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Johansson, Peter. "Arbetsplatsens lärmiljöer : En organisationspedagogisk studie av konstruerande av lärmiljö i vuxenutbildningsverksamhet". Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-56377.
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Today’s research on workplace learning stresses the importance of the environment in which learning takes place. On the basis of an empirical study of a Vocational Education and Training (VET) program this thesis aims to create knowledge about how a learning environment is constructed. Theoretically, the study is based within action theory and takes an organizational pedagogical point of departure. It is rooted both in constructivist theory, as well as draws on the theory of learning as culturally and socially situated. The study is designed as a single case study. Data was primarily collected during periods of field studies through the observation of teachers’ work inside and outside classroom settings; recurring in-depth interviews with six teachers and eight participants, and reflection group interviews with the teachers. The study reveals a difference between participants’ and teachers’ educational goals and ambitions. This is important to acknowledge due to the necessity for the teachers to handle the difference. It gives information on daily work in the VET-program and the important work tasks that emerge. The program is influenced by the ideological foundations developed by its principal organizer, which comes to play as a special way of reasoning, the Yes-thought. Much of the daily work consists of an adjustable way of working and an approach that supports it. However, two tension fields can be identified in which discretion in work tasks is created. The first concerns the approach to work tasks, and is a tension between dynamic and instrumental approaches. The second concerns the organizing of work tasks and is a tension between adjustable and regulating ways of working. Micro context is introduced as a concept, referring to the context of meaning which is created around work tasks. Depending on the micro context’s position in the two tension fields, different conditions of learning can be identified. The micro contexts can then be understood as the learning environments in the work place.
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Dafgård, Pia y Catrin Edvardsen. "Du är huvudpersonen i ditt liv, eller? : En kvalitativ studie om kvinnors upplevelser av empowerment dimensioner på kvinnodominerade arbetsplatser". Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12373.
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Bakgrunden till denna studie är att främja kvinnor i arbetslivet och finna metoder att förhindra ohälsa och sjukskrivningar, samt att belysa kvinnors upplevelser av empowerment-processer i närområdet gällande deras arbetssituationer. Syftet med denna kvalitativa studie är att undersöka vad som stärker kvinnor i sin yrkesroll. Har kvinnor möjlighet att ingå i empowerment-processer och påverka sin kompetensutveckling? Upplever kvinnor maktlöshet på de kvinnodominerade arbetsplatserna? Visionen om det idealiska arbetet där organisation och medarbetare prioriteras likvärdigt är human relation teorin i närhet där organisation och medarbetare behöver varandra. Sju arbetsplatser är representerade med femton informanter som intervjuades med en hermeneutisk ansats och tolkas genom IPA-modellen. Resultatet visade skillnader på de olika arbetsplatserna som gav empowerment dimensionerna egenmakt, maktlöshet och stärkande genom kompetensutveckling. Där mer kunskap ger mer makt.The background of this study is to promote women in working life and to find methods for preventing ill health and sick leave, as well as highlighting women's experiences of empowerment processes in their area regarding their work situations. The purpose of this qualitative study is to investigate what strengthens women in their professional role. Do women have the opportunity to participate in empowerment processes and influence their skills development? Do women experience powerlessness in the women-dominated workplaces? The vision of the ideal work in which organization and employees are prioritized equally is the human relation theory where organization and employees need each other. Seven workplaces are represented by fifteen informants interviewed with a hermeneutic approach and interpreted through the IPA model. The result showed differences in the different workplaces that gave empowerment the dimensions of empowerment, powerlessness and strengthening through skills development. Where more knowledge gives more power.
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Garcia, Angélica Gonçalves. "Projeto político pedagógico na escola pública: estratégia e cultura organizacional". Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-26112015-103717/.
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Para analisar as potencialidades e limitações do projeto político pedagógico (PPP), enquanto instrumento de direcionamento estratégico e fortalecimento dos valores culturais de uma escola pública, foi realizada uma pesquisa descritiva que teve como eixo central um estudo de caso único de uma instituição de ensino da rede municipal de São Paulo, a EMEF Padre José Pegoraro. O atual PPP da organização foi o ponto de partida para uma análise baseada na abordagem contextualista de Pettigrew (1985). A escolha metodológica da investigação priorizou entrevistas semiestruturadas com a diretora, a coordenadora pedagógica e 5 professores; observações não-participantes de reuniões de planejamento, onde a Direção apresentou o PPP e propôs sua discussão; análise documental; e observação participante da implementação do projeto Criativos da Escola. A pesquisa de campo apontou alguns limitadores para o processo participativo de elaboração do PPP nas escolas públicas, que impactam sua capacidade de direcionar estrategicamente a gestão e fortalecer os valores organizacionais: os escassos espaços de convivência da equipe da escola e dela com seus stakeholders; as crenças que separam aqueles que decidem daqueles que executam; as vivências restritas de participação dentro e fora da escola; as diferenças de visão que a Direção e a comunidade têm sobre o papel da escola, o PPP e o seu processo de elaboração; a dificuldade de administrar as demandas do dia a dia e criar espaços de reflexão sobre as práticas de gestão. Este estudo de caso também possibilitou identificar fatores determinantes para o direcionamento estratégico do PPP, como a existência de um plano de ação que detalhe como o grupo pretende efetivar o projeto e a realização de avaliações das práticas e de suas contribuições com o PPP. O projeto político pedagógico e a gestão democrática são construções sociais que se dão no meio de contradições e conflitos de interesses. O desafio do grupo gestor das escolas é contribuir para criar um ambiente organizacional de aprendizagem e uma cultura de participação, os quais consolidem valores de gestão democrática e cidadania.In order to be able to analyze both the potentialities and limitations of a political pedagogic project (PPP), seen as the instrument of a strategic and empowering direction of cultural values in the public school, a descriptive survey was carried out, whose core was a single case study of a school of the São Paulo municipal system, EMEF Padre José Pegoraro. The organization\'s current PPP was the baseline for an analysis based upon Pettigrew\'s (1985) contextual approach. The methodological choice of the investigation prioritized semi-structured interviews with the school\'s principal, pedagogic coordinator and five teachers; non-participant planning meeting observations, where the administration presented and discussed the proposed PPP; documental analysis; participative observation of the implementation of the Criativos da Escola project. The field survey appointed certain restrainers to the participative process in the development of the PPP in public schools, which impacts its capacity to strategically orientate the management and empower the organizational values: the scarce living spaces for the school staff, and the school itself and its stakeholders; the believes that divide those who decide from those who execute; the limited participation experiences both inside and outside the school; the different visions the administration and the community have about the role the school plays, the PPP and its elaboration process; the difficulty to manage the daily demands and to create spaces of reflection about the management practices. The case study herein has also made it possible to identify determinant factors for the PPP strategic direction, seen as the existence of an action plan that details how the group intends to implement the project and the practice assessment, and their contributions to the PPP. The political pedagogic project and the democratic administration are social entities existing in the middle of contradictions and conflicts of interest. The challenge the school\'s management group faces is to contribute to the creation of an organizational environment of learning and a participative culture which consolidates values of democratic management and citizenship.
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Machado, Gisele Viola 1982. "Pedagogia do esporte = organização, sistematização, aplicação e avaliação de conteúdos esportivos na educação não formal = Sport pedagogy : organization, systematization and application of sports content in non-formal education". [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275013.
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Orientador: Roberto Rodrigues PaesDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-21T13:18:58Z (GMT). No. of bitstreams: 1 Machado_GiseleViola_M.pdf: 1665492 bytes, checksum: 0fce3381722269f5661500ba29a8dfc0 (MD5) Previous issue date: 2012
Resumo: O esporte está presente em diversos cenários da educação, sendo o foco deste estudo o cenário da educação não-formal, mais especificamente os projetos sócio-educativos inseridos no contexto das Políticas Públicas, que dentre seus objetivos buscam minimizar os problemas enfrentados por crianças e adolescentes em situações de risco social. Para tal, faz-se necessário que o esporte receba um tratamento pedagógico adequado, com uma organização sistematizada de seus conteúdos, a fim de potencializar seu significado educacional. Diante do exposto, o estudo conta com uma pesquisa que visa sustentar uma prática didático-pedagógica voltada à formação integral de crianças e adolescentes na iniciação esportiva participantes de projetos socais. Para tal, realizamos um estudo de caso no Programa Ensino Esporte e Juventude (PEEJ), uma Política Pública, mantida pelo Poder Público municipal da cidade de Taubaté, com a intenção de verificar o tratamento dado ao esporte enquanto conteúdo educacional, verificando (I) a prática pedagógica dos professores, (II) os conteúdos propostos no planejamento e (III) quais os conteúdos foram de fato aprendidos na perspectiva dos alunos. Para isto o processo metodológico passou por quatro etapas: (a) Análise documental do Planejamento esportivo; (b) Observação não participante das aulas esportivas de 10 professores; (c) entrevista semiestruturada com os professores; e (d) entrevista semiestruturada com 45 alunos entre 11 e 15 anos, através da técnica do Focus Group. Após analisar e relacionar os dados, constatamos que o (a) PEEJ apresenta um Planejamento esportivo na perspectiva dos Referenciais da Pedagogia do Esporte, contribuindo para a construção das Propostas Didáticas dos professores, (b) as aulas observadas apresentam um equilíbrio entre os três Referenciais da Pedagogia do Esporte; (c) a maioria dos professores apresentou uma visão na entrevista superando o pensamento reducionista sobre o papel do esporte, contudo alguns apresentaram dificuldades em relacioná-los com os conteúdos que ensinam nas aulas; e (d) os alunos identificam as aprendizagens adquiridas na perspectiva dos três Referenciais da Pedagogia do Esporte
Abstract: Sports is present in several educational settings, and the focus of this study is the scenario of non-formal education, more specifically the social and educational projects within the context of Public Policy, which among its objectives seek to minimize the problems faced by children and adolescents in social risk situations. Hence sports must receive an appropriate pedagogical treatment with a systematic organization of its contents, in order to enhance their educational significance. Thus, the study relies on a research that aims to sustain a didactic and pedagogic practice focused on comprehensive training of children and adolescents in sports initiation who are participating in social projects. Therefore, we have carried out a case study at Sport and Youth Education Program (PEEJ), which is a Public Policy maintained by the municipal government of the city of Taubaté, with the purpose of verifying the treatment given to sports as an educational content, checking (I) pedagogical practice of teachers, (II) the contents proposed in planning and (III) which of the contents were indeed learned from the students' perspective. So, the methodological process has gone through four steps: (a) Documental analysis of sports Planning, (b) Nonparticipating note of sports class of 10 teachers, (c) semi-structured interviews with teachers, and (d) semi-structured interviews with 45 students between 11 and 15 years old, through the Focus Group Technique. After analyzing and relating data, we have found that (a) PEEJ presents a Sports Planning from the perspective of Sports Pedagogy Reference, thus contributing to the construction of Teachers' Didactic Proposals, (b) the observed classes show a balance between the three Sports Pedagogy Reference, (c) although the majority of teachers has presented at the interview a vision that surpasses reductionist thoughts about the role of sports, some had difficulties in relating them to the content they teach in class, and (d) students identify the learning acquired on the perspective of Sport Pedagogy Reference
Mestrado
Biodinamica do Movimento e Esporte
Mestre em Educação Física
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Daniels, Harry. "An enquiry into different forms of special school organization : pedagogic practice and pupil discriminations". Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10006549/.
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Granberg, Christina. "En kvalitativ studie om hur förskollärare beskriver pedagogisk dokumentation som arbetssätt". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21086.
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Samtliga respondenter beskriver pedagogisk dokumentation som en möjlighet att få syn på barnens intressen och för att förbättra och vidareutveckla verksamheten. Pedagogisk dokumentation ses som en process som både vuxna och barn kan delta i. I denna process an-vänds dokumentationsmaterialet för reflektion och analys. Arbetssättet beskrivs även som en hjälp för pedagogerna att se sin egen roll i de pedagogiska processerna. Utvecklingssamtal, föräldramöten och var-dagliga samtal, exempelvis vid lämning och hämtning av barnen, upp-levs som bra tillfällen för att använda pedagogisk dokumentation. Det största hindret som förskollärarna beskriver är tidsbrist. Det kan ex-empelvis vara svårt att hinna ta hand om dokumentationsmaterialet och att avsätta tid för reflektion. En annan aspekt som framkommer är att det kan upplevas som svårt att arbeta med pedagogisk dokumenta-tion som en process där barnen är i centrum, samtidigt som det finns tydliga mål att följa, uppsatta med utgångspunkt från förskolans läro-plan. Förskollärarna är positiva till pedagogisk dokumentation som arbets-sätt. Erfarenhet av yrket poängteras som en fördel för att hinna med att dokumentera och se varje barns utveckling och lärande.
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Ärlestig, Helene. "Communication between principals and teachers in successful schools". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1927.
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This thesis examines the interplay between organizational structure and culture and principals’ communication with their teachers in a Swedish school setting. Especially communication about issues connected to teaching and learning, student outcomes and school improvement are in focus. These issues are examples of what principals work with as pedagogical leaders. The thesis consists of four published articles on principals’ communication in relation to organizational prerequisites and aims. The four separate articles are all connected to three overall questions. How do organizational factors relate to the communication process? How does the communication between principals and teachers affect and reflect principals’ and teachers’ work towards the national objectives in the Swedish curriculum? What, if any, differences are there in the communication process between successful and less successful schools? The research undertaken in this thesis is a part of a larger project called ‘Structure, Culture, Leadership – prerequisites for Successful Schools?’ The empirical data used consists of interviews and questionnaires with teachers and principals in twenty-four Swedish schools as well as one school outside the projects study population. The twenty-four schools within the project have been divided into four groups depending on how they have succeeded in reaching academic and social objectives in the curriculum. The overall result shows that most communication in schools is related to everyday activities and individual students. Teachers claim that their communication with their principals is uncomplicated and straightforward. Viewing communication as a multidimensional process including information, affirmation/feedback and interpretation reveals that many principals overestimate their ability to communicate as pedagogical leaders. The difference in the communication process between the schools was more due to organizational factors like structure and culture than the principal’s individual communication abilities. In the successful schools, principals and teachers communicated more frequently about issues related to teaching and learning. These principals made more classroom visits and provided more frequently feedback on teachers’ professional role. In many of the other schools, there were signs of a communicative and organizational blindness. There is a potential in many schools to improve principals' and teachers' daily conversations so the communication process to a higher extent support long-term work towards positive school outcomes.
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Lukoševičiūtė, Inga. "Ugdymo proceso organizavimo gebėjimų raiška atliekant pedagoginę praktiką". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110711_105235-37013.
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Rengiant būsimuosius mokytojus labai svarbų vaidmenį atlieka studentų pedagoginė praktika. Pedagoginės praktikos metu siekiama studentus supažindinti su ne tik teorinėmis žiniomis, kurias jie įgyjo mokydamiesi aukštojoje mokykloje, bet ir tuo pačiu supažindinti su mokyklos gyvenimu iš vidaus. Studentams per paskaitas pateikiamos įvairios teorinės mokymo ir mokymosi formos taip pat edukologijos mokslo koncepcijos. Pedagoginės praktikos metu, būsimieji mokytojai turi nuostabią galimybę išbandyti save mokytojo vaidmenyje, pritaikant išmoktas (kolkas tik) teorines mokymo žinias. Per studentų pedagoginę praktiką, atsiskleidžia jų kaip mokytojo vaidmuo, kuris nėra tik naujos informacijos tiekėjas, klasės vadovas, padėjėjas ar patarėjas. Tyrimo objektas. Pedagogines studijas pasirinkusių studentų vadybiniai gebėjimai per pedagoginę praktiką mokykloje. Atlikta empirinė pedagoginės praktikos analizė atskleidžia pradedančiojo mokytojo praktinių, organizacinių gebėjimų ypatumus: mokymosi aplinkų kūrimą, vertinimo ir įsivertinimo svarbą. Tyrimu pagrindu suformuotos išvados ir rekomendacijos yra svarbios pedagogus rengiantiems dėstytojams, mentoriams, pedagoginę praktiką atliekantiems studentams. Tyrimas reikšmingas ugdymo proceso oraganizavimo tobulinimui.For prepairing good future teachers practical training plays a very important role. While practicing students accept not only theoretical knowledge which they have got during their university studies, but same time they adopting to school life from inner side. On lectures students are introduced to various teaching and learning technics and concepts of education science. When doing practical training they have a wonderful possibility to use theoretical information but most importantly to reveal themselves as teacher who is not just an information supplier, but head of the class, helper, advisor. Research object: management skills of the students while doing practical training in schools. Empyrical analysis of pedagogical practice reveals beginners practical and organizing abilities: learning atmosphere creating, valuing students. Opinions and recomendations formed on a research basis are very useful for mentors, lecturers also for practicing students. Research is very meaningful for educational process organising improvement.
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Hagnestad, Jonathan y Anna Rex. "Lärande organisationer i praktiken : En fallstudie om en lärande organisation". Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-43292.
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Lärande organisationer har sedan slutet av 80-talet kommit att få mycket plats inomorganisationsforskning och begreppet har blivit synonymt med hur företag anpassar sig efter denomvärld de verkar i. Forskningen har visat hur givande lärandet kan vara för företag både i termer avvinst och välmående hos medarbetarna, men empiriska undersökningar har samtidigt visat att lärandeorganisationer inte fått fäste i praktiken. Parallellt med detta finns vissa rön som stödjer det traditionellasynsättet att vissa individer är mer kapabla att fatta strategiska beslut, medan andra är mer lämpadesom enbart utförare, och därmed är i behov av styrning. Vårt syfte var att i detta arbete undersöka hurlärande inom en organisation kan förstås genom en grupp chefers upplevelser. Studien designades somen fallstudie inom ett företag och empirin inhämtades från sex kvalitativa intervjuer. Genomklassificering av resultaten i enlighet med Senges discipliner, visade studien att intervjupersonernasupplevelser till stor del sammanföll med det aktuella företagets profilering som lärande organisation,då arbetssättet beskrevs som adaptivt, både inom den egna organisationen och gentemot omvärlden. Imaterialet kunde vi skönja en bakomliggande människosyn, vilket kunde möjliggöra en diskussion påett aggregerat plan. Vilka implikationer detta har för lärandet kan inte identifieras utifrån studiensresultat, utan kräver vidare undersökningar, förslagsvis innehållande både observationer ochintervjuer med fler medarbetare.Since the end of the 1980s, learning organizations have gained a lot of space in organizational researchand have become synonymous with how companies adapt to the world in which they operate. Researchhas shown how rewarding learning can be for companies both in terms of profit and well-being of theiremployees, but empirical studies also show that learning organizations have not gained foothold inactual practice. In parallel with this, some evidence supports the traditional view that some individualsare more capable of making strategic decisions, while others are more suited to following orders andtherefore need to be controlled. The present study was designed as a case study within a company andthe empirical evidence was obtained from six qualitative interviews. By categorizing the results inaccordance with Senge's disciplines, the results showed that the interviewees' experiences by and largewere consistent with the company's profile as a learning organization, as the work methods weredescribed as adaptive, both within the organization and vis-à-vis the outside world. The materialshowed an underlying attitude towards colleagues, which made a discussion on an aggregated levelpossible. The implications of this relationship for learning could not be identified on the basis of theresults of the present study, and would require further investigations, including both observations andinterviews with more employees.
2021-06-07
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Persson, Pia. "Tillgängliga lärmiljöer för barn och elever, pedagoger och skolledare. En väg till inkludering". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31331.
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This thesis is a part of Master Degree within the field of Special Education at Malmö University. The purpose of the research is to elucidate how the supportive material Assessment Tool for Accessible Education of the Swedish National Agency of Special Needs Educations and Schools is being used by educational institutions in Sweden and how it contributes to the change in the learning environment among preschools and schools. The reading provides valuable knowledge for how the agency can develop their support to educational institutions, as well as for the actors of the field to make the learning environment accessible to the students. The study looks at similarities and differences between the inclusive learning environments based on previous research, and the accessible learning environment based on Assessment Tool for Accessible Education. A lot of similarities can be found in the pedagogic and social aspects, while the differences become prominent in aspects of the physical environment which can only be found in accessible learning environments. Further, pros and cons of supporting individual needs in relation to the learning environment are discussed and what consequences it may give rise to for disabled students. Research questions are as follow; Does the Assessment Tool for Accessible Education contribute to a change in the learning environment? What developing processes contribute to the change? How should institutions be supported in order to develop the accessible learning environment?Mixed methods have been used for collection of data; a poll was answered by 425 people and interviews were held with nine focus groups from four different institutions, including one group of students. The theoretical frame of the analysis follows the organization theory; learning organization and rational-analytic, interactional, and political perspective. The empiric has been worked through thematically and is presented in a chronological order from when people first came in touch with Assessment Tool for Accessible Education, how the work has been implemented and processed at the institutions, and a description of what changes has been processed and its effects upon the learning environment. Obstacles and factors of success experienced by the respondents as well as the need of support for development are also presented. The results of the research show that the assessment tools contribute to a change in how the pedagogues approach the knowledge of how the learning and development of the students is affected by the learning environment when organizational development exists within the institution. Development launches when structural and cultural conditions exist and are processed which in turn leads to development of the learning organization. The research looks at the consequences when these conditions are lacking. Further, when good conditions exist the learning environments develop. The research shows changes that have been processed through the physical, pedagogic, and social environment. Also, all students receive a higher level of accessibility than disabled students. The conclusion is that the Assessment Tool for Accessible Education contributes to a higher level of knowledge regarding the significance of the learning environment which implies changes, provided that organizational development exists within the institution. Keywords: Accessible Learning Environment, Disabilities, Inclusive Learning Environments, Learning Organization, Organization theory, Process
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Carreto, Maria Helena Martins. "Inovação na gestão de um centro de emprego: pedagogia da cidadania na liderança". Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2012. http://hdl.handle.net/10400.5/5062.
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Relatório Profissional para obtenção de grau de Mestre em Gestão e Políticas PúblicasEste estudo incide sobre as experiências desenvolvidas no contexto do percurso profissional, como técnica superior consultora e dirigente intermédia de 1º grau de um centro de emprego, unidade orgânica local (UOL) do Instituto do Emprego e da Formação Profissional, I.P. (IEFP,I.P.), enquanto estrutura descentralizada e desconcentrada da administração indireta do Estado. Elenca um conjunto de vivências, filtradas por um olhar reflexivo e critico, de proximidade, procurando compreender a importância da inovação e mudança organizacional para uma organização aberta. Considera, ainda, que os objetivos das medidas de modernização da administração pública (AP) implicam um outro perfil de liderança do dirigente intermédio, pedagogo de uma cidadania ativa, no quadro da nova conceção sobre o espaço público. Essa via reforçará a democratização do Estado de direito, através do desenvolvimento de uma sociedade civil envolvida nas parcerias em rede, e da afirmação do cidadão/cliente e utente, traço diferenciador da Administração Pública pós-burocrática. A abordagem do percurso profissional e a compreensão do interface entre inovação e mudança organizacional, pressuposto de uma gestão ágil, aberta e em rede, poderá vir a contribuir no futuro para a melhoria do perfil de liderança de um centro de emprego, porventura alargada a outras estruturas desconcentradas da administração pública.
This work focuses on my professional experiences developed a senior technical consultant and interim manager of first degree in an “employment center”, which is, local organic unit (UOL) of the Institute of Employment and Vocational Training (IEFP, IP). It lists a set of experiences, filtered through a reflective and critical overview, aiming to understand the importance of innovation and organizational change to an open organization. The work identifies and outlines a set of concepts that allowed me to frame the experiences presented by building around them, a theoretical framework and explanatory prospective. It considers that the objectives of the modernization of public administration entail another leadership profile through the leader, active citizenship educator, under the new conception of public space. This route will strengthen democracy, through the development of a civil society network involved in the partnerships, as well as the affirmation of a citizen-customer public service user, a post-bureaucratic public administration characteristic. The approach of the professional and understanding of the interface between innovation and organizational change, assuming an agile, open and networked management style, should contribute in the future to improve the leadership profile of a employment center, possibly extended to other structures decentralized public administration (PA).
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Batchelor, Jacqueline. "Innovative teachers’ pedagogical efficacy in their use of emerging technologies". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24257.
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Innovative teaching is, in essence, the art of breaking down barriers which prevent educators from preparing learners for the gruelling demands of the 21st century by exploiting the affordances of emerging Information and communications technologies (ICT) to enhance their teaching and learning strategies. The resulting new educational practice can affect roles, learning situations, patterns of interaction, learning spaces, strategies and theories as well as modes of assessment (Mioduser, Nachmias, Tubin,&Forkosh-Baruch, 2002a). The problem addressed in this study is that of innovative teacher knowledge construction and its context. The role of educational technologies in teaching and learning has evolved and changed dramatically over time but little is understood of how this knowledge manifests itself in their practice and how it is replicated and shared in practice. Pioneering, innovative teachers have developed personal theories that may potentially inform future practice once articulated and disseminated. This study sets out to deepen our understanding of how new knowledge is created in practice by innovative teachers and how this knowledge manifests itself in teaching and learning with emerging ICT. The consequent collaboration between researcher and participant teachers can act as a reconciliatory measure between practice and theory. The literature reviewed draws on tenets from socio-cultural theory, critical philosophy, emerging technology and teaching and learning theory and aims to construct rational foundations to assist in the articulation of new theories which, in turn, will better our understanding of this new emerging pedagogical practice. A post-modernistic interpretive prism views the research investigation through the work of teachers qualified as finalists in the Microsoft Innovative Teachers Forum Awards (ITFA) competition. This annual competition recognises and connects innovative teachers who share a common interest in the enhancement of teaching and learning through the use of technology. Data collecting instruments include metadata consisting of educational multimedia artefacts, virtual classroom tours (VCT’s), document analysis, innovative teacher workshops and interviews. The data were qualitatively analysed using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning. The resultant substantive theory’s three core components comprise moral cohesion; innovation negotiations in context; and responsive governance as essential to innovative teachers’ pedagogical efficacy when they engage with emerging technologies. Innovative teachers’ perception of the professional burden they carry along with their bricoleur attitude allude to them using whatever means and whatever is at hand to equip learners with the skills required to make them contributing members of their community and the information society. Strategies for the constant renewal of pedagogical practices and the need for reflexivity included the appropriation of learners’ personal devices for learning where their disposition had to be carefully managed in accordance with ethical considerations and their various capabilities. Innovative teachers are powerful change agents within their school environments and in this regard a certain amount of freedom could be offered to innovative teachers to further explore their own practice whilst at the same time tasking them with additional responsibilities in growing organisational capabilities. Innovative teachers use their increased status and power within their schools to actively lobby for policy changes through participating in advisory committees and assisting in the drafting of documents that hold strategic, ethical and practical implications for the exploitation of emerging technologies within their schools.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Fahlén, Josef. "Structures beyond the frameworks of the rink : On organization in Swedish ice hockey". Doctoral thesis, Umeå universitet, Pedagogik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-734.
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This is a dissertation on organization in Swedish ice hockey based on four articles. The purpose of the thesis is to contribute knowledge on the direction, management and practice of sport using Swedish elite ice hockey as an example. Knowledge is created by examining four separate but mutually contingent aspects of organizations. Article I contributes to the overall purpose with knowledge on the professionalization of Swedish ice hockey, the reasons behind and the consequences of it. Focusing on the timeframe 1967-2000 the article highlights how norms, values and ideals changed over time and contributed to a change from ice hockey as an amateur sport based on idealistic motives and volunteer efforts to a professional sport based on entertainment and commercial forces. Article II contributes knowledge on the structural organization of Swedish elite ice hockey clubs and contributing factors. The article compares eleven elite ice hockey clubs and shows how they vary in relation to each other from low to high specialization, standardization and centralization but also how they present many similar characteristics such as organizational form, subsidiary businesses, cooperation with farm clubs and upper secondary schools, types of employments and division of workload. Article III contributes with knowledge on how organizational structures are experienced by individuals working or volunteering in the clubs. Comparing experiences in two structurally different clubs, the article shows how more developed structures are experienced more positively than less developed structures are. However, both groups agree that more developed structures are desirable and they also have similar opinions on issues concerning formal education and training, the elite program vs. the youth program, strategic vs. operative tasks and personal freedom. Article IV contributes knowledge on how experiences of mentioned structures are affected by remuneration, authority and centrality. Exploring four positions differing from each other with regard to hierarchical position, distance to the club’s core activities and payment, the article shows that individual experiences of organizational structure vary depending on where in the club the individual works. This variation is shown to result in tensions between the different positions. The knowledge offered in the thesis is based on three data collections. Data have been gathered from official and unofficial documentation from and on the Swedish sports confederation, the Swedish ice hockey association and 11 clubs represented in the highest division 2000/2001, and from individuals working or volunteering in these clubs as board members, general managers, marketing assistants, coaches, volunteers in the youth programs and arena personnel. The studies are carried out within an institutional theory framework and the analysis of the results taken together shows how the structures in elite ice hockey clubs are affected by surrounding environment and societal environments. Norms and ideals concerning legitimate ways of organizing are mediated by authorities, educational establishments, trade organizations and successful models in neighbouring industries. These norms and ideals have changed as new actors such as television networks, commercial sponsors and employed staff have entered ice hockey and as the roles of the government, the associations, the coaches and the players have changed. These ongoing changes are combining to a new context and new circumstances for the direction, management and practice of Swedish ice hockey.
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Syrén, Mathilda y Marika Bråson. "Organisatorisk socialisation : En kvalitativ studie om hur medarbetare upplevde sin första tid på arbetsplatsen". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325378.
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Denna studie syftar till att vinna kunskap om hur organisationskonsulter i ett företag upplevde sin organisatoriska socialisation då de var nyanställda. Forskning kring organisatorisk socialisation har gjorts sedan 70-talet men då har främst kvantitativa forskningsmetoder använts. Som ett ytterligare bidrag till forskningen på området har därför denna studie en kvalitativ metod i form av intervjuer. Då det inte finns en enhetlig teori för organisatorisk socialisation så presenteras ett teoretiskt ramverk och perspektiv på området som belyser olika typer av organisationsinitierade aktiviteter för nyanställda. Exempel på detta är olika typer av socialisationstaktiker, betydelsen av sociala agenter samt hur individen själv som nyanställd är informationssökande i syfte att minska sin egen osäkerhet. Det insamlade empiriska materialet ifrån intervjuerna analyserades sedan med ett deduktivt angreppssätt utifrån tidigare forskning samt det teoretiska ramverket och perspektivet. Resultaten visade att medarbetarna upplevde de olika organisationsinitierade aktiviteterna som lärorika på så sätt att de som nyanställda lättare kunde komma in i sina roller och lära sig sina arbetsuppgifter. De upplevde också andra faktorer, såsom sociala aktiviteter, relationer och samarbeten som bidragande faktorer för att komma in i organisationen på ett smidigt och effektivt sätt. Vidare upplevde intervjupersonerna att eftersom det fanns en struktur med bestämt schema över de första två veckorna ingavs en initial trygghet och säkerhet som ny vilket därmed minskade deras osäkerhet. Därtill visade det sig att de sociala agenterna var av stor vikt för att komma in i organisationen och att företagets och koncernens företagskultur också underlättade att bli en del av arbetsplatsen. Till sist visade de kortsiktiga och långsiktiga utfallen, som dessa aktiviteter och faktorer gav på deras socialisation, att den rådande sociala gemenskapen i form av social integration och rolltydlighet uppnåddes även i och med organisationens socialisationstaktiker. De långsiktiga utfallen framkom i form av organisatoriskt engagemang från medarbetarnas sida samt att de trivdes bra och ser en långsiktighet på arbetsplatsen.
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Kapicic, Elma y Anela Kapidzic. "Ömsesidig socialisation? : En studie av organisationsocialisation på en ny verksamhet". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-433289.
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Kunskaper inom området organisationssocialisation bygger mestadels på studier genomförda i relativt stabila organisationsmiljöer. Med utgångspunkt i att dagens arbetsliv snarare karaktäriseras av förändring och utveckling ser vi dock ett behov av kompletterande studier. Syftet med denna studie har varit att undersöka hur vår studie riktade sig därför till att undersöka hur socialisationen av nyanställda ser ut i nyskapade verksamheter med avsikt att utveckla kunskap om hur nyanställda på en sådan verksamhet utvecklas i sina roller till att bli fullvärdiga medlemmar. Studien genomfördes med hjälp av semistrukturerade intervjuer med medarbetare inom en verksamhet vilken betraktas som nystartad. Med utgångspunkt i ett teoretiskt perspektiv om osäkerhetsreducering framkommer tre centrala fynd. I studien framgår det att de nyanställda funnit väldigt starka band och sociala relationer till varandra, av den anledningen att det saknats annan tidigare anställd personal och samtliga nyanställda såg sig själva kliva in i organisationen som en gemenskap. Organisationskulturens ostadiga karaktär var något som bidrog till ett proaktivt beteende hos noviserna där de i den nya verksamheten, tillsammans med andra nya anställda, i högre grad fick driva sin egen socialisering med stöd och bekräftelse av varandra i hanteringen av osäkerheter som präglat både deras och verksamhetens första tid.Knowledge in the field of organizational socialization is mostly based on studies conducted in relatively stable organizational environments. Based on the fact that today's working life is rather characterized by change and development, we see a need for supplementary studies. The purpose of this study has been to investigate how socialization of new employees looks like in newly created businesses, with the intention of developing knowledge on how new employees in such businesses are shaped in their role to become a worthy member of the organization. The study was conducted with the help of semi-structured interviews with employees in a business considered to be newly started. Based on a theoretical perspective of uncertainty reduction, three key findings emerged. The study shows that the new employees found very strong associations and social relations with each other. Because of the lack of other previously employed staff, all new employees saw themselves stepping into the organization as a community. The unstable nature of the organizational culture was something that contributed to a proactive behavior of the novices, where in the new business together with other new employees, they were more likely to pursue their own socialization with support and confirmation of each other in dealing with uncertainties that characterized both their and the business' first time.
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Esch-Ekström, Jasmine y Isabella Roovete. "Skolkuratorers handlingsutrymme i en pedagogisk kontext : En kvalitativ studie". Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-101192.
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The aim of this study has been to highlight how school social workers experience their discretion, and furthermore how they feel about working in a context mainly dedicated to teachers. The study is executed with a qualitative research method where ten interviews with school social workers, in eight schools in the area of Stockholm have been conducted. The theoretical framework used to analyze the results was discretion, street-level bureaucracy and human service organizations.The main findings of this study imply that the most important ambition of the social work that was conducted in the schools was to help the students reach their knowledge goals. The assignment is, however, not clearly defined, which has lead to school social workers defining the mission and goals themselves. They all have wide discretion and great possibilities to decide how to execute their work, but how they use the freedom that was given seems to vary among them. An additional finding was that being a school social worker is often a solitary role in the organization, and therefore most of them highlight the importance of enjoying independent work and having a co-worker to discuss their work with.
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Barzano, Marco Antonio Leandro. "Grãos de Luz e Grio : dobras e avessos de uma ONG-Pedagogia-Ponto de Cultura". [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251871.
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Orientador: Antonio Carlos Rodrigues de AmorimTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo : Lençóis, Chapada Diamantina, estado da Bahia. Nesta localidade existe a ONG Grãos de Luz e Griô, instituição onde realizei a pesquisa com o objetivo principal de analisar suas práticas pedagógicas. A utilização de vários artefatos, além de observações e entrevistas contribuíram como ferramentas metodológicas para expressar os discursos produzidos por essa instituição. Desse modo, imaginei as dobras que se efetuaram entre ONG Pedagogia Griô-Ponto de Cultura e a partir da análise que construí, as noções de identidade e poder foram potencializadoras para eu criar as formas como a ONG opera discursos capazes de construir "verdades" e fixar determinadas identidades e padrões culturais. Escolhi a perspectiva dos Estudos Culturais pós-estruturalistas para me auxiliar na efetuação analítica. Destaco ainda a performatividade como uma maneira de a ONG expressar a teatralização do personagem velho griô bem como sua articulação política junto ao Ministério da Cultura
Abstract : Lençóis, Chapada Diamantina, Bahia State, Brazil. On this location at Grãos de Luz and Griô No Governmental Organization(NGO) with main purpose for analyzing its educational practices, this survey was carried out. The utilization of many articles and products, beyond some observations and interviews as methodological tools for expressing this institution speeches have contributed for this study. That way, partnerships between NGOPedagogia Griô-Ponto de Cultura were achieved and analysis pointed out by my own, as well as power and identity concepts have became potential for developing methods as NGO has been able to accomplish several speeches showing "truths" and in addition attaching identities and cultural models. Pos-structuralist Cultural Studies perspective was chosen for supporting me about analytical evaluations. Performance as single manner like NGO could represent ancient Griô theatricality and his political role together to Culture Department was reported, as well
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Sjöberg, Helena. "Frihet eller struktur - vad gynnar kreativitet, innovation och hälsa i organisationen? : En kvalitativ studie kring fyra ledares uppfattningar". Thesis, Högskolan i Gävle, Institutionen för pedagogik, didaktik och psykologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6360.
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Samhället är föränderligt och påverkas av globala faktorer. Arbetslivet tvingas till kontinuerlig utveckling och anpassning till rådande omställningar. Företag och organisationer måste ständigt förnyas och utvecklas för fortsatt existens. Två begrepp som används i samband med utveckling och förnyelse i organisationer är kreativitet och innovation. Syftet med den här undersökningen var att beskriva och analysera vilka övergripande faktorer som ledare uppfattar påverka kreativitet och innovation i organisationen. Syftet var även att undersöka hur ledarna uppfattar sambandet mellan kreativitet och hälsa. Fyra ledare på skiljda positioner i två olika organisationer intervjuades. Vid analysen av intervjumaterialet användes en fenomenografisk inspirerad ansats för att identifiera ledares uppfattningar om kreativitet, innovation och hälsa i organisationen. Resultatet åskådliggjorde sammanfattningsvis att både frihet och struktur samt en balans mellan dessa ytterligheter behövs för att skapa kreativitet och innovation i en organisation. Resultatet visade även att ledarskapet och organisationskulturen påverkar balansen. Ett pedagogiskt ledarskap och en öppen organisationskultur ansågs vara särskilt gynnande för balans mellan frihet och struktur. Ett angeläget utvecklingsområde ansågs vara att öka kompetensen kring hur balans mellan frihet och struktur samt hur balans mellan ledarskap och chefskap kan skapas. Ledarna uppgav att det finns ett samband mellan kreativitet och hälsa och att de båda begreppen påverkar varandra i en positiv spiral. Ett hinder i utvecklandet av kreativitet, innovation och hälsa i organisationen uppgavs vara tidsbrist. Att sammanföra kreativitet och hälsa till en gemensam utvecklingsorganisation skulle kunna skapa mer utrymme för detta arbete i organisationer, i enlighet med tidigare forskning inom området.Society is changing and is influenced by global factors. The work life is forced to continuous development and adaptation to current conversions. Therefore, companies and organizations must constantly be renewed and developed for continued existence. Creativity and innovation are two terms often used in connection with development and renewal in organizations. The purpose of this study was to describe and analyze the overall factors that leaders perceive influence creativity and innovation in the organization. The aim was also to examine how leaders perceive the relationship between creativity and health. Four leaders in different positions from two organizations were interviewed. In the analysis of the interview material, an approach inspired by phenomenography was used to find out the leaders' perceptions of creativity, innovation and health in the organization. The result illustrated that both freedom and structure and a balance between these extremes is needed to create creativity and innovation in the organization. The results also showed that leadership and organizational culture affect balance. A pedagogical leadership and an open organizational culture were seen as particularly favorable for the balance between freedom and structure. One of the most urgent subjects to develop was to improve the competence of how to balance between freedom and structure, and how the balance between management and leadership can be created. The leaders stated that there is a connection between creativity and health, and that those concepts affect each other in a positive spiral. One obstacle in the development of creativity, innovation and health in the organization was reported to be lack of time. Bringing creativity and health into a single development organization could create more space for this work in organizations, in accordance with previous research in the subject.
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Hirama, Leopoldo Katsuki 1969. "Algo alem de tirar as crianças da rua : a Pedagogia do Esporte em projetos socioeducativos". [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275141.
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Orientador: Paulo Cesar MontagnerDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: O crescimento do número e intervenções das ONGs (organizações não-governamentais) no cenário nacional destaca uma outra área de desenvolvimento do esporte. Chamado esporte social ou educacional, ele é tratado como ferramenta que contribui para a formação do público foco, sejam crianças, adolescentes, adultos ou velhos em projetos sociais. Investigar qual o tratamento pedagógico indicado que este esporte pode sofrer e quais características a serem consideradas ao se planejar um programa social através do esporte foram os objetivos desta pesquisa. Orientando-se pela etnografia e utilizando-se da metodologia da história oral, foi foco do estudo o impacto sobre a vida de um grupo de jovens moradores da comunidade de Heliópolis que participaram de um projeto socioeducativo que utilizava o esporte como eixo norteador entre os anos de 2003 a 2005.
Abstract: The growth of NGOs (Non-Governmental Organizations) units and interventions, considering the Brazilian scenario, brings out another area of sports. Known as social or educational sport, it is regarded as an instrument that contributes to the development of its public - which can be children, teenagers, adults or old people - in social projects. Investigating which pedagogic treatment the sport should get and which characteristics should be considered in order to plan a social program through sport were the goals of this research. Oriented by ethnography and making use of oral history methodology, the focus of the study was the impact on the life of a young people group from Heliópolis community brought by their participation in a socialeducational project that used sports as main basis between years 2003 and 2005.
Mestrado
Ciencia do Desporto
Mestre em Educação Física
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Alves, Naiá Márjore Marrone. "A organização do trabalho pedagógico da Educação Física e a pedagogia histórico-crítica: limites e possibilidades". Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/9113.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This work has as object of study the organization of the pedagogical work of Physical Education in the light of historical-critical pedagogy. The central question that guided the whole realization of this research was: "What are the limits and possibilities for the implementation of a pedagogical proposal of Physical Education from the historical-critical pedagogy in the organization of the pedagogical work of a state school in Itaberaí"? The general objective of the research was to investigate and analyze the limits and possibilities for the implementation of a pedagogical proposal of Physical Education from the historical-critical pedagogy in the organization of the pedagogical work in a state school of Itaberaí-GO. As specific objectives, we highlight: a) to investigate the role and the insertion of Physical Education in the organization of the pedagogical work of the Honestino Monteiro Guimarães Center for Integral Teaching; b) identify and analyze the conceptions of Physical Education used in the discourses of the school community (teachers, students and management team); c) systematize a proposal of Physical Education from the historical-critical pedagogy and apply it to the students of the 3rd year of high school of this school; d) to identify and analyze, from the proposed systematization, the limits and possibilities for working with the contents of Physical Education from the Pedagogy of History in this school. We work with the hypothesis that it is possible to implement a pedagogical proposal for Physical Education from the historical-critical pedagogy in the organization of the pedagogical work of the school, even in spite of the inherent limits to the contradictions found in an institution that is a driving force dominant mode of production. The group chosen for the implementation of the proposal was the 3rd year of high school. The content was football. Semi-structured questionnaires, semi-structured interviews, documentary analysis, free observation and field diary were used as research instruments. As a data collection technique, we use content analysis. The theoretical framework of this research is historical-critical pedagogy, critical-overcoming pedagogy and historical-cultural psychology, whose references are found in Dermeval Saviani, Newton Duarte, Lígia Márcia Martins, Micheli Ortega Escobar, among others. It is a study and case of a critical-dialectical and qualitative approach. The product of this research will be a didactic sequence elaborated from the intervention proposal that was developed. Our provisional synthesis allows us to affirm that the organization of the pedagogical work of Physical Education in the researched school has reflected the designs of the capitalist school. However, through the intervention carried out, it was found that it is possible to promote ruptures from a pedagogical work guided by historical-critical pedagogy.
Este trabalho tem como objeto de estudo a organização do trabalho pedagógico da Educação Física à luz da pedagogia histórico-crítica. A pergunta central que orientou toda a realização desta pesquisa foi: “Quais os limites e possibilidades para a implementação de uma proposta pedagógica de Educação Física a partir da pedagogia histórico-crítica na organização do trabalho pedagógico de uma escola estadual de Itaberaí”? O objetivo geral da pesquisa foi investigar e analisar os limites e possiblidades para a implementação de uma proposta pedagógica de Educação Física a partir da pedagogia histórico-crítica na organização do trabalho pedagógico em uma escola estadual de Itaberaí-GO. Como objetivos específicos, elencamos: a) investigar o papel e a inserção da Educação Física na organização do trabalho pedagógico do Centro de Ensino em Tempo Integral Honestino Monteiro Guimarães; b) identificar e analisar as concepções de Educação Física empregadas nos discursos da comunidade escolar (professores, alunos e equipe gestora); c) sistematizar uma proposta de Educação Física a partir da pedagogia histórico-crítica e aplicá-la aos alunos do 3º ano do ensino médio desta escola; d) identificar e analisar, a partir da sistematização proposta, os limites e as possibilidades para se trabalhar com os conteúdos da Educação Física a partir da Pedagogia Histórico-Crítica nesta escola. Trabalhamos com a hipótese de que é possível implementar uma proposta pedagógica para a Educação Física a partir da pedagogia histórico-crítica na organização do trabalho pedagógico da escola, mesmo apesar dos limites inerentes às contradições encontradas em uma instituição que é peça motriz do modo de produção dominante. A turma escolhida para a implementação da proposta foi o 3º ano do ensino médio. O conteúdo foi o futebol. Utilizamos como instrumentos de pesquisa questionários semiabertos, entrevistas semiestruturadas, análise documental, observação livre e diário de campo. Como técnica de coleta de dados utilizamos a análise de conteúdo. O marco teórico desta pesquisa é a pedagogia histórico-crítica (Dermeval Saviani), a metodologia crítico-superadora (Coletivo de Autores) e a psicologia histórico-cultural (Lígia Márcia Martins, Newton Duarte). Trata-se de um estudo de caso de cunho crítico-dialético e abordagem qualitativa. O produto desta pesquisa será uma sequência didática elaborada a partir da proposta de intervenção que foi desenvolvida. A nossa síntese provisória nos permite afirmar que a organização do trabalho pedagógico da Educação Física na escola pesquisada tem refletido os desígnios da escola capitalista. Contudo, por meio da intervenção realizada, constatou-se que é possível promover rupturas a partir de um trabalho pedagógico pautado pela pedagogia histórico-crítica.
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Lindberg, Elin. "Professionalisering : Föräldrars åsikter om en organisationsförändring av den svenska barnidrotten". Thesis, Umeå University, Umeå University, Department of Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-35665.
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The Swedish way to organize sport has a long tradition and the parents play an important role in ways to organize sport. Without the thousands of adults who voluntary work the sport associations would have problems to survive. However, there are tendencies to that commitment is reduced, which means that the activity is exposed. The purpose of this study was to examine parents opinions about a nonprofit children´s sport respective professional children´s sport. The study was based on questionnaires which were distributed to 83 parents in four different sports; equestrian sport, track and field sports, ice hockey and soccer. The results show that the parents value the sport, the physical activity, in itself, and not the actual organization of the non-profit sport. Furthermore, the parents seem to be in general positive about the changes a professionalising could mean.
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Carlsson, Erica. "Kompetensutveckling : en kvantitativ undersökning bland sektionschefer". Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71215.
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Denna studie har som syfte att undersöka vilken kompetensutvecklingsektionschefer inom vård och omsorg får i förhållande till enorganisationsförändring. För att få svar på frågeställningen använde sigdenna studien av en kvantitativ metod. En webenkät utformades medmätbara variabler som tagits fram från tidigare forskning inom området. Ettbekvämlighetsurval gjordes i denna studie för att få ett större omfång avrespondenter. Enkäten skickades ut till 195 sektionschefer i 4 kommuner iSverige och av dessa svarade 65 respondenter. Man kan dra slutsatsernautifrån de svar som kommit in från respondenterna att de i förhållande tillen organisationsförändring ansåg att de får kompetensutveckling inomekonomi, arbetsmiljö och kommunikation om de behöver det.Sektionscheferna i studien ansåg att de fick utbildning, upplevde att de fickstöd och kände sig kompetenta i sitt ledarskap.
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Figueiredo, Silene Brandão. "Formação de professores a distância : análise crítica a partir de um curso de pedagogia". Universidade Federal de Sergipe, 2009. https://ri.ufs.br/handle/riufs/4923.
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This study has as central theme "The Formation of teacher in Distance Education" which aims to analyze in a critical way the concept of teacher training and the organization of the
Pedagogical work in the teaching model in Distance Education, in the semi presential course system in pedagogy in a Unit / Pole. For its materialization, the research provides an approach
on the concepts present in the policies of teacher education in the period from 2003 to 2008. It points out that the teacher training has been focused in terms of skills, inspired by the neoliberalism. It makes an analysis of the national curriculum guidelines for teaching the Pedagogy course, showing in these, the logic of the capitalist market, going against an omnilateral training design. It presents a brief historical review of Distance Education in Brazil, analyzing the various programs developed in Distance Education in Brazil over time, recognizing the concepts of teacher training in public policy of Distance Education. It discusses the organization of pedagogical work in Distance Education, taking into account the characteristics of students in Distance Education and the role of mentors in face of the classroom teaching and learning process. It examines the elements of the organization of pedagogical work, from an experience of being in a teaching unit / polo, taking into account the main methodological categories: totality, contradiction and possibility, and content for the design of training in this mode of teaching. It is a research with dialectical materialist
approach, outlining in a case study. Besides the analysis of the proposed work of the course, we used tools such as: observation, questionnaires for students and semi-structured interview with the classroom tutors. It is evident in the research the precariousness in the teacher training education, highlighting the DE system, even a conception of practical training and instrumental character.Este estudo tem como temática central Formação de Professores a Distância , com o objetivo de analisar de forma crítica a concepção de formação de professores e a organização do trabalho pedagógico na modalidade em EaD, no sistema semi-presencial de um curso de Pedagogia em uma Unidade/ Polo. Para a sua materialização, a pesquisa traz uma abordagem sobre as concepções presentes nas políticas de formação de professores no período de 2003 a 2008. Aponta que a formação de professores centra-se na perspectiva das competências, inspiradas pelo neoliberalismo. Analisa que as diretrizes curriculares nacionais para o curso de pedagogia evidenciam a lógica do mercado capitalista, indo de encontro a uma concepção de formação omnilateral. Apresenta uma breve revisão histórica da educação à distância brasileira, analisando os diversos programas desenvolvidos em EaD no Brasil ao longo do tempo, reconhecendo as concepções de formação de professores presentes nas políticas públicas de EaD. Discute sobre a organização do trabalho pedagógico em EaD, levando-se em conta as características presentes nos alunos de EaD e o papel dos tutores de sala frente ao processo ensino e aprendizagem. Analisa os elementos da organização do trabalho pedagógico, a partir de uma experiência de curso de pedagogia em uma unidade/ pólo, levando-se em conta as principais categorias metodológicas: totalidade, contradição e possibilidade, e de conteúdos para a compreensão da concepção de formação presente nesta modalidade de ensino. Trata-se de uma pesquisa com abordagem materialista dialética, delineando-se em uma pesquisa qualitativa bibliográfica e em estudo de caso. Para a realização da pesquisa foram analisados documentos, tais como: LDB nº 9.394/96, Plano Nacional de Educação, Diretrizes Curriculares Nacionais para o Curso de Pedagogia e Decretos da EaD. Além da análise da proposta de trabalho do curso, foram utilizados instrumentos, tais como: observação, questionários para os alunos e entrevista semiestruturada com os tutores de sala. Constata-se na pesquisa que a formação de professores, neste sistema de EaD, apresenta uma concepção de formação fundamentada nas competências e de caráter instrumental.
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Stenmark, Henric. "Polisens organisationskultur : En explorativ studie". Doctoral thesis, Umeå : Pedagogiska institutionen, Umeå universitet, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-456.
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Ndlala, Mangena William. "The pedagogical significance of supervision and inspection in black secondary schools with special reference to KaNgwane". Thesis, University of Zululand, 1985. http://hdl.handle.net/10530/720.
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A dissertation submitted to the Faculty of Education at the University of Zululand in
fulfilment of the requirements for the degree of MASTER OF EDUCATION
in the Department of Educational Planning and Administration, 1985.The purpose of this research was to determine the pedagogical significance of supervision and inspection as professional services offered to Black secondary schools with special reference to KaNgwane. The concern in educational administration is quality. This emanates from the assumption that everyone aspires to receive education of good quality. Supervision and inspection, as administrative strategies, aim at bringing about and maintaining such educational quality as may be desired. Inspectors are professional agents who, from time to time, offer supervisory and inspection services to schools. Success in the execution of this task is determined by the extent to which objectives and procedures are considered in the planning and admin¬istration thereof. This study opened with an orientation to the problem and related, issues. Findings from literature, interviews and questionnaires were related to the theory discussed in chapters two and three on supervision and inspection. This research revealed that there is inadequate consideration of objectives and procedures in the administration of supervision and inspection in KaNgwane. This implies that there is a great need for improvement of the current supervisory and inspection procedures. Application of the scientific management procedures, such as 'Supervision and Inspection by Objectives* (SIBO), have better chances of improving the quality of education than a haphazard approach devoid of clear objectives. It is hoped that the recommendations resulting from the findings in this research will be utilised with a view to improving the quality of educational administration, which is a prerequisite for the improvement of the quality of education as a whole.
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Araujo, Walderez Martins. "Analise critica do projeto pedagogico, aplicada ao curso de graduação em Engenharia Mecanica da UEMA". [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/264717.
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Orientadores: Waldemir Silva de Lima, Kamal Abdel Radi IsmailDissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Engenharia Mecanica
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Mestrado
Planejamento e Gestão Estrategica da Manufatura
Mestre Profissional em Engenharia Mecanica
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Gilioli, Renato de Sousa Porto. "Civilizando pela música: a pedagogia do canto orfeônico na escola paulista da Primeira República (1910-1930)". Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19122012-143551/.
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Esta pesquisa estuda o projeto de canto orfeônico nas escolas públicas paulistas das décadas de 1910 e 1920. Nesta época, os mentores do movimento orfeônico João Gomes Junior, Carlos Alberto Gomes Cardim, Fabiano Lozano, Lázaro Lozano, Honorato Faustino e João Baptista Julião foram pioneiros em trazer essa modalidade de ensino musical para a escola brasileira. Ainda assim, muitos deles foram em grande medida esquecidos ou, ao menos, colocados num segundo plano na história da educação musical. Este projeto de ensino musical buscava civilizar os costumes, favorecer a construção de uma identidade nacional e ensinar uma audição de mundo associada aos padrões da música ocidental moderna erudita. O período abordado é de notável importância para o ensino musical, uma vez que as experiências e postulados aí desenvolvidos representaram a fonte de Villa-Lobos para fazer do canto orfeônico um fenômeno de dimensão nacional no Brasil na década de 1930.This research studies the Orpheonic Singing project in public schools of São Paulo State in the 1910s and 1920s. At that time, the men who idealized such initiative João Gomes Junior, Carlos Alberto Gomes Cardim, Fabiano Lozano, Lázaro Lozano, Honorato Faustino e João Baptista Julião were pioneers in bringing to Brazilian schools this kind of musical teaching. Despite of that, many of them have been largely forgotten or, at least, have had their role minimized in Brazilian history of music education. This project intended to civilize social customs, with the objective of building national identity, and to teach a point of earring tied to the standards of western erudite music tradition. Musical teaching experiences and axioms of the 1910s and 1920s decades were especially important for they were the main source used by Villa-Lobos to become Orpheonic Singing a national phenomenon in the 1930s in Brazil.
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Jansson, Marie. ""Jag vill inte bara överleva dagen" : en essä om organisationens och etikens betydelse i skolan". Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-20965.
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Melander, Zarah. "Ledarskap och feminism : En studie om organisering och ledarskap i en feministisk organisation". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-141985.
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The aim of this study was to acquire knowledge about leadership and how an organization that describes to be feminist is organized. This was done by studying how everyday tasks and institutionalised practices interact in the construction of the ”feminist” organization and its leadership. This study is a qualitative case-study based on an exploratory and investigative approach. Data was collected through observation, interviews and document study. The organization used in this study is a political youth organization with a feministic and socialistic agenda. This study is based on social constructionistic ontology and combined structural- and process perspectives on leadership and organization. The analysis was preformed using a theoretical framework comprising new institutional organization theory and a ”doing gender”-perspective.Results show that the studied organization can be described as ”feministic.” The analysis shows that there is a gap between the formal organizational structure and the informal organization. The feministic idea within the organization is mainly present at a discursive level where gender is a central aspect. The leadership within the organization is described by its members as a formal and collective leadership based on an equal leadership ideal. But analysis shows that the described leadership is contradictive. The leadership appears to be a male, gender-based construction at a symbolic level while girls in leading positions are seen as divergent as they are gendered in their leadership. The feministic idea's impact on leadership mainly consists of strengthening, supporting and developing girls as authorities within the organization. Furthermore, this study showed no evidence of a specific ”feminist leadership,” suggesting that a feminist organization does not have to bring a feminist leadership.Syftet med denna studie har varit att utveckla kunskap om organisering och ledarskap i en organisation som beskriver sig vara feministisk. Det har skett genom att undersöka hur vardagligt görande inom organisationer och institutionaliserade praktiker samverkar i konstruktionen av den ”feministiska” organisationen och dess ledarskap. Studien är en kvalitativ fallstudie utifrån en explorativ och utforskande ansats. Data har samlats in genom observation, intervju och dokumentstudie. Organisationen som har studerats är en feministisk, socialistiskt och politisk ungdomsorganisation. Uppsatsen har utgått från en socialkonstruktionistisk ontologi och ett kombinerat struktur- och processperspektiv på ledarskap och organisering. Analysen har skett med stöd av ett teoretiskt ramverk bestående av nyinstitutionell organisationsteori och ett ”doing gender”-perspektiv.Resultaten visar att den studerade organisationen kan beskrivas som ”feministisk”. Genom analysen har det framkommit att det finns ett glapp mellan den formella organisationsstrukturen och den informella organiseringen. Det yttrar sig genom att den feministiska idén främst framträder på en diskursiv nivå inom organisationen där även kön fått en central position. Ledarskapet beskrivs av organisationens medlemmar som ett formellt och kollektivt ledarskap, vilket utgörs av ett jämställt ledarskapsideal. Men analysen har synliggjort att detta ledarskap innefattar ett flertal motsägelser. Ledarskapet framstår som en manligt könsmärkt konstruktion på en symbolisk nivå inom den studerade organisationen. Tjejer i ledandepositioner får därmed en avvikande position eftersom de könas i sitt ledarskap. Den feministiska idéns inverkan på ledarskapet utgörs främst av att de inom organisationen talar om att stärka, stötta och bygga tjejer som auktoriteter. Ett särskilt ”feministisk ledarskap” har heller inte framträtt i studien, vilket visar på att en feministisk organisering inte nödvändigtvis medför ett feministiskt ledarskap.
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Diniz, Neusa Lopes Bispo. "Gestão e trabalho pedagogico : um estudo sobre o sentido do trabalho para gestores e docentes de escolas municipais de ensino fundamental na cidade de Campinas". [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251800.
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Orientador: Zacarias Pereira BorgesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: O presente estudo, de caráter descritivo-analítico, analisa as percepções de Professores, Orientadores Pedagógicos, Vice-Diretores e Diretores, em escolas públicas de ensino fundamental, sobre aspectos relacionados à organização, condições e relações vivenciadas no ambiente de trabalho, articulados aos seus sentimentos de prazer, sofrimentos e desafios no processo de realização do trabalho. O principal objetivo deste estudo é, a partir das percepções particulares investigadas, compreender o sentido do trabalho para os trabalhadores e o que o mesmo pode significar para escolas públicas de ensino fundamental. Foram empregados dois procedimentos de coleta de dados: entrevistas coletivas, baseadas na perspectiva das entrevistas reflexivas, com ênfase na narrativa oral dos sujeitos pesquisados e; a aplicação de um questionário de afirmativas contendo 54 questões e estruturado a partir da noção de freqüência, elaborado com base na perspectiva de pesquisa sobre clima organizacional em instituições. O questionário objetivou investigar as percepções que os profissionais, envolvidos na pesquisa, têm do ambiente organizacional de trabalho no cotidiano, como sentem o clima na escola. Pelas suas características, permitiu ser aplicado a um número maior de participantes da pesquisa. As entrevistas recortaram uma parte desses participantes com a intenção de ouvir as suas narrativas singulares sobre o que esses trabalhadores podem falar a respeito do trabalho, dando visibilidade às razões, o sentido do trabalho, a problemática vivida pelos trabalhadores para realizar a sua atividade e os caminhos pelos quais buscam respostas para si próprios. O estudo envolveu 258 profissionais de 12 escolas públicas municipais de ensino fundamental da cidade de Campinas, sendo que desses, 58 profissionais de 05 das escolas colaboradoras participaram das entrevistas. Através das entrevistas reflexivas, os resultados demonstraram que as dimensões relações, condições e organização do trabalho, tanto no âmbito da gestão, como no âmbito da docência, estão relacionadas entre si pelo sentido de precarização/desprofissionalização do trabalho, havendo uma tendência à vivência de sofrimento, com nocividades para a saúde mental dos trabalhadores: a ansiedade produtiva acompanhada de sinais de exaustão, a tolerância ao sofrimento e em alguns casos, a saída individual da desistência, sobretudo, a desmobilização do trabalho. Configuraram estratégias de resistência/sobrevivência no ambiente de trabalho: a mobilização pessoal por meio de outros, as defesas coletivas no âmbito da docência, a gestão diretiva, a gestão compartilhada, a remoção, a estratégia defensiva do silêncio. As tentativas de humanização do trabalho na direção do trabalho coletivo apresentaram-se na análise do estudo. Haja vista, sua aparição em contextos isolados foram compreendidas enquanto ¿inovação no sentido de evolução pedagógica¿, sob a manutenção do mesmo sistema de poder. Os questionários, por sua vez, na aparente contradição dos primeiros resultados, demonstraram tendências à avaliação positiva, por grande parte dos trabalhadores, sobre aspectos das relações, condições, sentido, organização e estilos de gestão nas unidades pesquisadas. Mas apontaram, também, a intensificação e a flexibilização do trabalho, as distâncias entre professores e chefias. Sob análise comparativa aos dados das entrevistas, os questionários demonstraram as estratégias de auto-preservação dos trabalhadores
Abstract: The present survey has a descriptive-analytic feature. It analyses the professors, pedagogical advisors, vice-principals and principals¿ perceptions, in public schools of elementary teaching, about features related to organization, conditions and relationships experienced in the labor atmosphere, linked to their feelings of satisfaction, suffering and challenges in the labor accomplishment process. The main objective of this survey is, starting from the specific perceptions investigated, to understand the meaning of the labor to the workers and what the labor can mean to public schools of elementary teaching. Two procedures were applied to collect the data: collective interviews based on the perspective of the reflexive interviews, with emphasis on the oral narratives of the investigated subjects and the application of a questionnaire of affirmatives containing 54 questions and structured starting from the frequency notion, based on the research perspective about organizational atmosphere at institutions. The questionnaire intended to investigate the perceptions the professionals, involved in research, have about the labor organizational atmosphere daily, how they feel the atmosphere at school. It was possible to apply the questionnaire to a greater number of participants of the survey because its own features. The interviews put asunder a fraction of the participants to listen to their individual narratives about what these workers think regarding to labor, giving perceptibility to the reasons, the labor sense, the problems faced by the workers to accomplish theirs tasks and the means they look for answers for themselves. The survey involved 258 professionals of 12 municipal public schools of elementary teaching in the city of Campinas. From these 258 professionals, 58 took part in the interviews. These 58 professionals worked in 5 of the 12 collaborating schools. Through the reflexive interviews, the results proved that the factors: relationships, conditions and organization of labor, as much in the management ambit as in the teaching ambit, are related among them by the sense of precariousness/desprofessionalization of labor, existing a tendency for living the suffering with harmfulness for the workers¿ mental health: the productive anxiety followed by exhaustion signs, tolerance to suffering and, in some cases, the individual desistance used as solution; the labor demobilization over all. The following configure strategies of resistance/surviving in the labor atmosphere: individual mobilization by others, the collective defenses in the teaching ambit, the directive management, the shared management, the remotion and the defensive strategy of the silence. The humanization trials of the labor on the direction of the collective labor were presented in the survey analysis. As shown by their appearance in isolated contexts, they were understood while ¿innovation in the pedagogical evolution sense¿, under maintenance of the same power system. The questionnaires, in its turn, in the aspect of contradicting the first results, showed tendencies for a positive valuation by most of the workers about aspects of the relationships, conditions, sense, organization and management styles in the researched units. The questionnaires also pointed the intensification and malleability of labor, the distances between professors and chieftaincy. The questionnaires also showed the workers¿ selfpreservation strategies under comparative analysis to the interviews data
Doutorado
Politicas de Educação e Sistemas Educativos
Doutor em Educação
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Andersson, Madeleine. "Skolans förväntningar på förskoleklassen : Samarbete, kommunikation och organisation mellan skola och förskoleklass". Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2978.
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The purpose of this study has been to explore the expectations of the primary school on the activities of the pre-school. In order to limit the study I have chosen to compare the expectations found in two different schools. In the first case, the pre-school is integrated with the after-school centre and grade one to three (primary school), into the same building. In the other case, the pre-school share localities with the after-school centre in a separate building, with its own yard, within the primary school area. Since the purpose is rather comprehensive, it has been divided into sub-themes with separate set of questions. The sub-themes chosen are in themselves factors, which I believe to be of importance for the main purpose. I have used a qualitative method, why the answer may not be generalised, but give us a deeper understanding of the main question in my research, I have interviewed teachers and pre-school teachers as well as used curriculums and existing research, in order to shed light on the main question from different scientific perspectives. The result of this study shows, that the integration of the pre-school within the primary school, may be of great importance for cooperation and communication. The primary school’s expectations, however, seems to be more the result of the teacher’s and preschool teacher’s interpretations of the curriculums.
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Thelin, Katina. "Mellan varumärke och gemensamt raster : Skilda sätt att se verksamhetsidéer för pedagogisk verksamhet". Doctoral thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-29151.
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The aim of this study is to explore the ways in which verksamhetsidé is seen within the Swedish educational context. In Sweden, the concept verksamhetsidé is used for an idea or a set of ideas related to the practice of an organization, for instance a school or a school district. Although the importance of such shared ideas is often pointed out by practitioners as well as researchers within the field of school development, there is little consensus about their meaning. When it comes to questions about the actual function and character of such an idea, or set of ideas, little guidance is found in the literature. This thesis seeks to contribute to such knowledge. In order to describe variations in the ways such ideas are seen as well as in the ways working with such ideas are seen, a phenomenographic study was carried out. The empirical data consist of deep interviews with 14 school directors of education in one larger city in Sweden; each responsible for several schools and preschools in one district. As directors they were all involved in the process of developing a verksamhetsidé, to guide all educational activities in the area. Results suggest that verksamhetsidé can be seen as a trademark, as putty, as a compass, as a map, or as a shared perspective. Each of these conceptions is used as a label for a category of description, and together they constitute one of the study’s outcome spaces. When it comes to working with such ideas, another variation is found. This variation is described through the concepts of top-down implementation and bottom-up sensemaking. Moreover, the data suggest no correlation between a certain way of seeing a verksamhetsidé and a certain way of seeing how to work with it.Människors sätt att se varierar. Samtidigt verkar det vara av betydelse att medarbetare i skolan och förskolan utvecklar gemensamma sätt att se åtminstone vissa aspekter av verksamheten. Att bygga upp och fördjupa förståelsen av en gemensam idé framställs i skolutvecklingsforskningen som en viktig aspekt av skolans och förskolans ledarskap. I den här avhandlingen beskrivs variationen i sättet att se verksamhetsidéer, och arbetet med sådana, som den framträder i en grupp skolchefer med övergripande ansvar för pedagogisk verksamhet. Variationen diskuteras sedan i relation till olika sätt att se skolutveckling och ledarskap, samtidigt som avsaknaden av koppling mellan specifika sätt att se verksamhetsidéer och specifika sätt att se arbete med sådana problematiseras. I den avslutande diskussionen framhålls särskilt betydelsen av att de som befinner sig i skolans eller förskolans praktik utvecklar kunskap om variationen och använder sig av den för att bygga upp ny kunskap med relevans för verksamheten och arbetet i den. Till grund för de resultat som presenteras ligger en intervjuundersökning genomförd i en större svensk stad, i vilken det vid tiden för studiens genomförande pågick ett arbete med att bygga upp en, för all pedagogisk verksamhet i staden, gemensam verksamhetsidé.
The original ISBN number of this work ( 978-91-7063-520-5 ) has been replaced by a new one: 978-91-7063-571-7.
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Lund, Sandra. ""En 'pedagogisk ledare' är ju lite mer en drömbild än dagens rektor" : En studie om interaktuonen mellan rektor och medarbetare". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226956.
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Pedagogiskt ledarskap leder till utveckling. Detta antagande ligger som grund för denna studie som fokuserar på rektorers pedagogiska ledarskap i relation med medarbetare. Många lärare upplever arbetsbördan för stor och så även rektorer. Detta visar på en organisation som inte mår riktigt bra. För att skapa utveckling som leder till att fler stannar i organisationen behöver skolutveckling ske utifrån kärnverksamheten, undervisningen. Medarbetarnas bild av organisationsutveckling behöver synliggöras. För att fokusera på skolutveckling och pedagogiskt ledarskap utifrån medarbetarnas perspektiv har jag fokuserat på relationen mellan rektor och medarbetare. Interaktionen dem emellan kan skapa utveckling, något som är grundläggande i skolans värld. I denna undersökning har organisationsforskning och skolforskning bearbetats och analyserats tillsammans med empirin. Empirin är samlad genom olika slags intervjuer som har sin grund i de systemteoretiska och Socialkonstruktivistiska teorierna. Dessa har även legat som grund för den analys av empirin som gjorts. Empirin visade att relationen mellan rektorer och medarbetare är god och att rektorerna utför ett pedagogiskt ledarskap. Den visade också att relationen inte användes för att utmana och utveckla medarbetarnas undervisning. Relationen var snarare till för att skapa trygghet, stabilitet och förtroende. Det pedagogiska ledarskapet som utfördes var på organisationsplan, som underlättade för medarbetarna att utföra sitt arbete. Men detta påvisades inte. Förväntningar mellan medarbetare och rektorer uttalades sällan och medarbetarna var omedvetna om rektorns ansvar för deras utveckling. Slutsatserna är att rektorerna står för den trygghet och tydlighet som organisationen i övrigt saknar, vilket bidrar till att de inte kan vara utmanande. Om organisationen skulle stå för stabilitet skulle rektorerna kunna stå för variation och utmaningar. Relationen mellan rektorerna och medarbetarna är subjektiv vilket gör att förväntningar som annars skulle kunna ställas på en objektiv rektorsposition inte ställs. Samma sak gäller motsatta led. Att rektorerna inte ställer krav på sina medarbetare med hänsyn till deras situation. Det är en ständig balansgång mellan subjekt och objekt, men en distans till professionen skulle hjälpa organisationen att utvecklas. Dessutom kommuniceras inte det pedagogiska ledarskapet mellan rektorer och medarbetare, vilket bidrar till att det osynliggörs.Educational leadership leads to development. This assumption is the basis for this study, which focuses on the principals educational leadership in relationship with employees. Many teachers feel the burden too great and so even principals. This indicates an organization that does not feel really good. In order to create development that will lead to more stops in the organization needs school development must rest on the core business, teaching. Employee image of organizational needs visibility. In order to focus on school improvement and educational leadership based on the employees' perspective, I have focused on the relationship between the headmaster and staff. The interaction between them may create development, which is essential in the world of school. In this study, organizational research and educational research processed and analyzed with the empirical data. The empirical data is collected through various interviews that are rooted in the system theory and social constructivist theories. These have also been the basis for the analysis of empirical data gained. The empirical data showed that the relationship between principals and employees is good and that principals perform an educational leadership. It also showed that the relationship was not used to challenge and develop their employees' tuition. The relationship was rather to provide security, stability and confidence. The educational leadership were performed on the organizational chart, which made it easier for employees to do their work. But this was not detected. Expectations between employees and principals were spoken rarely and employees were unaware of the principal's responsibility for their development. This concluds that principals are responsible for the security and transparency of the organization in general lacks, which helps that they can be challenging. If the organization would stand for stability would headmasters able to stand for variety and challenges. The relationship between the principals and the employees is subjective allowing the expectations that could otherwise be imposed on a principal objective position is not reset. The same applies to the opposite point. The principals do not require their employees with respect to their situation. It is a constant balancing act between subject and object, but a distance to the profession would help the organization evolve. Additionally communicated not pedagogical leadership between principals and employees, which contributes to the rendered invisible.
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Hjelm, Elin. "Platt eller hierarkisk? : en jämförande studie mellan olika förskoleorganisationer". Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34474.
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Förskolor organiseras på olika sätt som påverkar förskollärarens arbetsmiljö och relationen till organisationen. Det är därför intressant att jämföra hur förskollärares arbetsförutsättningar ser ut i en platt eller hierarkisk organisationsstruktur. Detta görs genom att undersöka vilka ramfaktorer som påverkar relationen mellan förskolläraren och organisationen. För att kartlägga ramfaktorerna intervjuas förskollärare från fyra förskoleorganisationer – två kommunala, hierarkiska förskolor och två fristående, platta organisationer som styr som föräldrakooperativ och personalkooperativ. De ramfaktorer som framkommer ur studien är strukturella faktorer, faktorerna beslutsfattande och påverkan samt faktorerna tillhörighet och tillit. I diskussionen analyseras resultatet utifrån de olika ramfaktorerna. Resultatet av studien visar att de finns skillnader mellan platta och hierarkiska organisationer vad gäller relationen till organisationen. De hierarkiska organisationerna har större svårigheter att kommunicera och ge förskollärarna insyn i organisatoriska frågor. Det medför även styrkor vad gäller kompetens, stöd och nätverk runt pedagogerna. I de platta organisationerna finns större insyn i verksamhetens beslutsfattande, förskollärarna har större möjlighet att själva påverka organisatoriska beslut. I diskussionen om de platta organisationerna ifrågasätts även beslutsfattarnas makt utifrån deras kompetens. I slutstadiet av studien diskuteras huruvida dessa resultat beror på organisationernas uppbyggnad eller snarare på olika kompetenser och roller i organisationen.Pre-schools are organized in several separate ways that affect the preschool teacher's working environment and the relationship with the organization. It is therefore interesting to compare how pre-school teachers’ working conditions look like in a flat or hierarchical organizational structure. This is done by examining the framework factors that affect the relationship between the preschool teacher and the organization. To map out the framework factors, preschool teachers from four preschool organizations are interviewed - two municipal, hierarchical preschools and two independent, flat organizations that act as parent cooperative and employee cooperative. The framework factors that emerge from the study are structural factors, decision-making factors and influence, as well as the factors of belonging and trust. The discussion analyzes the results based on the different framework factors. The result of the study shows that there are differences between flat and hierarchical organizations regarding the relationship with the organization. The hierarchical organizations have greater difficulties communicating and giving preschool teachers insight into organizational issues. It also brings strengths in terms of competence, support and network around the educators. In the flat organizations there is greater transparency in the decision-making process of the business, the preschool teachers have greater opportunity to influence organizational decisions themselves. In the discussion of the flat organizations, the power of decision makers is also questioned based on their competence. The final stage of the study discusses whether these results depend on the organization's structure or rather on different skills and roles in the organization.
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Nilsson, Linnea. "Ledares upplevelser av ledarskapsutbildning : Vad ledare anser är viktigt vid ledarskapsutbildning samt hur utbildningen påverkar ledares trivsel på arbetet". Thesis, Umeå universitet, Pedagogiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-164211.
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I denna studie undersökte jag ledares uppfattningar av ledarskapsutbildning samt hur de själva anser att ledarskapsutbildning påverkat dem. Detta gjorde jag genom kvalitativa intervjuer med avdelningschefer på ett företag i Sverige. Urvalet bestämde jag i syfte att ta del av ledares olika uppfattningar av ledarskapsutbildning. Urvalet styrdes samtidigt av det antal ledare som fanns att tillgå för tillfället av studiens genomförande, samt av studiens begränsade tidsram. Jag utformade en intervjumall i syfte att förbereda mig inför intervjuerna. Frågorna i mallen testade jag i en pilotstudie. Intervjuernas utformning förankrade jag hos företagets personalchef samt VD. Åtta ledare blev tillfrågade om de ville delta på intervju. Samtliga av dessa var avdelningschefer varav sex av dem tackade ja. Jag valde att genomföra intervjuerna på avdelningschefernas arbetsplats. Intervjuerna spelade jag in för att sedan transkribera i sin helhet. Transkriberingarna analyserade jag genom att jämföra likheter samt olikheter mellan avdelningschefernas upplevelse av ledarskapsutbildning. Studiens resultat visade att ledare definierar ledarskapsutbildning väldigt olika. Resultatet av studien visade även att ledare hade olika åsikter angående ledarskapsutbildning. En del anser att ledarskapsutbildning bidrar med fördelar som ökad gemenskap i ledargruppen samt ett betryggande ställningstagande till utveckling från organisationens sida. Andra anser att ledarskapsutbildning också har en baksida där den förändring som ledarskapsutbildning medför, utgör stress samt påverkar ledaren negativt. Min tolkning av studien är att när ledare anammar den kunskap de tagit del av sker ett djupgående lärande. Det i sin tur innebär att ledaren tydligare förstår sin del i ett organisatoriskt sammanhang tack vare den ledarskapsutbildning hen genomgått. Min slutsats är att ledare i omfattande grad påverkas av ledarskapsutbildning. Vid ett initialt skede av ledarskapsutbildning är tydlighet vad gäller utbildningens syfte samt mål det primära för att ledare ska vara positiva till utbildningen. Ledare anser att utbildningen ska vara utvecklande. Organisationen skall ge dem utrymme för tid till reflektion samt genomförande av de förändringar som utbildningen innebär. Resultatet från denna studie visar även att ledares trivsel på arbetet påverkas av ledarskapsutbildning. Faktorer som organisationens struktur av utbildning, press till utveckling samt gemenskap mellan ledarkollegor är exempel på följderav utbildning som påverkar ledarnas trivsel. Ledare tycker det är viktigt att informationen kring utbildningen är tydlig samt att utbildningen har ett uttalat syfte. Ledarna anser även att de har ett eget ansvar att förvalta sin utbildning på ett effektivt sätt.
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Rocklin, Dana. "Internationalization in a Lagom Culture : A Case Study of a Swedish University". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-147541.
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This comparative case study examines the timely issue of internationalization of the Swedish higher education system in the context of lagom, a Swedish word which means “not too much, not too little, just the right amount.” This study presents a comprehensive overview of internationalization policies at the international and national levels, and examines their application at the institutional level within a higher education institution in Sweden to determine gaps between policy and practice. The data was gathered through qualitative interviews with students and international university administrators, which provided their perspectives of the current internationalization efforts, as well as a summary of the current internationalization policies at the institution. The interviews pointed to the organizational culture of the university as a factor affecting internationalization, taking Swedish lagom culture into consideration. This discovery is followed by the application of Sporn’s Organizational Culture Typology (1996) to the institution to understand the strengths and weaknesses of the university, and how to harness the strategic management style to better facilitate internationalization and thus increase the number of students pursuing studies abroad. The results suggest that a more centralized organizational university culture is a more effective way to facilitate internationalization. Additionally, the Swedish lagom culture presents a uniquely challenging paradigm for fostering the innovative internationalization agenda in HEIs.
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Strandli, Portfelt I. "The University; A Learning Organization? : An Illuminative Review Based on System Theory". Doctoral thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-780.
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There are voices in the research field suggesting that universities should become learning organisations in order to be more competitive and efficient. However, the proposal is mainly based on theoretical and normative discussions rather than on empirical research. Therefore, this study has explored and reviewed in what way a university organisation has organised its inner life and illuminate in what way its local organisation matches the characteristics of a constructed theoretical model of a learning organisation. The study has furthermore explored in what way the organisational characteristics interact with one another in order to find out whether they support or hinder organisational learning.
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Souza, Daniela Cristina Barros de. "A inclusão na perspectiva da organização pedagógica de escolas públicas e privadas /". Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/92315.
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Orientador: Elisa Tomoe Moriya SchlünzenBanca: Myrtes Alonso
Banca: Anna Augusta Sampaio de Oliveira
Resumo: A presente investigação, vinculada à linha de pesquisa Práticas Educativas e Formação de Professores, pretende contribuir para a construção da Escola Inclusiva. Para tanto, objetivou analisar como estavam presentes as referências à inclusão na organização pedagógica de escolas públicas e privadas de Presidente Prudente. A obrigatoriedade da inclusão escolar está assegurada por meio de leis e decretos elaborados em busca de uma sociedade que supere os processos de exclusão e segregação existentes na educação. No entanto, o acesso e permanência de alunos que desafiam os saberes estabelecidos e a forma de lidar com o conhecimento provoca a escola a fazer mudanças em sua organização pedagógica e que culminarão em um novo Projeto Pedagógico. Apesar de atuar em nível de intenções, o Projeto Pedagógico intenciona fazer a escola rever suas relações com a forma de trabalho com as diferenças, especialmente com os alunos que requerem necessidades educacionais especiais. A pesquisa teve características de um estudo qualitativo do tipo exploratório atuando em um universo composto por quatro escolas da cidade de Presidente Prudente, sendo duas públicas e duas privadas. Nestes ambientes o procedimento de coleta dos dados se deu através da análise documental dos Projetos Pedagógicos das quatro escolas bem como de entrevistas com os gestores de cada instituição. Os Projetos Pedagógicos e as entrevistas constituíram um conjunto de informações para perceber se as referências que as quatro escolas expunham acerca da Inclusão ocorriam de forma explícita e/ou implícita, de acordo com as seguintes categorias elencadas como relevantes de serem modificadas em uma escola para se tornar inclusiva: o trabalho coletivo, a forma de trabalho com as diferenças, as regras e os limites, a avaliação, a organização do espaço físico... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present investigation, tied to Educative Practices and Teachers' Formation research line, intends to contribute in fostering the Inclusive School. The main aim was to analyze how the references to inclusion were presented in the pedagogic organization of public and private schools of Presidente Prudente. The school obligation to inclusion is assured through laws and decrees prepared for seeking a society that surpasses the existent processes of exclusion and segregation in the education. However, the access and permanence of pupils, who challenge the established knowledge, and the form of dealing with the knowledge have the school establish changes in the pedagogic organization and thus originating a new Pedagogic Project. In spite of acting in intentions level, the Pedagogic Project intends to make the school revise the relations with the form of coping with the differences, especially with pupils who apply for special educational needs. The research characterized as an exploratory qualitative study acting in a universe composed by four schools of Presidente Prudente, being two of them public and the two others private. The data collection procedure was accomplished through documentary analysis of the Pedagogic Projects of the four schools as well as interviews with the directors of each institution. The Pedagogic Projects and the interviews composed a set of information used to realize if the references exposed by the four schools about the Inclusion occurred in a explicit and/or implicit form, in accordance with the following categories, which are relevant to an inclusive school: the collective work, the form of dealing with the differences, the rules and limits, the assessment, the physical space organization, the classroom routine, the projects and the use of pedagogic materials, making allusion to the form as each school conceives concepts like inclusion and people with special... (Complete abstract click electronic access below)
Mestre
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Spjuth, Landgren Charlotte y Kristina Nilsson. "“En grej till som ska göras” : en intervjustudie med pedagoger och specialpedagoger om ett utvecklingsprojekt i skolan". Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21187.
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Examensarbetet syftar till att bidra med kunskap kring vilka framgångsfaktorer och hinder det kan finnas vid utvecklingsprojekt i skolor och hur resultatet av ett projekt kan upplevas av pedagogerna. Syftet är även att undersöka på vilket sätt specialpedagogerna varit delaktiga i utvecklingsprojektet. Vid utvecklingsarbete i skolan är det bland annat viktigt med ett fungerande systematiskt kvalitetsarbete som grund för utvecklandet av verksamheten. Rektors roll och ledarskap har stor betydelse liksom hur man i utvecklingsarbete tar sin utgångspunkt i den dagliga verksamheten. Annat som kan vara av vikt är till exempel kontinuitet, vilka normer och värderingar som råder på skolorna samt om specialpedagogen har en roll i arbetet. Vi har undersökt ett befintligt projekt som bedrevs i sju skolor i en svensk stad under ett läsår. På fyra av skolorna har vi gjort kvalitativa undersökningar genom intervjuer med pedagoger och specialpedagoger. Vi använde oss av chatintervjuer genom delade dokument i Google Drive. Lärande i organisationer inom organisationsteorin och den institutionella teorin användes för att analysera vårt resultat. Resultatet visar att det fanns många hinder som gjorde projektet mindre lyckat. Till exempel var målen otydliga, pedagoger kände en brist på ledarskap, rektorer slutade, dåliga organisatoriska förutsättningar och svag koppling till verksamheternas vardagsarbete. Målen för projektet nåddes ej och det arbete som sattes igång avstannade på samtliga skolor. Specialpedagogerna var inte delaktiga i arbetet med projektet. En slutsats är att skolan är en komplex verksamhet och varje skola har olika förutsättningar, både organisatoriskt och gällande värderingar och normer. Detta påverkar arbetet i skolan och måste tas hänsyn till vid utvecklingsarbeten.The purpose of our study is to contribute with knowledge about factors that can hinder and promote developing projects in schools and how the teachers can experience results of a specific project. Our purpose is also to study the participation of special educational needs coordinator, SENCO, in this specific project. When we want to develop our schools it is important to have a systematic circle of analysis and evaluation. The role and leadership of the principal is of great importance as well as how well the developing project is founded in the daily activities of the school. Key factors can also be continuity, norms and values as well as to what degree the SENCO is involved. Our study is of an existing project that were carried out in seven schools in a Swedish city during one year. We have made qualitative studies in four of the schools through interviews with teachers and SENCOs. We used chatinterviews with a shared document in Google Drive. Learning organization in Organization theory and Institutional theory were used to analyze our results. Our results shows that the project were not very successful due to many hindrances. The objectives of the project were for example not explicit, there were lack of leadership, some of the principals ended their jobs, the organizational structures for the teachers were unsatisfying and there were weak correspondence with the daily work of the schools. The objectives for the project were not met and the work that were launched in the beginning of the year stopped after one year in all of the studied schools. The SENCOs did not participate in the project. Our conclusion is that every specific school has its own organizational foundation as well as its own set of values and norms. This has to be taken in consideration when we want to make changes and work with developing projects.
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GOISIS, CLAUDIO. "COMPETENZE "TACITE" DEGLI INSEGNANTI E JOINT PROFESSIONAL DEVELOPMENT. QUADRI PEDAGOCICI E PROSPETTIVE FORMATIVE". Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1023.
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Il progetto di ricerca muove dall’interesse per l’emergere di nuove epistemologie della formazione professionale che riconoscono la pratica condivisa come contesto epistemologico di produzione e sviluppo di competenze. Recenti ricerche collegano le possibilità di crescita professionale del singolo allo sviluppo complessivo delle organizzazioni, interpretate come sistemi di comunità che apprendono. Il tema di fondo su cui si confronta la ricerca attiene alla trasformazione delle conoscenze dell’insegnante, all’interno dei vincoli e delle possibilità connesse all’attuale fase di transizione, in favore dell’apprendimento organizzativo. Più in dettaglio, la ricerca indaga il ruolo che assumono le conoscenze tacite nella trasformazione di conoscenza dal livello individuale a quello collettivo.The research project originates from the interest in emerging new epistemologies of professional formation which identify shared practice as the epistemological context of competence creation and development. Recent research relates the opportunities of individual professional growth to the overall development of the organizations, considered as learning community systems. Given the limits and possibilities connected to the present moment of transition, the main point the research deals with is the transformation of the teacher's knowledge in favour of organizational learning. To be more precise, the research investigates the role of tacit knowledge in the transformation of knowledge from individual to collective level.
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von, Heideken Linnea y Emma Nordin. "Nya kollegor, jättekul men påfrestande : En studie om organisationssocialisationens påverkan på vårdpersonalens mentala arbetsbelastning". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446757.
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The healthcare sector is today one of the most overburdened industries and this includes a high workload on the healthcare staff. The high workload means that it is an industry that is in constant need of new employees, which in turn means that organizational socialization, which in everyday language is referred to as an onboarding, is a common phenomenon. In order for organizational socialization to take place in an effective manner, organizations usually try to develop some type of tactics for implementation. Regardless of the tactics, it appears that the role of the employees is crucial as a great deal of responsibility is placed on them, which can mean that their mental workload is affected. An overall purpose of our study has therefore been to develop knowledge about organizational socialization in the care sector, but more specifically we intended to investigate how the existing care staff experience that organizational socialization affects their own mental workload. The questions we asked focused on what experiences the existing staff have of organizational socialization in their current workplace, how they feel that their mental workload is affected in connection with it and which socialization tactics appear to be more closely connected with their mental workload being negatively affected. The study is of a qualitative nature and we chose to conduct seven semi-structured interviews with employees in the healthcare sector. Our empirical material has been analyzed on the basis of two models, one of which explains the complexity of mental workload and the other describes socialization tactics. The results showed that the care staff experience a higher mental workload in connection with organizational socialization, however, it did not appear that the choice of socialization tactics was the decisive factor but that the main reason was time pressure.Vårdsektorn är idag en av de mest belastade branscherna och detta medför även en hög arbetsbelastning på vårdpersonalen. Den höga belastningen innebär att det är en bransch som ständigt är i behov av nya medarbetare vilket medför att organisationssocialisation, som i vardagligt språkbruk benämns som introduktion, är ett vanligt förekommande fenomen. För att organisationssocialisationen ska ske på ett effektivt sätt utgår vanligtvis organisationer från någon typ av taktik för genomförandet. Oavsett taktik framkommer att medarbetarnas roll är avgörande då ett stort ansvar läggs på dem vilket kan innebära att deras mentala arbetsbelastning påverkas. Ett övergripande syfte med vår studie har därför varit att utveckla kunskap om organisationssocialisation inom vårdsektorn men mer specifikt avsåg vi att studera hur den befintliga vårdpersonalen upplever att organisationssocialisation påverkar deras egna mentala arbetsbelastning. De frågor vi ställde oss var vilka erfarenheter den befintliga personalen har av organisationssocialisation på den nuvarande arbetsplatsen, hur de upplever att deras mentala arbetsbelastning påverkas i samband med den samt vilka socialisationstaktiker som framstår som mest framträdande i samband med att den mentala arbetsbelastningen påverkas negativt. Studien är av kvalitativ art och vi valde att utföra sju semistrukturerade intervjuer med medarbetare inom vårdsektorn. Vårt empiriska material har analyserats utifrån två modeller varav en förklarar komplexiteten i mental arbetsbelastning och den andra beskriver socialisationstaktiker. Resultaten visade att vårdpersonalen upplever en högre mental arbetsbelastning i samband med organisationssocialisation dock framstod det inte som att valet av socialisationstaktik var den avgörande faktorn utan den främsta anledningen var tidspress.
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Lundqvist, Sophie. "Det coachande ledarskapet och lärande inom organisationen". Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-179868.
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Coachande ledarskap tillhör det nya ledarskapsparadigmet och då organisationer verkar i en alltmer komplex omvärld har det blivit viktigare för ledare att underlätta för anställdas lärande. Det coachande ledarskapet kan bidra med just lärande och utveckling av medarbetare. Syftet med denna studie är att beskriva och få fördjupad förståelse för betydelsen av coachande ledarskap för det individuella lärandet inom organisationen och hur det i sin tur gynnar organisationen utifrån coachande medarbetare och coachande ledares perspektiv. I denna kvalitativa studie genomfördes fem intervjuer, varav tre med coachande ledare och två med coachade medarbetare vid två anonyma företag i Sverige. Av resultatet framkommer bland annat att coachande ledarskap har betydelse för både för kognitivt, emotionellt och färdighetsbaserat lärresultat. En bra relationik är dock en grundläggande förutsättning för det individuella lärandet av det coachande ledarskapet och kan förklaras av de grundläggande behov som finns hos människor av trygghet och sociala relationer. Dessutom tyder resultatet på att ledarskapet och ledarens beteenden och färdigheter samt lärtillfällen har en betydande roll i sammanhanget. Nyttan för organisationen är framförallt, ökad effektivitet, ökade idéer och innovation samt förbättrade prestationer. Hilmarsson (2020) påpekar att ”syftet med det coachande ledarskapet är att skapa en positiv kultur där det finns samarbete, effektivitet och hälsa” (Hilmarsson, 2020, s.17). Till det bör tilläggas att det coachande ledarskap även kan leda till lärande och organizational development (OD) inom organisationer. Denna studie har till största del bekräftat tidigare forskning på området och ger en inblick i coachande ledare och coachade medarbetare upplevelser av det individuella lärandet inom organisationer och hur det kommer organisationer till nytta. Då studiens resultat tyder på att relationik, ledarskap och lärtillfällen samverkar och påverkar varandra och förefaller ha betydelse för det individuella lärandet så bör det finnas en möjlighet att optimera lärandet av det coachande ledarskapet och dess resultat om hänsyn tas till detta. Lärresultatet affektivt lärande förefaller vara en stor del av lärresultatet av coachande ledarskap, medan för coaching förefaller det vara kognitiva lärresultat är en skillnad som studien kastat ytterligare ljus på.
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Fransson, Louise, Rebecka Larsson y Amanda Lilja. "Att arbeta utan att synas : En kvalitativ studie om medarbetares erfarenheter om organisatorisk och social arbetsmiljö". Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34730.
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Den svenska medborgaren spenderar omkring 40 timmar i veckan på sitt arbete vilket inverkar på hälsan både psykiskt, fysiskt och socialt. Trots den medvetenhet som idag finns kring psykosocial arbetsmiljö är det ännu ett problemområde. Arbetsmiljöverket släppte 2016 en föreskrift om organisatorisk och social arbetsmiljö för att minska risken att arbetstagare utsätts för ett ohälsosamt arbetsklimat. Trots det är föreskriften ny vilket skapar intresse kring hur den enskilda arbetstagaren erfar organisatorisk och social arbetsmiljö. Studiens syfte är att utifrån ett medarbetarperspektiv belysa erfarenheter om organisatorisk och social arbetsmiljö. Den teoretiska referensramen är en kombination av pedagogik och hälsa som bestått av community of practice, holistiskt perspektiv, hälsokorset och salutogent perspektiv. Studien är kvalitativ där materialet har insamlats genom tre fokusgruppsintervjuer med totalt 14 medarbetare, där materialet har analyserats genom kvalitativ innehållsanalys. Studien utgår ifrån ett konstruktivistiskt synsätt att se på kunskap för att belysa medarbetarnas erfarenheter, där slutsatser dragits med abduktiv ansats. Resultatet gav till följd tre kategorier. Synligt arbete men osynliga medarbetare där medarbetarna uttryckte lågprioritet och krav på anpassning. Öppenhet för en hälsosam arbetsmiljö som visade på att gemenskap påverkar trivseln samt kommunikationens betydelse för förtroende. Slutligen chans till återhämtning som synliggjorde tillgång till vikarier samt till rast och vila som betydelsefulla resurser i arbetet. Utifrån resultatet kan slutsatsen dras att medarbetarna önskar möjligheten till en arbetsmiljö som stödjer lärande, utveckling och välmående. Ytterligare slutsats är möjligheten till återhämtning samt att insatser utifrån ett salutogent perspektiv kan bidra till välbefinnande och en hållbar psykosocial arbetsmiljö.The Swedish citizen spends about 40 hours a week on his work, which affects health, both mentally, physically and socially. Despite the awareness that exists today about the psychosocial work environment, it is still a problem area. The Swedish Work Environment Authority released a regulation on organizational and social work environment in 2016 to reduce the risk of workers being exposed to an unhealthy working environment. Although the regulation is new, which creates an interest in how the individual employee experiences an organizational and social work environment. The aim of the study is to highlight experiences from an employee perspective on organizational and social work environment. The theoretical frame of reference is a combination of pedagogy and health whereas theories used are community of practice, holistic perspective, the health cross and salutogenic perspective. The study is qualitative where the material has been collected through three focus group interviews with a total of 14 employees, where the material has been analyzed through qualitative content analysis. The study is based on a constructivist approach to looking at knowledge to highlight the employees' experiences, where conclusions are drawn with abductive thinking. The result revealed three categories. Visible work but invisible employees where employees expressed low priority and adaptation requirements. Openness for a healthy working environment that showed that community affects well-being as well as the importance of communication for trust. Finally, a chance of recovery that revealed access to temporary work-force as well the possibility to take breaks during the day. Based on the results, it can be concluded that employees want the opportunity for a work environment that supports learning, development and well-being. Another conclusion is the possibility of recovery and that efforts from a salutogenic perspective can contribute to well-being and a sustainable psychosocial work environment.
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Andersson, Matilde y Julia Frejd. "Välj oss! : En kvalitativ studie om arbetsgivarvarumärkets betydelse". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414821.
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Syftet med denna studie är att belysa och problematisera föreställningar om arbetsgivarvarumärkets betydelse för rekryteringsarbete inom en konkurrensutsatt bransch. Employer branding är en strategi som handlar om att marknadsföra företagets arbetsgivarvarumärke för att skapa en positiv association till arbetsgivaren. Inom IT-branschen blir denna strategi extra viktig eftersom det är en konkurrensutsatt bransch och det är ett sätt att utmärka sig från sina konkurrenter. För att kunna besvara studiens syfte har vi formulerat tre frågeställningar som kopplas till employer branding och generation y. Vi har använt oss av en kvalitativ forskningsmetod i form av semistrukturerade intervjuer där det insamlade empiriska materialet bygger på sju intervjuer med yrkesverksamma IT-rekryterare. För att analysera det insamlade materialet utformades ett teoretiskt ramverk och analysen tar sin utgångspunkt ur ett professionsperspektiv. Vi har använt oss av nyinstitutionell teori, organisationsidentitet och organisationsimage vid analys av det empiriska materialet. Teorin hjälper oss att förstå organisationers handlande och kommunikationen mellan ett företags identitet och image. Resultatet i studien visar att rekryterarnas uppfattning är att arbetsgivarvarumärket utgör en viktig roll i rekryteringsarbetet, framförallt inom IT-branschen. De menar att ett starkt arbetsgivarvarumärke lättare kan attrahera och behålla personal på ett företag samt att rekryteringsprocessen effektiviseras. I studien framkom även att kommunikationen, som handlar om att förmedla sin organisationsidentitet till en organisationsimage för potentiella arbetstagare, har visat sig vara en central del i arbetet med employer branding. Företag bör undvika en diskrepans mellan hur de faktiskt är och hur de vill uppfattas. Resultatet visar även en problematik i de föreställningar som finns om generation y som en enhetlig grupp. Det framkom att det finnas en skillnad mellan de som är födda tidigt i åldersspannet mot de som är födda sent.
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Svarfvar, Kristiansson Jesper, John Fridh y Marina Jakobsson. "Chefer som pedagogisk och hälsofrämjande resurs i förändringsarbeten : En kvalitativ studie kring chefers upplevda förutsättningar för att skapa Healthy workplace". Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43052.
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I takt med att psykisk ohälsa har eskalerat i det svenska arbetslivet de senaste åren har vikten av implementering av hälsofrämjande förändringsarbeten ökat inom organisationsvärlden. Många chefer står inför stora utmaningar i att bedriva dessa arbeten, motivera medarbetare samt framgångsrikt främja såväl organisatorisk som social arbetsmiljö. I relation till detta arbete krävs det att chefer innehar kunskaper om hur hälsa och lärande påverkas på arbetsplatsen. Syftet med studien var att analysera och beskriva hur cheferna upplevde att förutsättningar för hälsa och lärande påverkas under förändringsarbete för att skapa Healthy workplace. Studiens teoretiska referensram grundas i World Health Organizations modell kring hur Healthy workplaces formas i komplement av de pedagogiska teorierna om Kollektivt lärande samt Anpassnings- och Utvecklingsinriktat lärande. Studiens vetenskapsteoretiska utgångspunkter är inspirerade av fenomenografi och konstruktivism samt att en abduktiv ansats tillämpats. I studien genomfördes åtta semistrukturerade intervjuer som analyserades genom en kvalitativ innehållsanalys. Resultatet påvisade att Healthy workplace kan skapas genom ett tydligt ledarskap, involvering av medarbetarna i arbetet, integrering av lärande som en del av arbetet samt att ge medarbetaren tid och rum för reflektion samt kunskapsutbyte. Avslutningsvis blir slutsatsen att tydligt ledarskap i kombination med samarbete mellan alla parter bildar möjligheter för en stärkt sammanhållning på arbetsplatsen. För samtliga parter inom organisationen innebär detta kollektiva arbete en potential att främja såväl hälso- som lärandevillkor under pågående förändringsarbete.
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Souza, Daniela Cristina Barros de [UNESP]. "A inclusão na perspectiva da organização pedagógica de escolas públicas e privadas". Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92315.
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souza_dcb_me_prud.pdf: 1856784 bytes, checksum: 2ea466d1fff1c266c6508995986e210a (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
A presente investigação, vinculada à linha de pesquisa Práticas Educativas e Formação de Professores, pretende contribuir para a construção da Escola Inclusiva. Para tanto, objetivou analisar como estavam presentes as referências à inclusão na organização pedagógica de escolas públicas e privadas de Presidente Prudente. A obrigatoriedade da inclusão escolar está assegurada por meio de leis e decretos elaborados em busca de uma sociedade que supere os processos de exclusão e segregação existentes na educação. No entanto, o acesso e permanência de alunos que desafiam os saberes estabelecidos e a forma de lidar com o conhecimento provoca a escola a fazer mudanças em sua organização pedagógica e que culminarão em um novo Projeto Pedagógico. Apesar de atuar em nível de intenções, o Projeto Pedagógico intenciona fazer a escola rever suas relações com a forma de trabalho com as diferenças, especialmente com os alunos que requerem necessidades educacionais especiais. A pesquisa teve características de um estudo qualitativo do tipo exploratório atuando em um universo composto por quatro escolas da cidade de Presidente Prudente, sendo duas públicas e duas privadas. Nestes ambientes o procedimento de coleta dos dados se deu através da análise documental dos Projetos Pedagógicos das quatro escolas bem como de entrevistas com os gestores de cada instituição. Os Projetos Pedagógicos e as entrevistas constituíram um conjunto de informações para perceber se as referências que as quatro escolas expunham acerca da Inclusão ocorriam de forma explícita e/ou implícita, de acordo com as seguintes categorias elencadas como relevantes de serem modificadas em uma escola para se tornar inclusiva: o trabalho coletivo, a forma de trabalho com as diferenças, as regras e os limites, a avaliação, a organização do espaço físico...
The present investigation, tied to Educative Practices and Teachers' Formation research line, intends to contribute in fostering the Inclusive School. The main aim was to analyze how the references to inclusion were presented in the pedagogic organization of public and private schools of Presidente Prudente. The school obligation to inclusion is assured through laws and decrees prepared for seeking a society that surpasses the existent processes of exclusion and segregation in the education. However, the access and permanence of pupils, who challenge the established knowledge, and the form of dealing with the knowledge have the school establish changes in the pedagogic organization and thus originating a new Pedagogic Project. In spite of acting in intentions level, the Pedagogic Project intends to make the school revise the relations with the form of coping with the differences, especially with pupils who apply for special educational needs. The research characterized as an exploratory qualitative study acting in a universe composed by four schools of Presidente Prudente, being two of them public and the two others private. The data collection procedure was accomplished through documentary analysis of the Pedagogic Projects of the four schools as well as interviews with the directors of each institution. The Pedagogic Projects and the interviews composed a set of information used to realize if the references exposed by the four schools about the Inclusion occurred in a explicit and/or implicit form, in accordance with the following categories, which are relevant to an inclusive school: the collective work, the form of dealing with the differences, the rules and limits, the assessment, the physical space organization, the classroom routine, the projects and the use of pedagogic materials, making allusion to the form as each school conceives concepts like inclusion and people with special... (Complete abstract click electronic access below)
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Jannerlid-Söderberg, Fanny y Maria Kheder. "Ett (värdegrunds)arbete, inte bara på jobbet : En kvalitativ textanalys av värdegrundsdokument från svenska statliga myndigheter ur ett kritiskt perspektiv". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387847.
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I denna kvalitativa studie undersöks värdegrundsdokument från fem svenska statliga myndigheter. Studien syftar till att bidra med kunskap om maktrelationen och förväntan gentemot den statligt anställde genom textanalys ur ett kritiskt perspektiv. Det empiriska materialet analyserades utifrån critical discourse analysis (CDA) och kompletterades med Hellspong och Ledins (1997) mall av den ideationella strukturen. Den kritiska diskursanalysen är till för att ge svar på vilka värderingar som myndigheterna uttrycker. I den ideationella analysen undersöks värdegrundsdokumentens teman, propositioner och perspektiv. I analysen klargörs olika värdeord och rubriceringar som fanns i värdegrundsdokumenten samt dess innebörd och betydelse för den anställde. Resultatet visade att de önskade värderingarna är att myndigheterna och dess anställda ska vara kompetenta, handlingskraftiga, effektiva, flexibla med mera. Resultatet visade även att förväntningar som läggs hos den statligt anställde samt maktrelationen mellan myndigheterna och den anställde oftast uttrycks som påståenden med uttryckta krav, löften och förväntningar i värdegrundsdokumenten.In this qualitative study, basic documents from five Swedish state agencies are examined. This study aims to contribute knowledge about the power relationship and expectation towards the state employee through a textual analysis from a critical perspective. The empirical material was analyzed on the basis of critical discourse analysis (CDA) and supplemented with Hellspong and Ledin's (1997) template of the ideational structure. The critical discourse analysis is intended to provide answers to which values the authorities express. In the ideational analysis, the themes, propositions and perspectives of the values documents are examined. The analysis clarifies different value words and headings that existed in the values documents, as well as the respective meanings and significance for employees. Results indicate that the desired values of state agencies and their employees include: compentency, actionable, effectiveness, flexibility among others. Results also demonstrated that expectations of the state employee as well as the power relationship between state agencies and the employee, are usually expressed as claims with expressed requirements, promises and expectations in the values documents.
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Risberg, Jonas. "Kunskap i interaktion på en nyhetsredaktion : Om kollegiala möten i den redaktionella vardagen". Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-218248.
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This study examines collaborative work between colleagues in the newsroom of local radio stations. Through the framework of ethnomethodology and conversation analysis the overall aim is to explore how backstage work in the newsroom is initiated, established, and negotiated as a collective knowledge-based practice. Based on video ethnographic fieldwork in five local radio stations, the analyses demonstrate how the newsroom is constituted as a collegial knowledge-based practice through the ways in which colleagues contribute to the accomplishment of seemingly individual tasks in the production of news, and through encounters where journalists request assistance from colleagues to carry out work assignments that are typically technical/practical in their character. The analyses highlight the participants’ epistemic orientations as an interactional engine, but emphasize how this orientation is made relevant for professional actions. Examining in detail how members orient to epistemic asymmetries when requesting assistance in individual tasks, it is shown how accounts expressed in those situations are often double barreled in that they also explicate if the current situation is to be met with instructions or a division of labour. When examining the interactional sequences that ensue in response to requests for help, it is shown how those situations can be understood as communicative pedagogical projects, how the tutor in situ must decompose the overall task into relevant steps and formulate these composite actions so they can be recognized and performed by the colleague. It is also shown how embodied action or absence of expected embodied action is treated as expressions of knowledge, that is, epistemic stance. In these everyday pedagogical practices, the participants establish a local rationality and a situation where two professional colleagues interact. The study thus demonstrates how interaction with colleagues contributes to institutional tasks as well as to the development of different professional skills. In highlighting collaborative work between colleagues in newsrooms the study contributes to the field of epistemics in social interaction, collegial work, talk in institutions, and newsroom ethnographies.
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Silva, Alcir Horácio da. "A organização do trabalho pedagógico e a avaliação da aprendizagem na educação física no Colégio de Aplicação da UFG". Faculdade de Educação, 2011. http://repositorio.ufba.br/ri/handle/ri/14576.
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A presente tese se insere nas pesquisas que têm como objeto de estudo a organização do trabalho pedagógico e a avaliação da aprendizagem. O objetivo do estudo é identificar, analisar e avaliar a organização do trabalho pedagógico e a avaliação da aprendizagem na Educação Física realizada no Colégio de Aplicação da UFG, para explicar limites e avanços no trato com a categoria estruturante da organização do trabalho pedagógico na escola capitalista que é o par dialético objetivo/avaliação. A hipótese que norteou o trabalho foi que a categoria avaliação/objetivos é a moduladora da organização do trabalho pedagógico na escola, porque nela estão contidos os elementos que refletem a luta de classes na sociedade o que explica os altos índices de reprovação e exclusão dos alunos, principalmente os oriundos da classe trabalhadora. Nesse sentido, é possível afirmar que o reconhecimento das contradições do par dialético avaliação/objetivos na organização do trabalho pedagógico pode contribuir para a superação e possibilitar uma outra cultura pedagógica avaliativa na escola no atual momento histórico. Delimitamos a seguinte pergunta científica: quais os avanços e limites da avaliação da aprendizagem na Educação Física no Colégio de Aplicação da UFG, considerando o par dialético objetivos/avaliação, categorias estruturantes do trabalho pedagógico na escola, a partir dos documentos, das instâncias deliberativas e do trabalho pedagógico nas aulas? Para responder essa pergunta central e atender aos nossos objetivos da pesquisa nosso percurso teórico-metodológico parte de dados da realidade, observados nas aulas de Educação Física e em outras instâncias (Conselhos de Classe) no Cap/UFG e de análise documental (PPP). Dialogamos com as principais dissertações e teses sobre avaliação da aprendizagem escolhidas em um levantamento da produção do conhecimento sobre a temática “Avaliação da aprendizagem em Educação Física” no Banco de Teses da CAPES, no período compreendido entre 1987 e 2009, expressos em 64 resumos. Foi constatado no estudo que a avaliação ainda é utilizada como forma de classificação, seleção, exclusão dos alunos da escola, bem como outras características já denunciadas na literatura sobre a temática. Portanto, a avaliação como categoria estruturante do trabalho pedagógico vai consolidando o papel social da escola na sociedade capitalista, não de maneira mecânica, mas por mediações presentes nos atos avaliativos disciplinares, de conteúdos, de atitudes e de valores.Concluímos teorizando sobre possibilidades de trato com o par dialético 8 objetivo/avaliação, como categoria estruturante do trabalho pedagógico, a partir do projeto histórico socialista, da teoria marxista e da prática avaliativa superadora
ABSTRACT The present theory is inserted in the inquiries that take as an object of study the organization of the pedagogic work and the evaluation of the apprenticeship. The objective of the study is to identify, to analyse and to value the organization of the pedagogic work and the evaluation of the apprenticeship at the Physical Education carried out in the College of Application of the UFG, to explain limits and advancements in the treatment with the category estruturante of the organization of the pedagogic work in the capitalist school that is the equal dialectic objective / evaluation. The hypothesis that orientated the work was that the category evaluation / objective is the moduladora of the organization of the pedagogic work in the school, because in her there are contained the elements that reflect the class struggle in the society what explains the high rates of disapproval and exclusion of the pupils, principally the originating ones from the hard-working class. In this sense, it is possible to affirm that the recognition of the contradictions of the dialectic couple evaluation / objective in the organization of the pedagogic work can be surpassed in order that avaliativa of the school makes possible a new pedagogic culture at the current historical moment. We delimit the next scientific question: which the advancements and limits of the evaluation of the apprenticeship in the Physical Education in the College of Application of the UFG, finding objectives / evaluations, categories the dialectic couple estruturantes of the pedagogic work in the school, from the documents, the deliberative persistence and the pedagogic work in the classrooms? To answer this central question and to pay attention to our objectives of the inquiry our distance theoretician - metodológico leaves from data of the reality, observed in the classrooms of Physical Education and in other persistence (Councils of Class) in the Cap/UFG and from documentary analysis (PPP). We talk to the principal dissertations and theories about evaluation of the apprenticeship chosen in a lifting of the production of the knowledge on thematic “Evaluation of the apprenticeship in Physical Education” in the Bank of Theories of CASTRATE, in the period understood between 1987 and 2009, expressed in 64 summaries. It was noted in the study that the evaluation is still used like the form of classification, selection, exclusion of the pupils of the school, as well as other characteristics already denounced in the literature on the theme. So, the evaluation as category estruturante of the pedagogic work is consolidating the social paper of the school in the 10 capitalist society, not in mechanical way, but for present mediations in the acts avaliativos disciplinal, of contents, of attitudes and of values. We conclude when there is theorizing on means of treatment with the dialectic couple objective / evaluation, like category estruturante of the pedagogic work, from the historical socialist project, the Marxist theory and practice avaliativa superadore.
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Svensson, Carl. "Kreativa processer inom organisationer : ur ett sociokulturellt perspektiv". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42516.
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In the current fast paced and competitive environment organizations are existing in, it is crucial so be innovative and creative. This empirical research addresses how organizations can stimulate creativity and innovation by understanding underlying factors and mechanisms. The research sample consisted of seven open interviews from seven different firms which could be described as creative. In analysis of the empirical material a model called meaning concentration have been used. Results have been analysed with support of sociocultural theory. The findings suggest that time, a structured process, gaining new perspectives and experiences by constant input and an open communication are keys to support innovation. The study also indicates that creative organizations uses informal learning systematically as a strategy in projects and developing the co-workers craftsmanship. Informal learning is used to gain knowledge about customers, social arenas and the surrounding world. New perspectives are considered to be crucial in creating innovation. The underlying factors of creative processes found in the empirical material are being discussed and how it connects to a social context and group dynamics.I en föränderlig och konkurrensutsatt värld är det essentiellt att organisationer utvecklas. Den här studien syftade till att utforska hur organisationer kan stimulera kreativa processer och innovation, genom att förstå dess underliggande faktorer. Det insamlade materialet bestod av sju öppna intervjuer från sju olika kreativa organisationer. Empirin analyserades med hjälp av meningskoncentrering och ur ett sociokulturellt perspektiv. Resultatet visade att kreativa organisationer använder sig av informellt lärande som en medveten strategi i syfte att tillägna sig nya kunskaper. De nya kunskaperna om kunder, sociala arenor och omvärlden anses av organisationerna avgörande för att lyckas skapa kreativa produkter. Organisationerna skapade avsiktligt situationer och möten där delandet av nya perspektiv och associationer ledde till ny kunskap genom diskussioner och intryck. Organisationer är enligt resultatet beroende av att inhämta nya perspektiv och kunskaper för att lyckas med innovationsprocesser. De underliggande faktorerna i de kreativa processerna diskuteras med koppling till den sociala kontext organisationerna verkar inom.