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Dissertations / Theses on the topic 'Professional Master in Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Braxton-Brown, Greg. "Andragogy and a professional M.B.A. program /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10937687.

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2

Ayoube, Ranim. "La construction de la professionnalité émergente en master professionnel : regards évaluatifs de stagiaires et de formateurs." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00927777.

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Cette étude porte sur les apprentissages professionnels en Master 2 professionnel, au sein du département de sciences de l'éducation à l'université de Toulouse II le Mirail. L'objectif est d'éclairer la construction d'une professionnalité émergente chez les étudiants pendant l'année de la formation et de caractériser le processus d'accompagnement du directeur de mémoire et du référent professionnel. Dans le contexte de formation professionnalisante, nous avons opté pour une méthodologie longitudinale, par le biais d'entretiens semi-directifs, permettant de suivre nos stagiaires sur l'année de

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3

Chaplin, Miranda Rose. "EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/9.

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Curriculum for Agricultural Science Education™ (CASE) is an instructional system of support that provides professional development, curriculum, and assessments to agricultural educators. Through the CASE model, two CASE Lead or Master Teachers facilitate professional development, known as a CASE Institute. This study utilizes three sets of surveys to describe the motivation for CASE certified teachers applying to become CASE Lead and Master Teachers, determine the effectiveness of the professional development provided to Lead and Master Teachers during the Lead Teacher Orientation, and determi

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4

Holt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.

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The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover,

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Heow, Janise. "Exploring experiences of the re-accreditation process a case study : a dissertation submitted to AUT University in partial fulfilment of the degree of Master of Education (MEd), Febuary 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/655.

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Sime, Poma Luis. "Dilemmas and future perspectives of teachers in master fellowship program in education." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117959.

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Different fellowships programs to public school teachers have been developed in Latin-American. In Perú, this new program has been managed by Pronabec financing fellowships for teachers of different regions during 2014-2015. Thisstudy is addressed to analyze the teachers´ dilemmas faced when they applied; and, explore the future professional perspectives of this kind of teacher. The qualitative method implies a documental analysis and survey with open answers to 20 teachers. Four types of dilemmas were identified–master versus family, master versus school, master versus another study, master

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7

Clark, Thomas George. "Defining a competency framework to shape the professional education of national security master strategists: a web-based Delphi study." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3249.

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The purpose of this study was to develop a competency framework to shape development of a professional education program for master strategists in national security. The research problem focused on the absence of a competency framework to guide professional education of strategists who must be capable of conceptualization and innovation master strategists. The outcome of this study was a set of the most important components that constitute a professional education framework for master strategists. This Web-based study followed a RAND Delphi heuristic model that is qualitative in nature. Instru

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8

Hawken, Susan Jane. "An evaluation of the professional development component of the overseas doctors training programme a dissertation [thesis] submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Health Science, 2003." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/HawkenS.pdf.

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Wallace, Gregory Scott. "Perceptions of Mentors and New Teachers: A Case Study of a Mentoring Program in Northeast Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1832.

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This study included 9 new teachers all of whom were assigned master teachers as mentors. The study also included 11 mentor teachers who participated in this study. There were 20 participants in this case study. The study was conducted in the Johnson City School System. This qualitative case study was conducted by interviewing 20 participants in the mentoring program. Eleven mentor teachers and 9 new teachers were chosen through purposeful sampling. A list of possible participants was obtained from the Johnson City Schools Central Office and an email was sent to possible participants explaining

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10

Jayaraman, Uma Devi. "Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/39882.

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CITE/Mathematics and Science Education<br>Ed.D.<br>This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research

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Paulmann, Greg G. "Master Teachers’ Critical Practice and Student Learning Strategies: A Case Study in an Urban School District." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1263657018.

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12

Mpofu, Charles. "Immigrant medical practitioners' experience of seeking New Zealand registration a participatory study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Master of Health Science, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/404.

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This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus g

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13

Cole, Sophie. "Rationale and reality : the personal and professional capital of masters level study for teachers." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/35282/.

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This study seeks to explore the rationale for Masters level study as part of teacher training in England, the reality as experienced by those students and their perceptions of the value of Masters level to their personal and professional development as early career teachers. Teacher education has ‘consistently been a significant site of social and political struggle’ (Menter, 2010) including the aspiration to become a postgraduate teaching profession, of Masters level in initial teacher education and top-up programmes for qualified teachers. Yet, development of postgraduate provision has been

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Kantz, Jeannine Wells. "Use of a web-based delphi for identifying critical components of a professional science master's program in biotechnology." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1412.

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The primary purpose of this research was to develop a model for a professional science masters program combining biotechnology and business. The objectives were to identify stakeholder preferences for various dimensions of a professional science masters program combining biotechnology and business and to identify differences in priorities between subgroups. A secondary purpose was to examine user preferences between Web-based and traditional methods of conducting a Delphi study and the panelists impressions of its usefulness for program development. Prior to the first round, demographic dat

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Schäfer, Eliane Dias Alvarez. "Impacto do mestrado profissional em ensino de física da UFRGS na prática docente : um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/78481.

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Este trabalho tem por objetivo principal analisar o impacto de um Mestrado Profissional de Ensino de Física na vida profissional de seus alunos. Apresenta-se uma análise sobre os saberes profissionais, cunhados por Tardif (2007), e sobre a autonomia profissional, cunhada por Contreras (2002), dos alunos desse curso que também são professores de física, que são denominados de alunos-professores nesse trabalho. Trata-se de uma pesquisa do tipo qualitativa constituída das seguintes etapas: entrevista semiestruturada (com vinte alunos em diferentes situações em relação ao curso), estudo de caso (c

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Gerhard, Gary Wayne. "Factors associated with mastery of the 4-H professional research and knowledge base by extension agents, 4-H in Ohio /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050227845.

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Moate, Randall. "NOVICE PROFESSIONAL COUNSELORS PERCEPTIONS OF WHAT WAS MOST HELPFUL TO THEM ABOUT THEIR TEACHERS IN DIDACTIC CLASSES DURING THEIR MASTER’S PROGRAM." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416217274.

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18

Lefébure, Alessia. "Transformer la culture administrative par les marges : l’introduction en Chine du Master in Public Administration (MPA)." Thesis, Paris, Institut d'études politiques, 2016. http://www.theses.fr/2016IEPP0011/document.

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Au sortir de l'époque maoïste, le Parti communiste chinois a cherché à s’appuyer sur une bureaucratie plus compétente pour réussir le développement économique dans un contexte de stabilité politique. Les réformes ont concerné le recrutement, la gestion et l'organisation d’encadrement des fonctionnaires, mais aussi leur formation, dans l’objectif de renforcer leurs compétences. L'introduction en 1999 du Master in Public Administration (MPA) en milieu universitaire valorise la scientificité du savoir administratif, sans abandonner les dispositifs et les critères de sélection préexistants. À la l

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Slawsky, Melissa Maccarelli. "Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3352.

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While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied piano is through proficiency of the instrument under the guidance of a master teacher. This tacit development of pedagogical knowledge occurs through the master-apprentice model of pedagogy. The purposes of this study were (a) to explore how piano teachers learn how to teach from, and independent of, piano pedagogy coursework, overcome challenges, and continue to add to their pedagogy knowledge, and (b) to explore topics that would be

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Dortch, Mary E. "Cerebral Dominance, a Matter for Elementary Teacher Awareness." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/710.

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This study addresses areas in cerebral dominance theory which elementary classroom teachers should be aware of when developing instructional strategies to enhance the learning experiences of children. Presented are past and present findings on cerebral dominance theory, giving the reader some understanding of what has been found about the manner in which children process information. The characteristics and processes of the two halves of the cerebrum have been discussed and possible applications and misapplications of this information have been given. It is concluded that students process info

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21

Soares, Francisco Jonatan. "A educaÃÃo continuada na gestÃo universitÃria: o caso do Mestrado Profissional em PolÃticas PÃblicas e GestÃo da EducaÃÃo Superior (POLEDUC)." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10683.

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nÃo hÃ<br>A educaÃÃo continuada tem sido um mecanismo vigoroso no enfrentamento das questÃes trazidas a tona pelo mundo em completa ebuliÃÃo, especialmente no que diz respeito Ãs mudanÃas. Elas requerem dos seres humanos contÃnuo aprendizado tanto relacionado Ã educaÃÃo formal, como ao aprimoramento permanente da formaÃÃo acadÃmica e profissional. Neste contexto, encontram-se os Mestrados Profissionais, que tÃm como principal objetivo dotar os trabalhadores de ferramentas cognitivas e prÃticas para a boa execuÃÃo atividades nas organizaÃÃes em que trabalham. A Universidade Federal do CearÃ (UF

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Silva, Paulo Cesar da. "Contribuição do curso de mestrado profissional na trajetória dos seus egressos." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/911.

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Made available in DSpace on 2016-03-15T19:32:39Z (GMT). No. of bitstreams: 1 Paulo Cesar da Silva.pdf: 993382 bytes, checksum: 125ba75c888b58fd50a8a9c08ad02944 (MD5) Previous issue date: 2012-08-08<br>This research aimed to identify which factors are linked to the contribution of the Professional Master in the trajectory of its graduates and learn about those who influenced the course and the other representing the changes caused by the course after its completion. Based on the theory that promotes education as a decisive part in opportunities to increase the percentage of income level, incr

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Silva, Priscila Albertasse Dutra da. "Um panorama da evolução da modalidade Mestrado Profissional no Sistema Nacional de Pós-Graduação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/153331.

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O Mestrado Profissional (MP) é modalidade de Pós-Graduação stricto sensu voltada, como o próprio nome diz, para o aperfeiçoamento profissional, seja na formação de professores, de pessoal da área técnica, da saúde, das engenharias, da administração, das agrárias, etc. O presente estudo propôs analisar e compreender a situação dos Mestrados Profissionais no Sistema Nacional de Pós-Graduação - SNPG. Este estudo foi dividido em duas partes. O primeiro capítulo tem como focos principais: analisar o panorama geral dos Mestrados Profissionais no cenário nacional, fazendo um comparativo entre as prev

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SOARES, Francisco Jonatan. "A educação continuada na gestão universitária: o caso do Mestrado Profissional em Políticas Públicas e Gestão da Educação Superior (POLEDUC)." http://www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/5915.

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SOARES, Francisco Jonatan. A educação continuada na gestão universitária: o caso do Mestrado Profissional em Políticas Públicas e Gestão da Educação Superior (Poleduc). 2013. 93 f. Dissertação (mestrado) – Universidade Federal do Ceará, Pró-Reitoria de Gestão de Pessoas, Mestrado Profissional em Políticas Públicas e Gestão da Educação Superior, Fortaleza, 2013.<br>Submitted by Maria Josineide Góis (josineide@ufc.br) on 2013-09-26T14:49:57Z No. of bitstreams: 1 2013_Dis_FJSOARES.pdf: 863692 bytes, checksum: d679f398ff0a97cb36431d1985805471 (MD5)<br>Approved for entry into archive by Maria J

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Cavalcante, Dafne Alexandre. "Os produtos educacionais de quÃmica desenvolvidos por mestrados profissionais em ensino de ciÃncias no Brasil." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13734.

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A busca pela excelÃncia do ensino em quÃmica no Brasil se traduz no crescente interesse da comunidade acadÃmica em desenvolver trabalhos nesta Ãrea. Esta pesquisa tem como objetivo estudar a produÃÃo acadÃmica dos Mestrados Profissionais quanto Ãs tendÃncias do ensino atual de propiciar o desenvolvimento das diversas habilidades e competÃncias dos estudantes de quÃmica. Foi realizada uma pesquisa bibliogrÃfica com a finalidade de realizar um levantamento dos produtos educacionais na Ãrea de quÃmica desenvolvidos nos Programas de Mestrado Profissionais atÃ 2013, o que permitiu mapear o cenÃrio

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Worsham, Lucas. "Unearthing the Seeds of Oppression and Injustice within Education: Using Intuition, Care, and Virtue to Guide the Educative Process and Cultivate Morality." UNF Digital Commons, 2016. https://digitalcommons.unf.edu/etd/645.

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The emphasis of the inquiry is on the domain of education and the relationship present between the teacher and student more specifically. Essentially, the first part of the thesis outlines how the larger social-political system impacts the domain of public education, with the predominant issues of adversity becoming manifest at the level of the relationship that exists between teacher and student. The second part of the work utilizes the problems discovered and their impact on human experience to propose a virtue/care based method for approaching the relationship with the student in a way that

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Barrett, Niels. "The rise of a profession within a profession : the development of the architectural technology discipline within the profession of architecture." Thesis, Robert Gordon University, 2011. http://hdl.handle.net/10059/645.

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This thesis investigates the emergence of a new specialisation within the profession of architecture, namely that of the architectural technologist. The main original contributions from the research concern a deep understanding of how that emergence has been realised, and a study of the implications for buildings in the longer term. Using the UK and Denmark as examples it finds that this profession has existed for a long time, but until recently without formal recognition. It also finds that the consequences of the lack of attention are potentially major, and it suggests why recognition came s

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Trigo, Fernando Rossi. "Mestrado profissional em saúde: interações estabelecidas entre centro de pesquisa e unidades de trabalho." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/17/17156/tde-12042018-111852/.

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O sistema de pós-graduação trouxe contribuições para as universidades, principalmente no âmbito da melhoria da qualidade do ensino e da produção de conhecimento. Implantada na década de 60, com o propósito de qualificar profissionais, maioria docentes da própria universidade, visava a ampliar sua formação para a pesquisa e, consequentemente, incentivar a produção de conhecimento. Neste movimento, docência e pesquisa foram fortalecidos. Ao final da década de 90, a CAPES reconhece o Mestrado Profissional - stricto senso - como modalidade de pós-graduação. Com foco nos profissionais atuantes no m

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Silva, Jailton Santos. "Perspectivas e contribuições do mestrado profissional em Ciências Ambientais para a formação em educação ambiental." Pós-Graduação em Educação, 2018. http://ri.ufs.br/jspui/handle/riufs/9003.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>In the present research we seek to understand how the professional master's degree in environmental science teaching (PROF-CIAMB) contributes to the teaching performance, from the perspective of environmental education (EA) in basic education, since the professional master in teaching appear in the country in order to reflect the professional practice of the masters, in order to impact the realities in which these students work. Thus, the presence of EA in such courses represents the possibility of re-signification of socio

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Silva, Hilda Lacerda da. "Perfil, formação e atuação do docente em atividade permanente nos Programas de Pós-Graduação Stricto Sensu em Administração da região nordeste: um quadro-síntese a partir do currículo lattes." Universidade Federal da Paraíba, 2007. http://tede.biblioteca.ufpb.br:8080/handle/tede/3783.

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Made available in DSpace on 2015-04-16T14:48:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 837006 bytes, checksum: 85f19e0639d65dd5b3bd76d6b93a1378 (MD5) Previous issue date: 2007-08-31<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This work shows, according to information of the curriculum Lattes, the profile of the professsors permanent of the Programs of after-graduation in Administration, recognized for the CAPES, located in the Northeast region of the Brazil, wich relation to the characteristics of the academic formation and the areas professional perform

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Giacomazzo, Graziela Fátima. "Ciência modo 2 e o ensino nas universidades do século XXI : mestrado profissional, redes e educação a distância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/94692.

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A sociedade vem, gradativamente, migrando de uma dinâmica homogênea para uma dinâmica heterogênea em termos de construção do pensamento científico e tecnológico em que tanto a Universidade quanto as Tecnologias de Informação e Comunicação (TIC) desempenham papel fundamental. Define-se o Modo 2 como o Novo Modo de Produção do Conhecimento em que a ciência é produzida na interação de diversos atores, tanto no campo científico quanto fora dele, formando redes para a construção do conhecimento. Nesse cenário, observam-se novas arquiteturas de formação profissional com uso intenso de TIC e o compar

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Price, Gaylene. "Scaffolding teacher learning : examining teacher practice and the professional development process of teachers with culturally and linguistically diverse (CLD) learners : a dissertation submitted to the College of Education, University of Canterbury at Christchurch in partial fulfilment of the requirement of the degree of Master of Teaching and Learning EDTL 904, University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2682.

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Teachers work in complex and demanding times with an increasing number of students from culturally and linguistically diverse backgrounds (CLD) in classrooms. These students are over represented in statistics of under achievement. All teachers are teachers of academic language, and while no child is born with school language as a first language, for some students the match between home and school is more closely aligned than for other students. Teachers are expected to be culturally responsive, ensuring the languages and culture of students is visible in the classroom environment and the clas

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Prado, Maria Raimunda Matos. "A forma??o p?s-graduada em ensino de ci?ncias naturais e matem?tica de docentes do IFRN: implica??es na atua??o docente." Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16079.

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Made available in DSpace on 2014-12-17T15:04:57Z (GMT). No. of bitstreams: 1 MariaRMP_DISSERT.pdf: 1288632 bytes, checksum: e82ed947011e537a2d413d30efbe29ec (MD5) Previous issue date: 2011-07-04<br>This research part of the educational context of the Federal Rio Grande do Norte, through the resumption of legal frameworks that characterize it as an institution belonging to the Federal Network of Professional Education and Technology Brazilian, with a focus on continued education policies for the servers who work there specifically teachers, especially those who have their work in the Teaching

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Thomas, Lorraine Sarah. "A Masters level teaching profession : a study of the rationale for the Masters level Postgraduate Certificate in Education, a Masters level teaching profession and the Masters in Teaching and Learning and the perceptions of key stakeholders in the English West Midlands." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3769/.

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There has been a significant shift in initial teacher training (ITT) and teachers’ professional development (PD) to include masters level (M level) study in recent years in England and this research investigates aspirations for the M level teaching profession, providing a rationale for the M level Postgraduate Certificate in Education (PGCE), a masters level profession and the Masters in Teaching and Learning (MTL) and providing the perceptions of key stakeholders. Although these initiatives represented a major shift in the training and development of teachers, only limited consideration has b

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Assis, Júnior Ademir José de. "O acompanhamento dos alunos egressos do Mestrado Profissional em Gestão e Avaliação da Educação Pública." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/5823.

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Morrison, Paula. "Master of Education portfolio." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003554.

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This report is the culmination of a six year process during which emerged the need to establish a meeting or indaba place for the collaborative 'People and Parks' partnership of the KwaZulu-Natal Nature Conservation Service (NCS) in Hluhluwe-Umfolozi Park (HUP) and stake-holder communities adjacent to the Park. Comprising two parts which compliment each other, the report has been developed to inform, guide and advise the NCS in the planning and development of an education centre in Hluhluwe-Umfolozi Park. Part I documents the processes of engagement and interaction between the NCS in HUP and n

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Pacitti, Monie Fernandes. "Mestrado Profissional em Educação - Formação de Formadores (PUC-SP): contribuições para coordenadores pedagógicos da Rede Municipal de Ensino de São Paulo." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/20960.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-03T11:16:26Z No. of bitstreams: 1 Monie Fernandes Pacitti.pdf: 785779 bytes, checksum: 404357f8dd7e6c08b8f0f0e6ada9db19 (MD5)<br>Made available in DSpace on 2018-04-03T11:16:26Z (GMT). No. of bitstreams: 1 Monie Fernandes Pacitti.pdf: 785779 bytes, checksum: 404357f8dd7e6c08b8f0f0e6ada9db19 (MD5) Previous issue date: 2018-02-09<br>Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq<br>One of the alternatives found by pedagogical coordinators to improve the performance of their duties has been to retu

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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.

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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been in

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ATKINSON, REBECCA FRANCES. "INTERPRETERS IN THEIR PROFESSIONAL ENVIRONMENT. FOR A STRONGER VOICE MASTER S DISSERTATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8723@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>O presente trabalho enfoca a interpretação enquanto atividade social e o intérprete profissional como agente em interação com as outras partes interessadas em eventos mediados por interpretação simultânea. O objetivo principal é caracterizar e explicar as atitudes e crenças do intérprete para com a sua função profissional, bem como suas ações e reações com relação aos outros agentes que participam dos eventos nos quais atuam. São identificadas as fontes e naturezas das pressões e restrições que afetam seu desempenho e a man

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Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.

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Souza, Josiane de. "Apropriação discursiva de modelos de formação docente em trabalhos de conclusão de um mestrado profissional em ensino de física." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/114832.

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Tem-se percebido uma expressiva expansão de mestrados profissionais (MP) na área de Ensino desde a homologação pela Capes, em 2001, de um documento que afirma a necessidade de desenvolvimento da pós-graduação profissional e o ajustamento do sistema de avaliação às características desse segmento. Considerando que a academia tem designado pouca atenção a essa modalidade de formação continuada, achamos instigante e necessário um trabalho que se voltasse a questões do MP no âmbito dessa área. Por ser pioneiro na extinta área de Ensino de Ciências e Matemática, o MP em Ensino de Física (MPEF) do In

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Johansson, Carina, and Charlotte Storberget-Lundström. "Chefers syn på master utbildade sjuksköterskor." Thesis, Ersta Sköndal University College, Department of Health Care Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-344.

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Gaulden, Charles H. "The master teacher approach." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Peroba, Tiago Luiz Cabral. "Modelo de avaliação de capital intelectual para os cursos de mestrado profissional em administração: uma contribuição para a gestão das instituições de ensino superior." reponame:Repositório Institucional do FGV, 2013. http://hdl.handle.net/10438/10802.

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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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<p> Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high e

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Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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Gallagher, Ann. "Healthcare virtues and professional education." Thesis, University of Central Lancashire, 2003. http://clok.uclan.ac.uk/19052/.

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This thesis emerged from a long-standing interest in healthcare ethics and professional education and is the result of conceptual and literature-based research. It began with: a nagging doubt about the possibility of teaching professional ethics; with an interest in the gap between what is known and what is done; with an awareness that the A grade ethics student is not necessarily the exemplary nurse or doctor in practice; and with an idea that virtue ethics might be the answer. Two central and related issues are addressed: (1) ethical values and perspectives which are necessary components of

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Beaulieu, Evelyn H. "An Exploration of the Use of Professional Development Standards in Adult Education Professional Development." Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/BeaulieuEH2007.pdf.

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Rocha, Francisco Antônio Moreira. "A formação e a permanência de professores mestres e doutores nas escolas públicas estaduais de São Paulo: o programa Bolsa Mestrado/Doutorado." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9667.

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Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Francisco Antonio Moreira Rocha.pdf: 2068401 bytes, checksum: 6f9407df1fc775770507416751181ae3 (MD5) Previous issue date: 2012-06-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The purpose of this research has as objective to analyze the contributions and impacts of Masters / PhD Scholarship, from the initial question What is the contribution of the PBM / D and its impact on personal development, professional teachers and professional recovery of basic education by SEE-SP, after completion of g

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Ridley, Natasha Nichole. "Teachers' Perceptions of the English Learner Professional Learning Plan Professional Development Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7894.

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For 4 years, a northern local district in Virginia conducted an intensive staff training on English language learner (ELL) instruction to settle a United States Department of Justice complaint. The local problem was that ongoing professional development to build teachers' instructional skills has not significantly resulted in ELL students' academic improvement. The purpose of this study was to explore and investigate teachers' perceptions of the mandated English learner Professional Learning Plan Professional Development to help address the instructional needs of ELLs. Guskey's characteristics

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