1989, 1992, 2000, 2002, 2006, 2013), Feldmann (2014, 2009), Gimeno Sacristán (2007, 2002, 2000, 1999), Vásques (2011), Zabalza (2014). The analysis of the authors' ideas allowed understanding the context in which the supervised curricular stage develops in non-school educational services, as well to enlarge and interpret the data produced. This is a qualitative research, developed in two independent stages. The first stage was the bibliographical and documentary research. The second one was an investigation of the phenomenon, to understand the vision of the subjects involved in the formation process. Considering the importance of the data collection instruments to the process of a research, to this phase was selected the observation and the semi-structured interview as methodology. The subjects of this study were 30 training teachers and 05 Professors that coordinate the curricular internship, all of them belonging to the State University of Bahia. The results showed that the internship in non-school spaces is important to enlarge the performance of the pedagogues, as a space for the construction of training and humanization and also explained the distance between theory and practice in the development of their actions. It is expected that this research may encourage others studies in the field of the internship in non-school spaces to the teacher training
O estudo se propõe a analisar o estágio curricular supervisionado em espaços não escolares e suas contribuições na formação dos professores. Partimos da seguinte questão: qual a contribuição formativa que o estágio curricular supervisionado em espaços não escolares possibilita aos professores em formação do curso de pedagogia da Universidade do Estado da Bahia (UNEB)? Nosso estudo tem como objetivo geral: investigar as contribuições formativas que o estágio curricular supervisionado em espaços não escolares possibilita aos professores em formação no curso de pedagogia da UNEB. Os objetivos específicos são: analisar a articulação entre o currículo, a cultura e a formação no estágio em espaços não escolares; identificar, no projeto político pedagógico curricular do curso de pedagogia da UNEB, os elementos que definem e constituem o estágio em espaços não escolares; analisar se o estágio em espaços não escolares tem contribuido com a formação dos estudantes do curso de pedagogia da UNEB. O referencial teórico fundamenta-se, principalmente, nas concepções propostas por Almerindo Janela Afonso (2014, 2001), Bauman (2012), Brandão (1995), Contreras (2013), Chizzotti e Ponce (2012), Marcelo Garcia (1999), Gohn (2013,2010), Grundy (1991), Haddad (2016), Pimenta e Lima (2004), Freire (1967, 1980, 1983, 1987, 1989, 1992, 2000, 2002, 2006, 2013), Feldmann (2014, 2009), Gimeno Sacristán (2007, 2002, 2000, 1999), Vásques (2011), Zabalza (2014). A análise das ideias dos autores nos possibilitou a compreensão do contexto em que se desenvolve o estágio curricular supervisionado nos espaços não escolares, bem como nos permitiu ampliar e interpretar os dados produzidos. A investigação se inscreve dentro dos princípios da pesquisa qualitativa, desenvolvida em duas fases interdependentes. A primeira fase foi composta por uma pesquisa bibliográfica e documental sobre o referido campo de estudo. Já a segunda fase se constitui numa investigação do fenômeno, na qual se busca resgatar a visão dos sujeitos envolvidos no processo de formação. Considerando a importância dos instrumentos de coleta de dados na construção de todo o processo de uma pesquisa, para essa etapa do estudo selecionamos a observação e a entrevista semiestruturada. Os sujeitos desse trabalho foram 30 professores em formação e 05 professores coordenadores do estágio curricular, todos pertencentes ao corpo discente e docente da Universidade do Estado da Bahia. O estudo demonstrou que o estágio em estágio não escolares evidenciou-se como importante campo para ampliação e atuação do profissional pedagogo; como espaço de construção da formação e humanização e também explicitou o distanciamento entre a teoria e a prática no desenvolvimento de suas ações. Esperamos que esta pesquisa possa incentivar outras investigações sobre o campo do estágio em espaços não escolares na formação dos professores
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Vollenhoven, Gerald. "Managing a fitting and turning learnership at an FET institution in the Western Cape." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1912.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2007In 1998 the Department of Labour launched a skills revolution in the South African workplace. The Skills Development Act of 1998 introduced the 'Learnership' model of workplace training, which has been promoted as a creative vehicle for addressing high unemployment rates and a serious skills shortage. The Act proposed a very ambitious new framework through the creation of a new institutional regime with strong links forged between learners, employers, govemment and the new intermediary training bodies, SETAs. This new institutional mechanism for delivering training was termed 'Learnerships'. This dissertation explores the perceptions of the staff of two FET colleges around the Fitting and Turning learnership in which they are involved, with a particular focus on their roles and responsibilities in managing the Fitting and Turning learnership. Their perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the stakeholders' roles and responsibilities; learnership accreditation e.g., SETA training policies, physical and human resources, bUdget and finance; structured learning and assessment e.g. logbooks, continuous assessment and work relevant training, partnerships with industry and other skills programmes; the learner monitoring process e.g. administration system, quality management, learner support, recruitment and selection, throughput rate and communication; and limitations and recommendations to improve the management of learnerships.
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Cruz, José Carlos da, and Silvia Gaia. "Relatórios de estágio supervisionado: um mecanismo de transferência de tecnologia para os cursos de engenharia." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1563.
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O presente estudo teve como linha de raciocínio o triângulo de sábato e os relatórios de estágio Curricular Supervisionado do Curso de Engenharia na Universidade como ferramenta de estudo a fim de verificar a possibilidade de este tornar-se um mecanismo de transferência de tecnologia. O objetivo geral dessa pesquisa foi verificar se os relatórios de Estágio Curricular Supervisionado dos Cursos de Engenharia estão sendo ou poderiam ser mecanismos de transferência de tecnologia. Acredita-se que a compilação, organização e divulgação de dados obtidos através dos relatórios podem provocar uma mudança de comportamento nos atores envolvidos no processo do Estágio Curricular Supervisionado. Neste trabalho optamos por uma pesquisa aplicada com abordagem qualitativa, pela relação dinâmica entre o mundo real e o subjetivo. A pesquisa foi documental (Relatórios de Estágio Curricular Supervisionado) dos Cursos de Engenharia da Universidade Tecnológica Federal do Paraná – Campus de Cornélio Procópio. Entrevistas com os professores supervisores dos estágios foram feitas a fim de identificar quesitos para o trabalho de orientação e supervisão de estágio profissional, pois tais relatórios poderiam viabilizar a interlocução entre as Instituições de Ensino e as Empresas. Sugere-se um novo olhar para o Estágio Curricular Supervisionado, e o relatório do mesmo, inovando-o, disponibilizando as informações e o conhecimento adquirido e transformando o período acadêmico à sociedade como um todo.The present study has takeninto account the reasoning of Sábato triangle and reports from Supervised Training Curriculum of Engineering Course at the University as a study tool to verify the possibility of becoming a mechanism for technology transfer. The general objective of this research was to verify whether the Supervised Training Curriculum Reports of Engineering Courses have been or could be mechanisms for technology transfer. It is believed that the collection, organization and dissemination of data obtained through the reports may cause a change on the behavior of the actors involvedin the Supervised Training process. In order to achieve such a goal it was chosen an applied qualitative research approach by considering the dynamic relationship between the real world and the subjective one. The research was documentary (Supervised Training Curriculum Reports) from Engineering Courses of Federal Technological University of Paraná - Campus CornélioProcópio. Interviews with supervisors teachers have been made in order to identify requirements to the work of guidance and supervision of professional training since such reports could facilitate the dialogue between Education Institutions and Labor Market. It is suggested a new way of “seeing” theSupervised Training Curriculum and its reports by innovating and providing the acquired information and knowledge as well as adapting the academic period to society as a whole.
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Moura, Maria Aparecida Garcia. "Estágio supervisionado em serviço social : uma discussão acerca da ética profissional." Pós-Graduação em Serviço Social, 2014. https://ri.ufs.br/handle/riufs/6197.
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This study goals was to reflect about the professional ethic in social service professional training having as background the supervised internship and discuss and ethics importance on its realization. The research was mostly qualitative and utilized as sources papers, about professional ethic in social service vocational training, published in thematic journals between 1990-2012. This paper starts with a reflection about social service and the ethical-political project, making a discussion about the supervised internship in this theme. Then this paper discuss about ethic and its particularity in the professional environment presenting its different theoretical-philosophical perspectives that are inside the ethics in social service. On the last part this paper presents an analysis about the selected articles on the journals: |Serviço Social e Sociedade| (SP), |Katálysis| (SC) e |Textos e Contextos| (RS). These journals were chosen because they were Brazilian and |A| classified in Qualis/Capes system. It´s understandable that the ethical reflection in the supervised internship realization is very important once it is a mediator in the relation: professional formation/labor market. The absence of a specific discussion about the relation between ethic and the internship in the production of papers, in the selected sample, can be highlighted. Therefore important considerations were found in the papers that are essentials in the growth of this reflection inside this category of professionals. This reflection is necessary facing the social determinations especially due the universities precariousness| and the Brazilian´s labor market.O estudo teve os objetivos de refletir sobre a ética profissional na formação profissional do Serviço Social, tendo como pano de fundo o estágio supervisionado, e discutir a importância da ética na sua realização. A pesquisa foi de caráter qualitativo e utilizou como fontes artigos publicados em periódicos da área sobre os temas ética profissional e estágio supervisionado em Serviço Social, no período de 1990 a 2012. O texto que se apresenta traz inicialmente uma reflexão sobre Serviço Social e o projeto ético-político e faz uma discussão a respeito do estágio supervisionado na área. Em seguida, discute sobre a ética e sua particularidade no âmbito profissional, apresentando as diferentes perspectivas teórico-filosóficas presentes na reflexão ética no Serviço Social. Por fim, apresenta uma análise sobre os artigos selecionados nas revistas Serviço Social e Sociedade (SP), Katálysis (SC) e Textos e Contextos (RS). A escolha desses periódicos deveu-se por serem periódicos nacionais e em razão da sua classificação como estrato A no Sistema Qualis/Capes. Compreende-se a importância da reflexão ética na realização do estágio supervisionado, uma vez que se configura como mediação na relação formação profissional/mercado de trabalho. Destaca-se a ausência da discussão específica sobre a relação entre ética e estágio na produção em periódicos na amostra selecionada, embora se constatem importantes considerações nos artigos, essenciais para o amadurecimento dessa reflexão no interior da categoria profissional. Faz-se necessária essa reflexão frente às determinações sociais, sobretudo à precarização do ensino superior e do mercado de trabalho no Brasil.
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Ramos, Wilson. "A relação entre estágio curricular supervisionado obrigatório e trabalho de conclusão de curso no contexto da transferência de tecnologia nos cursos de engenharia: um estudo na UTFPR - Câmpus Ponta Grossa." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1959.
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CAPESEste trabalho tem como objetivo geral verificar se os Estágios Curriculares Supervisionados Obrigatórios são potenciais geradores de temas de Trabalho de Conclusão de Curso (TCC) nas engenharias, com foco em transferência de tecnologia. Para o presente estudo realizou-se uma pesquisa aplicada, exploratória e descritiva. Os dados da pesquisa foram coletados junto aos alunos matriculados na disciplina de TCC II, nos cursos de Engenharias da UTFPR – Câmpus Ponta Grossa. Para a coleta de dados utilizou-se um questionário semiestruturado com perguntas abertas. O trabalho está dividido em etapas e cenários para facilitar o entendimento dos resultados. A etapa 1 descreve a situação do estágio e do TCC de acordo com as respostas dos alunos participantes da pesquisa. Essa etapa gerou o cenário 1, representando os alunos que estão realizando o fluxo que melhor favorece o processo para a transferência de tecnologia dentro dos cursos pesquisados. O cenário 2 representa a possibilidade do estágio influenciar na escolha do tema do TCC, que por já estar em andamento, é quase nula. A partir do resultado do cenário 1 elaborou-se a Etapa 2 e 3. A Etapa 2 procura entender o motivo pelo qual o Estágio não gerou o tema do TCC. A Etapa 3 tem o propósito de conhecer, através de uma entrevista estruturada com os respondentes, os motivos que os levaram a desenvolver o TCC baseados no Estágio. Essa pesquisa constata que a relação entre o Estágio e o TCC são mínimas. Uma das barreiras identificadas é a possibilidade que o aluno tem realizar o TCC antes do estágio, amparado pela diretriz curricular dos cursos de engenharia da UTFPR, descrito no referencial teórico e confirmado com as respostas de dez alunos no resultado da etapa 2. Desenvolver um trabalho voltado para a empresa cedente do estágio pode também ser considerado um facilitador para o processo de transferência de tecnologia. Como sugestão, esse trabalho propõe a criação de um repositório onde seja possível depositar todos os relatórios de estágios e os trabalhos de conclusão de curso dos cursos de engenharia, com o objetivo de proporcionar pesquisas aos futuros alunos.
This paper has the general objective of checking if the Mandatory Supervised Internships are potential generators of themes for Final Term Papers in engineering majors, with focus on technology transfer. The present study employed an applied research, exploratory and descriptive. The research data was collected from students enrolled in the class Final Term Papers II, in the Engineering Majors of UTFPR – Ponta Grossa Campus. For the data gathering, a semi-structured questionnaire with open questions was used. The paper is divided in stages and scenarios in order to facilitate the understanding of the results. Stage 1 describes how is the internship and final term paper situation according to the responses of the students participating in the research. This stage generated the scenario 1, representing the students who are performing the flow that best furthers the process for technology transfer in the researched majors, and the scenario 2, where the possibility of the internship influencing the choice of theme for the Final Term Paper, which is already underway, is almost null. Stage 2, Elaborated from the result of scenario 1, seeks to understand the reason why the internship did not generate the Final Term Paper theme. Stage 3, also elaborated from the result of scenario 1, approached the students, through a structured interview, with the purpose of getting to know the reason that led them to develop the Final Term Paper through the internship. This research finds that the relation between the internship and the Final Term Paper is minimal, presented by the result of scenario 1. One of the identified drawbacks is the possibility of the student being able to write the Final Term Paper before the internship, supported by the curriculum guidelines in the engineering majors of UTFPR, described in the theoretical framework and confirmed by the responses of ten students in the result of stage 2. Developing a paper focused on the company assigning the internship may also be considered a facilitator for the technology transfer process. The respondent R3 believes that it may be a differential for the intern as well as for the company. The student developed a project in which he had to study coding and understand how transmission equipment works. Adding to this Idea, the respondent R5 comments that, when developing a project for the company, the intern must show the obtained results and prove that these results can generate profits for the organization. As a suggestion, this paper proposes the creation of an archive where it would be possible to store all the internship reports and the Final Term Papers of the engineering majors, intending to provide researches for future students. As a suggestion for future papers, to participate in public defenses of internship reports as well as in Final Term Papers presentations, delimiting by major.
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Brito, Solange Aparecida da Silva. "Estágio remunerado, formação, profissionalização e precarização do trabalho docente: um estudo a partir do Programa "Residência Educacional"." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/8428.
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The research presented is linked to the Graduate Program in Education Strictu Sensu and objectively reveal the relations of paid internship with the processes of training , professionalization and casualization of teaching , and to the context of this study , we define the internship paid guided by the law 11.788/2008, which regulates the stage for students . This is a qualitative study, which considers the dynamic relationship between the real world and subject, in a indissoluble link between objectivity and subjectivity - this inherent to the subject that can not be quantified in their actions . The proposed methodology consists of literature search and field research from document analysis and content analysis in a dynamic correlation of both. Research about professionalization and casualization of teaching, have shown that the same factors that is favor professionalize teaching work their can be favor factors of precariousness and accordingly the dynamics of paid internship The Residency Educational Program established by the State Department of Education of São Paulo , as the locus of questioning the paid internship , from document analysis and content analysis , one can see that the practice proposed in this program meets the improvement in indices of systems of avaliation of student learning , especially on SARESP , focusing on the public schools that present as more vulnerable . The Residency Educational Program employs the practice of stage features instrumentation technique that the graduates of the paid internship , develop actions from a Activies Plan that is directly linked to the learning difficulties of the classes where do the stage , and there is also the prediction of support and assistance to professors . While the possibility formative research indicates that the program does not dialogue with the Curriculum Guidelines of undergraduate courses and both the action of the trainee as your listing, closes the purpose of the program , not the training itself , but guaranteed to solve the difficulties of student learning of public schools .
A pesquisa ora apresentada está vinculada a Programa de Pós-Graduação em Educação Strictu Sensu da UFSCar - Sorocaba e objetiva evidenciar as relações do estágio remunerado com os processos de formação, profissionalização e precarização do trabalho docente, sendo que para o contexto desse trabalho, buscamos a definição para estágio remunerado pautada na Lei 11.788/2008, que regulamenta o estágio para estudantes. Trata-se de uma pesquisa qualitativa, a qual considera a relação dinâmica entre o mundo real e os sujeitos, num vínculo indissociável entre objetividade e subjetividade – esta inerente ao sujeito que não pode ser quantificado em suas ações. A metodologia proposta compõe-se de pesquisa bibliográfica e pesquisa de campo a partir de análise documental e análise de conteúdos numa dinâmica de correlação entre ambas. As pesquisas sobre profissionalização e precarização do trabalho docente, vêm demonstrando que os mesmos fatores que profissionalizam o trabalho docente favorecem sua precarização e nesse sentido a dinâmica do estágio remunerado pode ser mais um desses fatores. Tendo o Programa Residência Educacional instituído pela Secretaria Estadual de Educação de São Paulo, como lócus de problematização do estágio remunerado, a partir da análise documental e análise de conteúdos, pode-se perceber que a prática proposta no referido programa vem ao encontro da melhoria nos índices dos sistemas de avaliação de desempenho da aprendizagem dos alunos, em especial o SARESP, tendo como foco as escolas públicas estaduais que se apresentam como mais vulneráveis. O Programa Residência Educacional emprega à prática do estágio características de instrumentalização técnica de forma que os licenciandos, do estágio remunerado, desenvolvam ações a partir de um Plano de Atividades que esteja diretamente ligado às dificuldades de aprendizagem das turmas onde ele cumpre o estágio, sendo que há, ainda, a previsão de apoio e auxílio aos professores titulares. Enquanto possibilidade formativa a pesquisa indica que o programa em questão, não dialoga com as Diretrizes Curriculares dos cursos de licenciatura e que, por sua vez, tanto a ação do estagiário quanto seu perfil, encerra como finalidade do programa, não a formação docente propriamente dita, mas a garantia de resolver as dificuldades de aprendizagens dos alunos das escolas públicas estaduais.
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Gundrum, Kyle. "INTERalliance of Greater Cincinnati: Connecting High School Students with Information Technology Career Pathways." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504871611177919.
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Luz, Andréia Antunes da. "Um modelo para gestão de transferência de conhecimento e tecnologia para estágio acadêmico." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2628.
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CapesEssa pesquisa objetivou definir um modelo de Gestão para o Estágio Acadêmico, com abordagem em Gestão do Conhecimento e Transferência de Conhecimento e Tecnologia. Os procedimentos metodológicos em relação à classificação como aplicada, qualitativa, descritiva, bibliográfica, documental e levantamento, foram utilizados como objeto de estudo do Estágio Acadêmico e, também, para a construção do portfólio, fez-se uso do Methodi Ordinatio. O protótipo do portal do conhecimento atua como repositório para o estágio e interface de interação do estagiário, orientador, supervisor, instituição de ensino superir, empresa, agente de integração e, também, usuários externos. Essa atuação possibilita a extração, memorização, reutilização e compartilhamento do conhecimento e tecnologia, protegendo-os e ampliando a capacidade do estagiário em descobrir e inovar, a partir dos instrumentos de gestão do conhecimento colaborativos disponíveis a todos os usuários cadastrados no portal. As percepções dos alunos, coordenadores e supervisores de estágio confirmam que a utilização do portal para o estágio pode transferir e armazenar conhecimento e tecnologia e interface de influência e interação. O protótipo do portal apresenta um processo de gestão de estágio inovador, provando que esse ambiente permite suscitar necessidades dos usuários e contribuir para o processo de aprendizagem do aluno/estagiário, sistematizando o conhecimento e tecnologia do ‘saber fazer’ adquirido e vivenciado no estágio. A contribuição dessa pesquisa reside na reformulação do Sistema de Gestão de Estágio.
This research objected to define a management model for the academic internship, with an approach in Knowledge Management and Knowledge and Technology Transfer. The methodological procedures, classified as applied, qualitative, descriptive, bibliographical, documentary and survey, were utilized as an object of study by the Academic Internship. Moreover, the Methodi Ordinatio was employed in the construction of the portfolio. The portal prototype acts as a repository for the internship, with an interaction interface for the intern, professor, supervisor, education institution, firm, integration agent, and external users. Its acting enables the extraction, memorization, sharing, and reuse of knowledge and technology, protecting them and broadening the intern's ability to discover and innovate, based on the collaborative tools of knowledge management available to all users registered in the portal. The paths toward intellectual capital development and innovation in products, processes and services, converting individual knowledge into collective knowledge, will transform the users into, simultaneously, consumers and creators of knowledge and technology, with learning support and no time or place limitations, providing at the same time knowledge and learning to the student. The viewpoints of students, coordinators and internship supervisors confirm that the portal's utilization in internships can transfer and store knowledge with an interface of influence and interaction. The portal prototype presents an innovative internship management process, proving that this environment allows user needs to arise, and contributes to the student/intern's learning process, systematizing the practical knowledge and technology acquired and experienced in the internship. This research contributes to the reformulation of the Internship Management System.
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Bennett, Jeffrey V. "Community-based learning and social support in the Midwestern District high school internship program relative influences on seniors' occupational and citizenship engagement orientations /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164659045.
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Teixeira, Beverley. "Professional development among counselling psychology interns : exploring critical incidents." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017888.
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The journey towards becoming a counselling psychologist, in South Africa, includes the completion a 12 month internship. The internship year holds many challenges and demands for novice professionals and aims to assist them in making the transition from student to professional. This study aims to explore the subjective experiences of intern counselling psychologists and the critical incidents which assist them in making this transition. In addition, it aims to identify experiences impacting on the interns’ professional development and professional identity. Three registered counselling psychologists, who completed their internship at a South African university counselling centre within the last year, were recruited and participated in individual interviews. These interviews were semi-structured and followed the Critical Incident Technique method. Each interview was voice recorded and transcribed. The data collected was analysed using thematic content analysis. As the research design is qualitative, using a phenomenological approach, the focus is on presenting information-rich and detailed descriptions of participants “lived” experiences of their internship year. It attempts to understand significant incidents or events which influenced the participants’ professional and personal development as they navigate through this ambiguous period to become independent and ethical practitioners. Four predominant themes emerged from the data collected, which include a discussion pertaining to professional boundaries and limitations, learning within the internship environment, the effects of professional and personal support and, lastly, the transition from dependent to independent professional functioning.
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Steele, Kelly Dawn. "Report of an internship conducted at the Avalon East School Board including a research project entitled, A survey of counsellors' views of and involvement in parenting skills training programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ42450.pdf.
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Leite, Damaris Beraldi Godoy. "Avaliação das habilidades e competências gerais das diretrizes curriculares em nutrição no estágio supervisionado." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2486.
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Acompanha: Avaliação das habilidades e competências gerais das diretrizes curriculares em nutrição no estágio supervisionadoPromulgada em 2001 pelo Conselho Nacional de Educação, as Diretrizes Curriculares de Nutrição (DCN), visam alinhar a organização curricular, bem como elencar os princípios, fundamentos, condições e procedimentos da formação do nutricionista. O problema em que a pesquisa se estruturou foi: As habilidades e competências gerais determinadas pelas Diretrizes Curriculares Nacionais são desenvolvidas durante a prática do estágio supervisionado de alunos de Nutrição? Com o intuito de responder a esse questionamento traçou-se o objetivo geral (i) avaliar a inserção das habilidades e competências gerais estabelecidos pelas Diretrizes Curriculares Nacionais na prática do Estágio Supervisionado em Nutrição. Pretende-se, nesse estudo, avaliar se as competências estabelecidas em relação à prática profissional do aluno em formação final de Nutrição, com avaliação das competências e habilidades gerais das DCN: (a) atenção à saúde; (b) tomada de decisão; (c) comunicação; (d) liderança; (e) administração e gerenciamento; (f) educação permanente. Para tanto propõe-se o desenvolvimento de uma ferramenta avaliativa denominada de Análise Metodológica das Competências dos Formando do Curso de Nutrição (AMCFCN) que pretende avaliar as habilidades e competências das DCN, através de um questionário estruturado, utilizando o conceito de escala de valores para a apreciação dos conceitos, variando de 1 a 6, sendo 1 o de menor apreciação e 6 o de maior apreciação. O respondente deverá apontar a ordem prioritária de 1 a 6, dependendo de sua percepção, em cada assertiva, correlacionando com cada uma das habilidade e competências das Diretrizes Curriculares de Nutrição. Para elaboração das questões utilizou-se a Resolução CNE/CES Nº5 (2001) que aborda as Diretrizes Curriculares Nacionais do Curso de Graduação em Nutrição, sendo utilizado o Art. 4º, as habilidades e competências gerais. Para o teste do instrumento teste participaram do estudo, 20 pesquisados, todos matriculados na disciplina de Estágio Supervisionado do sétimo e oitavo períodos de Nutrição. A metodologia criada se mostrou eficiente e efetiva, capaz de avaliar as habilidades e competências de cada participante. Os 20 participantes foram avaliados individualmente, traçando um perfil de habilidades e competências único, porém de forma coletiva, o grupo possui um perfil de habilidade e competência voltado predominantemente para Liderança e Administração e Gerenciamento. A metodologia, baseado na análise dos dados, e no uso do gabarito, foi capaz de traçar o perfil de habilidades e competências individuais de todos os pesquisados.
It was enacted in 2001 by the National Council of Education, the Curricular Guidelines for Nutrition (CGN) which aim to align the curricular organization as well as list the principles, fundamentals, conditions and procedures of formation of the nutritionist. The problem which the research has been structured on was: Are general skills and competencies determined by the National Curricular Guidelines developed during the practice of supervised internship Nutrition students? With the intent of answer this question it was drawn up the overall goal (i) evaluate the inclusion of the six general skills and competencies established by the National Curricular Guidelines in the practice of supervised internship in Nutrition. The aim in this study is to assess whether the skills established in relation to the professional practice of the student in the final formation of Nutrition, with assessment of skills and general skills CGN: (a) health care; (b) decision making; (c) communication; (d) leadership; (e) administration and management; (f) ongoing education. To this end it is proposed the development of an evaluation tool that aims to assess skills and competencies of Methodology Analysis of Competence Forming of Nutrition Course, through a structured questionnaire, using the concept of scale of values for the assessment of the concepts, ranging from 1 to 6, with 1 being the less appreciation and 6 the highest appreciation. The respondent must point the priority order 1to 6, depending on his or her perception, in each statement, correlating with each of the skill and competencies of the Curricular Guidelines for Nutrition. For the preparation of the questions it was used the Resolution CNE/CES #5 (2001), which addresses the National Curricular Guidelines for Undergraduate in Nutrition course, being used in Art. 4, the skills and general competencies. The methodology created was efficient and effective, able to assess the skills and competencies of each participant. The 20 participants were evaluated individually, drawing a profile unique skills and competencies, but collectively, the group has a skill profile and competence geared predominantly to the Leadership and Administration and Management. The methodology, based on analysis of data, and the use of template, was able to profile individual skills and competencies of all respondents.
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De, Louw Lynette Angela. "Efficacy of learnership programmes: an exploratory investigation of learner perceptions in the Cape Peninsula." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1937.
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Thesis (MTech (Human Resource Management)--
Cape Peninsula University of Technology, 2009Learnerships, which are embedded in the skills development strategy for South Africa, have been heralded as the panacea for all shortcomings experienced in the labour market and poverty alleviation in society. Learnerships are vocational education and training programmes, and are purported to fast track acquisition of qualifications for predominantly lower and unskilled workers, equipping them with knowledge, skills, attitudes and experience. At the same time learnerships afford learners an opportunity to enhance their individual employability potential by obtaining a qualification on successful completion of a learnership programme. Anecdotal evidence, however, suggests that learnerships have not been able to deliver on some of its main objectives such as improved employability and living standards of learners. The Department of Labour has placed prominence on quantities and focus on meeting targeted quotas, while insufficient emphasis is placed on efficacy of learnership programmes in terms of its benefits for individual learners. This study investigates opinions of learners who are enrolled in a learnership programme in order to examine their perceptions of a learnership qualification as an enabler for personally enhanced employability and consequent improved living standards. A mixed methods approach was used for the research study in the form of a quantitative survey questionnaire, followed by a qualitative study which used focus group interviews.
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Rousseau, Jean-Yves. "Étude descriptive de la contribution du stage à la formation professionnelle initiale des archivistes au Québec de 1983 à 1994." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ33081.pdf.
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Umidi, Joseph L. "Design of a ministry internship program." Online full text .pdf document, available to Fuller patrons only, 1985. http://www.tren.com.
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Patel, Narendra H. "Undergraduate Internship Program Structures for Effective Postgraduation Employability: A Case Study of a Mass Media Arts Internship Program." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/cauetds/16.
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As a best practice, many postsecondary institutions in the United States use internships to provide students the option of maximizing their classroom learning with practical experiences. These experiences are not only intended to enhance students’ classroom learning but also to increase their employment marketability upon graduation. The internship process involves three stakeholders—the institution, the students, and the employers—and is often managed by curricular and co-curricular departments. However, the manner in which the program is structured varies from institution to institution and even within the institution. Thus, understanding which structures of undergraduate student internship programs are most effective as an academic component of experiential learning is critical for the overall success of the internship programs.
This mixed-methods case study research was designed to examine the Mass Media Arts Department internship structure at the selected institution to identify the components most effective in the students’ experiential learning experience. The study investigated the alignment between the institution’s academic and co-curricular programs, as well as their participating interns’ preparedness and their partner employers readiness. The study also examined the industry’s best practices used by other institutions and recommended by national professional associations to align these variables.
Based on the findings of this study, the following four emergent themes were identified to effectively align and integrate the curricular and co-curricular departments, the interns, and the employers: (a) program structure, (b) student preparation, (c) employers’ relations, and (d) program evaluation.
Future researchers can further examine these emerging themes to improve the relationship between student preparation as part of human capital and the roles of faculty and administration in aligning internship program processes.
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Jackel, Daniel. "Evaluating the Effectiveness of an Internship Program." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1117.
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The traditional way to learn about social sciences in a university setting includes taking courses that teach theoretical frameworks and scientific methodologies that are required for one’s major area of study. The courses that are taught to students are determined by what major they sign up for. After a student has taken all required courses,what skills does the student have to take with him after graduation?
Whether participation is pursued solely for academic credit, for career development, or for civic engagement, an experiential experience typically enhances a student’s connection between academic content and “real world” applications. Bridging the gap between “real world” situations and the classroom demonstrates the need for the application of knowledge.
This project’s primary purpose was to examine the student’s internship experience and determine whether it helped to enhance his or her ability to achieve the predicted outcomes of the internship program. A combination of quantitative and qualitative methodologies was deemed appropriate for empirical analysis. This evaluation project measured enhancement outcomes of an internship program, which rationalized potential designs for the undergraduate sociology major/minor and the undergraduate criminology minor, offered by a higher educational institution.
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Arbour, Thomas Paul. "INTERNSHIP WITH THE OHIO NATURAL HERITAGE PROGRAM." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1133556647.
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Chambers, Cynthia R. "The Friends of Lazarus Job Internship Program." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3858.
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Wilkerson, Wendi D. "Louisiana Regional Folklife Program Region 5 internship report." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/aa_rpts/7.
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The Louisiana Folklife Commission is a 22-member body appointed by the Governor to address the special needs of Louisiana's traditional communities and advise the FolkLife Program. "The Louisiana Folklife Program, or LFP, has as its mission the identification, documentation, conservation, and presentation of the folk cultural resources of Louisiana. (Owens, 1) Folklife, which may also be characterized as contemporary grassroots cultures, includes living traditions learned informally over time within ethnic, regional, occupational, and family groups. The LFP initiates projects, collaborates with other organization provides technical assistance for planning and funding folkJife projects and manages the Division of the Arts Folklife grants with the goal of serving the greater folklife community of Louisiana. To this end the LFP oversees the Louisiana regional Folklife Program, which essentially allows in-depth documentation of Louisiana folklife by providing professional folklorists in each designated region.
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Sykes, Cleon L. "Are baccalaureate graduates prepared for work, internship or no internship program? A qualitative exploratory inquiry." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113288.
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This exploratory qualitative inquiry examined the role of experiential learning in undergraduate business curricula. Business organizations seek graduates with abilities and skills that add immediate value to organizations. However, many organizations feel that graduates are not well prepared by current management education curricula and do not possess adequate skill sets to transition efficiently from students to employees. This research examined the influence of internship programs by comparing and contrasting the experiences of graduates that had participated in internship programs as part of their degree requirements with the experiences of graduates that had not participated in internship programs. The research also sought feedback from human resource managers responsible for hiring decisions in order to obtain the perspective of business organizations as stakeholders. An analysis of the study’s data resulted in four primary findings. Data suggested that traditional coursework plays an important role in helping students develop soft skills (i.e., verbal and written communication, collaboration, and team-building skills) whereas experiential learning in the form of internships was instrumental in helping students develop hard skills (i.e., specific job-related skills such as accounting processes unique to an organization). The data also suggested that internships help facilitate a smoother and successful transition from student to employee. According to the data, both formal and informal mentors play a significant role when transitioning to employment, and many organizations utilized mentors when training interns and new employees. Finally, the data demonstrated that there is a broad range of benefits to incorporating internships into baccalaureate business curricula. These included benefits to the students, institutions, and employers. The study’s findings support the importance of integrating internship opportunities within the business school undergraduate curriculum. The benefits of experiential learning opportunities through internship experiences offer advantages for those lucky enough to participate. However, there are currently too few internship opportunities available to adequately prepare all graduates for the transition from students to employees.
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Magalhães, Caroline Arantes. "O estágio e a formação dos futuros docentes de Biologia: a participação dos professores da escola básica." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20812.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Grounded on the mapping of research production on supervised internship in teacher education, especially for the formation of Biology teachers, and on the reality of recent political actions regarding internship for which the legislation points to the increased value of practice in professional formation, actions of basic school teachers have been noticed to be an object of study which enables researchers to learn the characteristics of these basic education professionals and should help Biological Sciences teachers-to-be to get into the school reality. Thus, the present research aims to discuss the actions of these co-teacher educators and investigate how they perceive their role as educators and in which conditions their practice is developed. This study is grounded on Pierre Bourdieu’s concept of habitus and on the sociological concepts of experience and logic of actions proposed by François Dubet to understand different dispositions acquired by the teachers. The central hypothesis of this work focuses on understanding the possibility teachers have to report and analyze their experiences in the profession involving life at school and, by doing so, identify the characteristics of their relationship with internees as well as the real contribution of supervised internship to prepare new Biology teachers to start the career. Four major axes of analysis were used to examine the information gathered in the field (choice and entry into the profession, education and action contexts, and self-perception). Patterns were found in the statements, in the expressed forms of thought and in the behaviors of the participants, teachers who acted as supervisors. Many influential factors and a great complexity in their articulation were found in their actions. Relationships among the choice to take up an undergraduate course in Teaching of Biological Sciences, the beginning of experiencing supervised internship, learning the profession, professional trajectories, current positions in the labor market, pedagogical actions and their personal and professional experiences are connected and configure the way each one perceives his work and how they perceive themselves in relation to their internees’ education. It was found that the participants of this research could not recognize themselves as teacher educators, nor did they develop autonomy of thought in relation to the possibility they have, and the condition that the supervisory role gives them to report and analyze their professional experiences in order to contribute socially to the formation of less unprepared Biology teachers
A partir do mapeamento da produção de pesquisa sobre estágio supervisionado na formação docente, especialmente na formação de professores de Biologia, e considerando a realidade das ações políticas recentes sobre os estágios em que a legislação aponta para uma valorização cada vez maior da prática na formação profissional, percebe-se que a constituição das ações dos professores regentes da escola básica como objeto de estudo é um meio de conhecer as características deste profissional da educação básica, que deveria auxiliar a inserção dos seis licenciandos em Ciências Biológicas na realidade escolar. O presente estudo problematiza as ações dos quatro professores coformadores, investigando como percebem seu papel formador e em que condições desenvolvem seu trabalho. Diante disso, a opção teórica foi dirigida aos conceitos de habitus proposto por Pierre Bourdieu para compreensão de diferentes disposições adquiridas a serem detectadas junto aos professores, aliado aos conceitos de sociologia da experiência e lógicas de ação propostos por François Dubet. A hipótese central está na detecção da possibilidade que os professores têm de relatar e analisar suas experiências vividas na profissão envolvendo a vida das escolas e, por tal canal, permitir que se identifiquem as características das relações com os estagiários e a real contribuição que essa atividade pode oferecer na formação de novos professores de Biologia mais preparados para o ingresso na profissão. Quatro grandes eixos de análise (de escolha e ingresso na profissão, de contextos formativos, de ações pedagógicas e auto percepção) perscrutaram as informações coletadas em campo. Foram encontrados padrões nos depoimentos, nas formas de pensamento expressos e nos comportamentos dos professores supervisores. Foram encontrados múltiplos fatores influentes em suas ações bem como uma grande complexidade na articulação dos mesmos. As relações entre a escolha pela Licenciatura em Ciências Biológicas, o início das vivências nos estágios, o aprendizado da profissão, as trajetórias profissionais, as colocações atuais no mercado de trabalho, as ações de natureza pedagógica, suas experiências pessoais e profissionais, estão conectadas entre si e configuram a maneira como cada um percebe seu trabalho e como se percebem diante da formação de seus estagiários. Constatou-se que os sujeitos participantes desta investigação não conseguem se reconhecer como formadores, tampouco desenvolveram autonomia de pensamento em relação à possibilidade que eles têm, e a condição que o papel de supervisão lhes dá para que relatem e analisem suas experiências profissionais a fim de contribuir socialmente com a formação de professores de Biologia menos despreparados
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Moss, Sharrah. "An Internship with The Nature Conservancy's Northern Caribbean Program." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1357311260.
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Palfreyman, Barrie J. "Associated Canadian Theological Schools internship program for ministry development." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Fain, Harry Michael. "An examination of the Ohio School Psychology Internship Program." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1260986068.
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Lesher, Matthew Allen. "INTERNSHIP WITH OHIO DEPARTMENT OF NATURAL RESOURCES FLOODPLAIN MANAGEMENT PROGRAM." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1196034236.
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