Relatório de estágio de qualificação profissional (Fase intercalar do estágio)

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: O presente relatório de estágio de qualificação profissional surge no âmbito da unidade curricular de Prática Pedagógica Supervisionada na Educação Pré- Escolar, por forma a evidenciar o desenvolvimento pessoal e profissional da mestranda ao longo da prática pedagógica. Neste sentido, a mestranda foi desenvolvendo um conjunto de competências, tendo em vista a construção dos seus saberes profissionais, atendendo a uma postura de pendor reflexiva e indagadora, capaz de tomar decisões adequadas de acordo com o contexto educativo onde está inserida, uma vez que o mesmo se carateriza por ser imprevisível. O desenvolvimento dos saberes profissionais foi possibilitado através da adoção da metodologia de investigação-ação, sendo que a mesma se processa numa espiral cíclica de observação, planificação, ação e reflexão, pelo que a reflexão é intrínseca e implícita em todas as fases. Efetivamente, foram várias as estratégias que fomentaram o desenvolvimento desta metodologia, nomeadamente: elaboração de planificações, realização de narrativas colaborativas, elaboração do diário de formação, construção dos guiões de préobservação, reestruturação do Projeto Curricular de Grupo e as reuniões realizadas com o supervisor institucional. Importa, ainda, referir que o desenvolvimento da prática pedagógica em díade de formação, potenciou momentos de reflexão partilhada que contribuíram para a transformação das práticas. A elaboração deste relatório assumiu um papel fulcral, uma vez que despoletou na mestranda uma reflexão crítica sobre as práticas, confluindo na identificação da evolução das suas competências pessoais e profissionais, bem como das dificuldades que ainda predominam, por forma a contorná-las futuramente.

The relationship between knowledge acquisition on international assignments and career development: an exploratory study with portuguese repatriates

This paper explores the relationship between the expatriates’ knowledge acquisition (KA) and their career development after an international assignment (IA). The purpose of this paper is to examine the role of expatriates in KA and transfer within International Portuguese multinational corporations. Furthermore, with this empirical study we try to analyse how the knowledge that is acquired and transferred translates into a basis for career development after the IA. This phenomenon has a special relevance in the Portuguese context, because this country is known a growing process of globalization in recent years. Furthermore, (a) there are no empirical studies concerning knowledge transfer and career development of repatriates from Portuguese companies; (b) little is known about the repatriates’ contributions to their home company after IA. This paper is one of the first to focus specifically on the repatriates’ role in KA and transfer from the host company to their Portuguese home company. A qualitative research methodology is used, specifically through an exploratory case study approach, which examines how knowledge management (KM) acquisition or transferring during IA are important for the repatriates’ career development in the Portuguese home company. Data were collected through semi-structured interviews to 42 Portuguese international assignees and 18 organizational representatives from nine Portuguese companies. Preliminary results show that KA and transfer made by Portuguese expatriates contributes directly to their career development. Moreover, evidence reveals that not all repatriates were promoted after their IA; rather some repatriates were even demoted after their IA. Furthermore, the results obtained suggest that the type of knowledge which acquired or transferred plays a central role in the career development after repatriation. According to these results, the paper discusses the major theoretical and practical implications. Suggestions for future research are also presented.

Individual human resource management and development: career management

Framed on a wider project on Individual Human Resource Management and Development (HRMD), this project aims to explore Individual Career Management and Development (CMD) as an emergent professional field of HRMD.

Supporting leadership development by exposure to role models: two case studies

The idiomatic expression “In Rome be a Roman” can be applied to leadership training and development as well. Leaders who can act as role models inspire other future leaders in their behaviour, attitudes and ways of thinking. Based on two examples of current leaders in the fields of Politics and Public Administration, I support the idea that exposure to role models during their training was decisive for their career paths and current activities as prominent characters in their profession. Issues such as how students should be prepared for community or national leadership as well as cross-cultural engagement are raised here. The hypothesis of transculturalism and cross-cultural commitment as a factor of leadership is presented. Based on current literature on Leadership as well as the presented case studies, I expect to raise a debate focusing on strategies for improving leaders’ training in their cross-cultural awareness.

Identity – towards a conceptualization

The development of economical relations increases the interaction between organizations and stakeholders. It is no more acceptable to manage an organization under a transactional perspective where suppliers had a fundamental role. Nowadays organizations are being managed under a relational perspective where relations and relationship management in general have consequences in identity management (Hakansson e Snehota, 1989, 1995). A correct perception and management of identity is necessary to achieve distinctiveness in the competitive environment. This way, identity is influenced by relations with stakeholders in general and particularly with competitors. The ICIG concept states that identity is related with the values of the organization and it helps creating distinctiveness in the competitive environment (Van Riel, Balmer, 1997); Baker and Balmer (1997) state that identity is what the organization is; Suvatjis and de Chernatony (2005) refer that expressing identity is a dynamic process that evolves the use of a management model to face context changes; Kapferer (1991) states that brand identity is the project, the self conception of the brand. After reviewing and confronting literature under the plethora of identities’ concepts and perspectives (He, Balmer, 2007) one can’t find an integrative answer with all the elements that contribute to identity of organizations. The authors are strongly interested to contribute to the elimination of this limitation and to answer to strategic management needs. In a marketing context one can find: - the corporate identity approach that is focused in the distinctive attributes of an organization (Abratt, Balmer, Marwick e Fill, Stuart, Balmer and Gray, Alessandri, Suvatjis and de Chernatony) - the brand identity approach (related with the application of corporate identity studies to brands) - Kapferer, Semprini, Aaker, de Chernatony). Kapferer (1991), one of the most prolific authors in this field was the first author to integrate identity in a brand concept. In his view, identity is an emission concept. This idea is shared also by Aaker (1996). Yet, identity has to be managed in a competitive environment which is constantly changing. After reviewing and confronting literature, authors select concepts that are generally accepted by the investigators in order to design a model to analyze and manage identity: - corporate identity models: personality, image/reputation, culture, philosophy, mission, strategy, structure, communication - some of these concepts derive from identity models and others from identity management models; - brand identity models – Kapferer (1991, 2008) identity prism, witch is basis of literature in this field: culture, physical facet, personality, relationship (between brand and consumer), reflected consumer, consumers` self-concept. After discussion authors decide to include other concept in line with other authors` view: country of origin (Aaker, 1996). A discussion eliminates the twin concepts and the final selection is as follows: personality, image/reputation, culture (including philosophy and mission), strategy, structure, communication, culture, physical facet, relationship (between brand and consumer), reflected consumer, consumers` self-concept and according to authors` reflections “relationships” deriving from competitors` actions in competitive environment. Competitors’ actions and decisions have a stronger influence in the organizations` positioning than any other stakeholder as stated before. This is a work in progress towards a new model in identity analysis and management so an exploratory study will follow inquiring experts on identity in order to evaluate these concepts and correct the theoretical perspectives.

Corporate brand identity management – proposal of a new framework

The term “corporate brand” has been widely used in literature since the eighties. According to Balmer (1998) this concept tends to be used as an alternative to the concept of corporate identity. The author argues that the use of branding principles to discuss corporate identity has tended to align the area more closely with marketing. However, the literature on brand management (Aaker, 1991; Kapferer, 1991 and de Chernatony and McDonald, 1992), gives little attention to the corporate brand” (p. 985). Based on the concepts of corporate brand, brand identity and B2B relationship, the authors are interested in eliminating this gap in literature by designing a framework of corporate brand identity management. The aim of this investigation is to investigate the impact of B2B relationships in corporate brand identity management. The methodology used is quantitative analysis of surveys and scale development. The originality of this paper is to investigate the influence of the relationship between brands in corporate brand identity. This investigation is very important to help the decisions of the corporate brand managers and academics. According to literature, namely on corporate brands (Balmer 2002b, Hatch and Schultz, 2001, 2003) and on brand identity (Kapferer, 1991, 2008, Aaker, 1996, de Chernatony, 1999) the authors developed a corporate brand identity management framework considering relationships between brands a context variable with definite impact on identity management as stated by Hakansson and Snehota (1989, 1995). These authors consider that organisations´ identity management is pursued under a relational perspective with impact on identity management. Most researchers on identity and corporate brand emphasise the importance of external influences (Kennedy, 1977; King, 1991; de Chernatony, 1999; Balmer and Gray, 2000; Balmer, 2002a). Those influences concern legislation, concurrence, political issues... and stakeholders’ perceptions and reputations (due to the holistic approach demanded by corporate brands). In this context the authors claim the importance of another influence: B2B relationships. This decision is inspired in sociological studies (Mannheim, 1950; and Tajfel and Turner, 1979) regarding individual identity. These authors claim that individuals form their personality by interacting in the social field. The authors argue that corporate brand identity also develops itself under a relational approach. The relationships selected to pursue this investigation are the ones that are developed by Portuguese universities and investigation centres that cooperate by developing investigation. Those centres are administrative and financially autonomous

Identity and belonging in the novels of Dorn Rabinovici

This essay analyses how the different types of memory may influence the process of identity formation. It shall be argued that not only memories formed upon the subject’s experiences play a key role in this process; intermediated, received narratives from the past, memories transmitted either symbolically or by elder members of the group, or, what has been meanwhile termed as “postmemory”, also play an important part in the development of an individual’s identitary map. This theoretical framework will be illustrated with the novelistic work of Austrian Israeli-born historian, writer and political activist Doron Rabinovici (*1961). As a representative of the so-called “second generation” of Holocaust writers, a generation of individuals who did not experience the nazi genocide violence, but who had to form their identities under the shadow of such a brutal past, Rabinovici addresses essential topics such as the intergenerational transmission of memory and guilt within survivor families, identity formation of second generation individuals (Jews and non-Jews) and the question of simultaneously belonging to different social, historical and linguistic contexts.

Relatório de estágio

No âmbito do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, o presente relatório de estágio, requisito parcial para obtenção do grau de mestre, espelha o processo de desenvolvimento profissional da mestranda, nas unidades curriculares de Prática Pedagógica Supervisionada na Educação Pré-Escolar e Prática Pedagógica Supervisionada no 1.º Ciclo do Ensino Básico. Assim, realça o desenvolvimento de competências profissionais e pessoais, relativas ao saber-agir ser e estar em contexto, fundamentadas num enquadramento teórico e legal conciso e exigente, sustentadas pela metodologia investigação-ação, recorrendo às estratégias de observação, planificação, ação, avaliação e reflexão no sentido da transformação da prática letiva, melhorandoas. Nesta linha de pensamento, a mestranda construiu o seu perfil profissional, desenvolveu atitudes indagadoras e um pensamento crítico na, para e sobre sua a ação, articulando a teoria com a prática. Realça, ainda, que a colaboração com o par pedagógico, educadora/professora cooperante e supervisores institucional constituiu um forte contributo para a construção de representações daquilo que é ser educadora/professora do 1º CEB na atualidade. O relatório é, por si mesmo, um espaço de aprendizagem e reflete o início da construção da identidade profissional da futura educadora/professora.