Docente generalista: complementaridades, diferenças e desafios de dois níveis educativos

Relatório de estágio apresentado à Escola Superior de Educação Paula Frassinetti para obtenção de grau de Mestre em Educação Pré – Escolar e 1º Ciclo do Ensino Básico

Educação para a saúde como estratégia de promoção da vacinação

Relatório de Estagio apresentado para obtenção do grau de Mestre em Enfermagem Comunitaria

Educação para a saúde como estratégia de promoção da vacinação

Relatório de Estagio apresentado para obtenção do grau de Mestre em Enfermagem Comunitaria

A informação como suporte à supervisão de pares em enfermagem

Introdução: A qualidade dos cuidados é atualmente um foco de atenção de todos os profissionais de saúde, nomeadamente dos enfermeiros. A evidência tem vindo a demonstrar que a implementação de processos supervisivos entre pares é promotora do desenvolvimento de competências profissionais, permitindo aos enfermeiros exercer uma prática profissional adequada e criticoreflexiva, o que consequentemente terá repercussões positivas na qualidade dos cuidados de enfermagem. Decorrente das alterações demográficas, tecnológicas e científicas, a informação integra na atualidade o discurso dos profissionais de saúde. Desenvolvimento: a informação é uma ferramenta essencial na orientação dos cuidados de enfermagem, pelo que importa averiguar qual a informação que sustenta a tomada de decisão dos enfermeiros. Esta indagação auxilia também a identificação das necessidades de formação destes profissionais, visando o desenvolvimento pessoal e de competências profissionais. Com a presente revisão narrativa pretende-se refletir sobre a pertinência da implementação de processos supervisivo de pares em enfermagem, bem como do suporte que a informação constitui para a identificação de áreas do conhecimento necessárias à transformação das práticas. Conclusões: Como limitação na concretização deste artigo, evidenciamos a pouca bibliografia disponível principalmente no que respeita à evidência acerca da utilização da informação enquanto suporte à SC de pares em enfermagem, o que nos faz acreditar ser necessário o desenvolvimento de investigação que combine estas duas áreas.

A gallery walk: 'drawing out' understandings of collaborative self-study in teacher education

The Collaborative Reflective Experience and Practice in Education (CREPE) Research Group formed mid 2014 as a group of eight teacher educators interested in working collaboratively to improve our teaching practice through self-study methodology. Located at distance across the three campuses of Deakin University in Victoria, Australia and from the disciplines of mathematics, science, visual arts, performing arts, and curriculum and pedagogy, we aimed to better understand, improve, and share our practices as teacher-educators. While a few of us had engaged in self-study previously, all were comfortable with observing some kind of professional reflective/reflexive practice. We shared the intention of engaging in the scholarship (teaching practice and research) of self-study methodology via community of practice approaches, focusing on our collaborative (overarching) research as well as engaging in focused research simultaneously. It is our efforts towards collaborative research that are the subject of this chapter.

Modernist 16-19 Business Education in a Postmodern world - critical evidence of business practice and business education in the cultural industries

This article examines the continued relevance of the 16-19 business education curriculum in the UK, stimulated by doubts expressed by Thomas (1996), over its continued relevance. We express a concern that business education needs, but is struggling, to respond to significant societal shifts in consumption and production strategies that do not sit easily within traditional theories of business practice currently underpinning 16-19 business education. We examine firstly, the extent to which a formal body of knowledge couched in a modernist discourse of facts and objectivity can cope with the changing and fluid developments in much current business practice that is rooted in the cultural and symbolic. Secondly, the extent to which both academic and vocational competences provide the means for students to develop a framework of critical understanding that can respond effectively to rapidly changing business environments.Findings are based on research conducted jointly by the University of Manchester and the Manchester Institute for Popular Culture at Manchester Metropolitan University. The growth of dynamism of the cultural industries sector - largely micro-businesses and small and medium sized enterprises (SMEs) -encapsulates forms of business knowledge, business language and business practice which may not immediately fit with the models provided within business education. Results suggest increasingly reflexive forms of consumption being met by similarly reflexive and flexible modes of production.Our evidence suggests that whilst modernist business knowledge is often the foundation for many 16-19 business education courses, these programmes of study/training do not usually reflect the activities of SME and micro-business practitioners in the cultural industries. Given the importance of cultural industries in terms of the production strategies required to meet increasingly reflexive markets, it is suggested that there may be a need to incorporate a postmodern approach to the current content and pedagogy; one that is contextual, cultural and discursive.

My career chapter as a tool for reflective practice

This paper addresses reflective practice in research and practice and takes the issue of consciousness of social class in vocational psychology as a working example. It is argued that the discipline’s appreciation of social class can be advanced through application of the qualitative research method autoethnography. Excerpts from an autoethnographic study are used to explore the method’s potential. This reflexive research method is presented as a potential vehicle to improve vocational psychologists’ own class consciousness, and to concomitantly enhance their capacity to grasp social class within their own spheres of research and practice. It is recommended that autoethnography be used for research, training, and professional development for vocational psychologists.

Researching employment relations : a self-reflexive analysis of a multi-method, school-based project

Drawing on primary data and adjunct material, this article adopts a critical self-reflexive approach to a three-year, Australian Research Council-funded projectthat explored themes around 'employment citizenship'for high school students in Queensland. The article addresses three overlapping areas that reflect some of the central dilemmas and challenges arising through the project- consent in the context of research ethics, questionnaire administration in schools, and focus group research practice. It contributes to the broader methodological literature addressing research with young people by canvassing pragmatic suggestions for future school-based research, and research addressing adolescent employment.

Six rules for practice-led research

Recent experience of practice-led postgraduate supervision has prompted me to conclude that the practice-led research method, as it is currently construed, produces good outcomes, especially in permitting practitioners in the creative arts, design and media into the research framework, but at the same time it also generates certain recurring difficulties. What are these difficulties? Practice-led candidates tend to rely on a narrow range of formulations with the result that they assume: (i) the innovative nature of practice-led research; (ii) that its novelty is based in opposition to other research methods; (iii) that practice is intrinsically research, often leading to tautological formulations; (iv) the hyper-self-reflexive nature of practice-led research. This set of guidelines was composed in order to circumvent the shortcomings that result from these recurring formulations. My belief is that, if these shortcomings are avoided, there is nothing to prevent practice-led from further developing as a research inquiry and thus achieving rewarding and successful research outcomes. Originally composed for the purposes of postgraduate supervision, these six rules are presented here in the context of a wider analysis of the emergence of practice-led research and its current conditions of possibility as a research method.

Writers as performers : developing reflexive and creative writing identities

Writing is a complex and learned activity in that it requires us to shape our thoughts into words and texts that are appropriate for the purpose, audience and medium of a variety of communicative forms. Writers must constantly make decisions about how to represent their subject matter and themselves through language. In this way, writing can be conceptualised as a performance whereby writers shape and represent their identities as they mediate social structures and personal considerations. In this paper I use theories of reflexivity and discourse to analyse interviews and writing samples of culturally and linguistically diverse Australian primary students for evidence of particular kinds of writing identities. Findings indicate a clear influence of particular teaching strategies and contexts on the writing identities of students. I argue that making students aware of their writing choices, the influences on, and the potential impact of those choices on themselves, their text and their audience, is a new imperative in the teaching of writing.

Introduction: Reflective and Reflexive Approaches in Higher Education : A Warrant for Lifelong Learning?

In our complex and incongruous world, where variety produces more variety, and there is no blueprint for dealing with unprecedented change, it is imperative that individuals develop reflexive approaches to life and learning. Higher education has a role to play in guiding students to be self-analysts, with the ability to examine and mediate self and context for improved outcomes. This chapter elucidates the catchphrase of lifelong learning and its enactment in higher education. Theories of reflexivity and personal epistemology are utilised to provide the conceptual tools to understand the ways in which individuals manage competing influences and deliberate about action in their learning journey. The case is made for the integral role of higher education teachers in developing students’ capacities for reflective thinking and reflexive approaches to learning as a life project.

Reflexive learning in pre-service training of primary school teachers: from experience to assimilation of contents

This article presents an educational experiment carried out in the Primary School Teaching Degree at the University of Barcelona. Specifically, the article analyses the application of the “Work Corners” approach in a core subject. In a three-year action research process, trainers put into practice an innovation which enabled them to boost cooperative work and reflexive learning among trainees. Firstly, the theoretical model underpinning the project and guiding many of the actions carried out by the training team is presented. After providing detailed information on the practical development of the experiment, the data-gathering process and its results are shown. Various information-gathering strategies were used in assessing the project, such as a questionnaire, participant observation, and teachers’ diaries. The results demonstrate, amongst other things, that “work corners” offer viable and appropriate educational conditions for the articulation of theoretical and practical knowledge, for building professional knowledge, and therefore, the beginnings of a reflexive teaching practice.

Towards a critical practice of educational administration [Turkish]

Beginning with a brief critique of the behavioral science approach to educational administration, this paper traces the roots of an alternative perspective through examination of the new sociology of education and critical social theory. Arguing then for the location of a critical practice of educational administration in a cultural analysis of the habitus of education, the author discusses the metaphorical, ritualistic, and linguistic features of that habitus with reference to empirical studies. Fianlly, it is argued that the practice of a critical and reflexive educational administration is necessarily located within a critique of domination and a commitment to struggle in the interest of a better world.