Página 1 dos resultados de 6535 itens digitais encontrados em 0.152 segundos

Implantação das diretrizes curriculares para cursos de graduação em odontologia no Brasil: contradições e perspectivas; Implementation of curricular guidelines for undergraduate dental schools in Brazil: contradictions and perspectives

Zilbovicius, Celso
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 07/12/2007 PT
Relevância na Pesquisa
75.52%
Este trabalho teve como objetivo analisar a tendência de mudanças na educação odontológica no Brasil em face à necessidade de implantação das Diretrizes Curriculares Nacionais para cursos de graduação em odontologia, aprovadas em 2002. O referencial teórico inclui as perspectivas da educação superior no Brasil em um contexto neoliberal, incluindo a área da saúde e a odontologia em particular apontando para a contradição da formação em saúde bucal no país que convive com um número crescente de faculdades de odontologia em todo o território nacional sem, contudo, responder às necessidades de atenção em saúde bucal de parcelas significativas da população brasileira. A metodologia partiu dos resultados da análise quantitativa obtidos pelo instrumento de avaliação utilizado durante as oficinas realizadas pela Associação Brasileira de Ensino Odontológico (ABENO) durante os anos de 2005 e 2006. O instrumento permitiu que cada participante avaliasse a instituição e o grau de inovação frente aos pressupostos das diretrizes curriculares segundo 3 eixos : orientação teórica do curso, abordagem pedagógica e cenários de prática. Cada eixo continha 3 vetores correspondendo ao tema analisado e cada participante avaliava o mesmo segundo 3 estágios possíveis (1- mais conservador; 2- intermediário e 3- mais inovador). Foram analisadas 48 faculdades (23 públicas e 25 privadas) de odontologia totalizando 1229 participantes entre professores (total de 711)...

O rebaixamento da negatividade da arte: Um estudo sobre a instrumentalização do teatro na educação; The lowering of the negativity of art: a study of transforming theater into an instrument of education

Oliveira, Yonara Dantas de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 03/05/2010 PT
Relevância na Pesquisa
65.5%
Este estudo discute a inserção do teatro no âmbito educacional, considerando o atravessamento do teatro pela instituição escolar e os movimentos que permearam a história do teatro. Com base na teoria crítica da sociedade desenvolvida por Theodor Wiesengrund Adorno, entende-se que o teatro, como expressão artística, é, em si, forma de conhecimento. Por meio do seu caráter de negatividade, as obras de arte condensam as antinomias e os antagonismos como antíteses da sociedade enquanto problema de sua forma interna, o que potencializa a arte como crítica imanente à realidade social. Partindo desse entendimento, buscou-se elucidar como o teatro se relaciona com os demais conteúdos escolares. Para tanto, foram selecionadas como material para análise quatro produções acadêmicas sobre teatro e educação, entre dissertações e teses produzidas na Universidade de São Paulo, já situadas dentro do contexto da vigência da nova Lei de Diretrizes e Bases da Educação, de 1996, e da implementação dos Parâmetros Curriculares Nacionais, em 1998. As reflexões de Theodor W. Adorno e as discussões apresentadas nas obras selecionadas contribuem para a compreensão do objeto de estudo, em uma análise sobre a relação entre teatro e educação escolar...

Eficiência das transferências intergovernamentais para a educação fundamental de municípios brasileiros; Efficiency of intergovernmental transfers for basic education to Brazilian municipalities

Diniz, Josedilton Alves
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 04/07/2012 PT
Relevância na Pesquisa
65.54%
Existe um consenso na literatura segundo o qual as habilidades, os conhecimentos e a capacidade dos indivíduos produzem um aumento no nível de capital humano, que é elemento-chave para o progresso econômico de um país e de sua qualidade de vida. O Estado procura, de maneira geral, criar formas de potencializar os investimentos destinados à educação. A forma como esses recursos são alocados e distribuídos vai determinar a eficiência do gasto público. A eficiência da educação pode ser expressa por indicadores que refletem a qualidade da atividade educacional, comparados com os recursos aplicados. A definição dessa eficiência depende de vários fatores. Alguns deles são controlados pelo gestor; outros não, tais como: background familiar, característica do aluno e dos professores. Além desses aspectos, há também aqueles de natureza política que podem influenciar a estrutura de todas as relações intergovernamentais de um país, principalmente aquelas referentes ao financiamento dos serviços de educação. As relações definidas no pacto federativo têm implicações nos resultados da educação, na medida em que se efetivam as bases de negociação. Na educação brasileira, há alguns problemas intergovernamentais na definição de diretrizes...

11.126J / 14.48J / 11.249J Economics of Education, Spring 2006; Economics of Education

Levy, Frank, 1941-
Fonte: MIT - Massachusetts Institute of Technology Publicador: MIT - Massachusetts Institute of Technology
EN-US
Relevância na Pesquisa
75.59%
Discusses the economic aspects of current issues in education, using both economic theory and econometric and institutional readings. Topics include discussion of basic human capital theory; the growing impact of education on earnings and earnings inequality; statistical issues in determining the true rate of return to education; the labor market for teachers, implications of the impact of computers on the demand for worker skills; the effectiveness of mid-career training for adult workers; the roles of school choice, charter schools, state standards and educational technology in improving K-12 education, and the issue of college financial aid. From the course home page: Course Description This course combines economic theory, econometric literature and institutional literature to examine current issues in U.S. education. Topics include human capital theory, the problem of disentangling the return to education from the return to innate ability, the role of education in national economic growth, the association between education and individual earnings and reasons why that relationship has changed over time, the main approaches to K-12 school reform, and the problem of increasing access to higher education.

Exploring Academic (Di)stress and Help-Seeking in Faculty of Education Students

Moore, Kathleen
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
75.54%
This is a study of education students’ conceptions of and experiences with academic stress and help-seeking. The study explored teacher education and Master of Education students’ academic stress by examining causes of academic stress and how these stressors affect students’ academic and university experiences. Stress-related help-seeking was also a focus of this study, and was explored using inquiries regarding where participants sought stress-related support. Additionally, exploring students’ use of the Internet for stress-related information or support was a goal of this study. These research goals were pursued using a qualitative methodology that applied grounded theory design. Consequently, data were used to develop a theory that would contribute to existing literature. Specifically, participant descriptions related to causes of and responses to academic stress aligned with Maslow’s (1954) theory of human motivation and Alderfer’s (1969) E. R. G. theory, and led to theoretical contributions that took a hierarchy of student needs and motivation into consideration.

The bloom of youth: conceptualising a theory of educative experience for Irish traditional music in post-primary music education in Ireland

Johnston, Thomas Joseph
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
65.52%
peer-reviewed; The world of Irish traditional music is one defined by its multiple, porous, and overlapping experiential contexts. This dynamic, living, and continuously evolving system of meanings, values, and intentions is sustained by its communities of individuals who engage in complex and adaptive processes of transmission. Moving from an overview of the broad historical trajectory of Irish traditional music in postprimary music education, which includes a consideration of its present-day position as a core and compulsory aspect of the Junior and Leaving Certificate Music syllabi, this thesis explores the nature of experience of Irish traditional music as it interfaces with and negotiates the realities of the post-primary music classroom. Traversing these diverse and disparate musical landscapes, the primary focus of this thesis is its conceptualisation of a philosophically charged theory of educative experience for the experience of Irish traditional music in post-primary music education. Within this theoretical paradigm, the pedagogical considerations of Irish traditional music resonate and are deeply embedded. An integrated action research-grounded theory methodological approach with an overarching constructivist philosophy defined a longitudinal investigation which was conducted amongst a cross-section of post-primary music teachers and in a post-primary music classroom context. The emerging theory...

Von der kategorialen zur politisch orientierten Bildung : Untersuchungen zur Theorie der Bildung von Wolfgang Klafki; From categorical to politically orientated education : Research on Wolfgang Klafki´s theory of education

Chu, Chi-Hua
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
DE_DE
Relevância na Pesquisa
95.56%
In dieser Arbeit wird versucht, zwei Thesen aufzustellen. Zum einen wird behauptet, dass die Entwicklung von Klafkis Bildungstheorien bzw. von kategorialen Bildung zur kritisch-konstruktiven Erziehungswissenschaft kontinuierlich verläuft. Zweitens wird der Versuch unternommen, die Unzulänglichkeit der kritisch-konstruktiven Erziehungswissenschaft durch eine revidierte Konzeption der kategorialen Bildung und die Hervorhebung der Fachdidaktik zu beseitigen.; In this dissertation, the author will propose two theses: on the one hand, it is claimed that the development of Klafki´s theory of education, i. e. from categorical to critical-constructive education, is evolving in a continuous line. Second, the author is making the attempt to eradicate the shortcomings of the critical-constructive theory of education. This is achieved by a revised concept of categorical education and, at the same time, putting more emphasis on subjekt-centered didactics.

Quality and quantity of education in the process of development

Castelló-Climent, Amparo; Hidalgo-Cabrillana, Ana
Fonte: Universidade Carlos III de Madrid Publicador: Universidade Carlos III de Madrid
Tipo: Trabalho em Andamento Formato: application/octet-stream; application/octet-stream; application/pdf
Publicado em /09/2010 ENG
Relevância na Pesquisa
65.52%
We develop a theory of human capital investment to study through which channels students react to school quality when deciding about their investment in higher education (secondary and above) and how educational quality affects the growth process of an economy. In a dynamic general equilibrium closed economy. higher education requires an extra investment of private resources. whereas primary education is mandatory. The theory states that human capital accumulation raises with quality through two main effects: larger quality increases the number ofpeople with higher education (extensive channel). and it increases the volume of investment in higher schooling per individual (intensive channel). That is. even with perfect capital markets. relatively low quality could discourage opportunities to pursue education beyond primary school. since low quality decreases the returns from higher education. As a result, agents could get stuck at primary levels. The intensive channel establishes that once individuals decide to participate in higher schooling. the larger the quality of educational system. the larger the investment made by each agent. Educational quality may allow for different steps of development and that depending on quality the economy may follow different paths...

A teoria na prática é outra? Considerações sobre as relações entre teoria e prática em discursos educacionais; Is theory different in practice? Reflections on the relationship between theory and practice in educational discourses; La teoría es outra en la práctica? Consideraciones acerca de las relaciones entre teoría y práctica en los discursos educativos

Carvalho, José Sérgio Fonseca de
Fonte: Editora Autores Associados Publicador: Editora Autores Associados
Tipo: Artigo de Revista Científica
POR
Relevância na Pesquisa
65.52%
O tema das relações entre teoria e prática na formação de professores é um caso particular de um problema amplo e complexo, cujos esforços de elucidação remontam ao próprio início da tradição filosófica. No presente artigo, ele é focalizado a partir de sua incidência em duas modalidades de discurso pedagógico que exerceram grande influência na formação de professores ao longo do século XX: as teorias da educação vinculadas a grandes sistemas filosóficos e os discursos pedagógicos construtivistas de Jean Piaget. O artigo examina as tentativas de transposição de teorias desses campos para os da prática educativa, ressaltando o caráter abstrato de prescrições que ignoram as práticas e os problemas característicos da cultura do trabalho escolar e dos princípios éticos e políticos que historicamente se associaram aos ideais da escolarização.; Discussions concerning the relationship between theory and practice in teachers' preparation courses are a particular topic of a long lasting and wide subject, which may go as far back as the beginning of our philosophical tradition. In this article it is analyzed through the exam of two very influential models of pedagogical discourses: the first one which derives theories of education from the great philosophical systems and Jean Piaget's constructivist approach to education. The article analyses the attempts of transplanting theories from these two fields to educational practice...

Aprendizagem significativa e o ensino de conceitos na educação física escolar: um estudo com os jogos olímpicos; Meaningful learning and the teaching of concepts in physical education in school: a case study with the olympic games

Quintilio, Natália Kohatsu
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 21/03/2014 PT
Relevância na Pesquisa
75.55%
A Teoria Educacional de Novak afirma que a aprendizagem significativa integra o pensar, sentir e agir em busca do empoderamento humano para o compromisso e a responsabilidade em aprender. Ela considera o aluno, o professor, o conhecimento, o contexto e a avaliação como elementos fundamentais da educação. A aprendizagem significativa deriva da Teoria de aprendizagem de Ausubel e resulta da relação do novo conhecimento com o existente na estrutura cognitiva. Para que ela ocorra, é necessário conhecimento prévio relevante, material instrucional potencialmente significativo e disposição do aluno em aprender desta forma. Novak e seu grupo de estudos ainda desenvolveram os mapas conceituais com o objetivo de acompanhar e entender como as crianças compreendiam a ciência. Eles são uma ferramenta gráfica de pesquisa, ensino, aprendizagem e avaliação, caracterizados pela estrutura hierárquica e capacidade de buscar e caracterizar ligações cruzadas e exemplos, facilitando a aprendizagem significativa, com vistas ao pensamento criativo. A educação física, no cenário atual, é uma disciplina inserida no currículo escolar brasileiro e vai muito além do ensino de habilidades motoras e melhora das capacidades físicas, integrando os aspectos motor...

Teoria crítica da sociedade e o sentido político da educação; Critical Theory of Society and the political direction of education

Gomes, Luiz Roberto
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 10/04/2011 POR
Relevância na Pesquisa
65.54%
O artigo situa na tradição intelectual da Teoria Crítica da Sociedade o sentido político da educação. Trata-se de colocar em evidência o projeto de emancipação social e as possibilidades de realização de uma experiência não conformista com relação à realidade existente. Nesse contexto, serão apresentadas duas perspectivas teóricas da acepção frankfurtiana de Teoria Crítica, e que consideram como condição para a formação de pessoas emancipadas a vinculação entre educação e política: a de Theodor Adorno, em que a educação verdadeira transcende a dimensão da adaptação ao mundo vigente, através da recolocação da experiência formativa (Bildung), como forma de crítica à condição de semiformação (Halbbildung); e a de Jürgen Habermas, em que a educação deve formar a capacidade avaliativa e argumentativa dos cidadãos, a fim de fortalecer o espaço público, e garantir a participação efetiva dos interesses da sociedade civil.; The article points out, within the intellectual tradition of the Critical Theory of Society, the political direction of education. The question is to enhance the project of social emancipation and the possibilities of carrying out a non conformist experience of existing reality. In this context...

Educational effects of widening access to the academic track: a natural experiment

Machin, Erin; McNally, Sandra
Fonte: Centre for Economics of Education, London School of Economics and Political Science Publicador: Centre for Economics of Education, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /08/2007 EN; EN
Relevância na Pesquisa
75.45%
It is difficult to know whether widening access to schools which provide a more academically-orientated, general education makes a difference to average educational achievement. Although, there has been a shift in this direction in many OECD countries, reforms have been difficult to evaluate because they are often accompanied by other important changes to the educational system or because they have been introduced at the same time across regions. However, the consequences of such reform are deeply controversial and very much a current policy issue. In particular, contenders argue that an increase in access to the ‘academic’ track harms the quality of education for everyone (through contextual effects) without improving the prospects of those enabled to attend the more academic track. In this paper, we make use of a unique natural experiment to identify the net effect of widening access to schools which provide a more academically-orientated, general education on overall education outcomes. The reform consists of widening access to the more academic track within one specific province (Northern Ireland) at a particular point in time. This is the only differential change that happens across the regions considered – England and Northern Ireland – which otherwise have a similar curriculum with the same national examination for students at age 16 and 18. The reform enabled a very significant increase in the number of Northern Irish pupils who could attend the more academic track (‘grammar schools’) at the end of primary school...

Vive la revolution! Long term returns of 1968 to the angry students

Maurin, Eric; McNally, Sandra
Fonte: Centre for the Economics of Education, London School of Economics and Political Science Publicador: Centre for the Economics of Education, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em /06/2005 EN; EN
Relevância na Pesquisa
75.49%
The student revolt of May 1968 led to chaos across France, temporarily shaking the economic and political establishment. The crisis was unanticipated, unpredictable and short-lived. The famous events coincided with the period in which examinations are undertaken. In the university context, exams became a central aspect of the bargaining process between students and the authorities with the former successfully bargaining for ‘light-touch’ exams ‘to avoid harming students who have spent a lot of time struggling for a better university’. The general chaos and student lobbying led to the abandonment of normal exam procedures throughout the higher education system. For example, the important examination taken for the baccalauréat (success at which guarantees entry to university) only involved oral tests. As a result, the pass rate for various qualifications increased enormously in that one year. We show that the lowering of thresholds had important consequences for students at an early (and highly selective) stage of the higher education system. The events enabled a significant proportion of students born between 1947 and 1950 (particularly in 1948 and 1949) to pursue more years of higher education than would otherwise have been possible. We compare outcomes for cohorts affected by the relaxation of the examinations with cohorts that were too young or too old at this time. There is a wage premium of 2-3 per cent for the most affected cohorts and an increased probability of achieving a high-status occupational position. We also show that persons from a middle-class family background were more likely to be among the ‘marginal students’...

The crime reducing effect of education

Machin, Stephen; Marie, Olivier; Vujić, Sunčica
Fonte: Centre for Economic Performance, London School of Economics and Political Science Publicador: Centre for Economic Performance, London School of Economics and Political Science
Tipo: Monograph; NonPeerReviewed Formato: application/pdf
Publicado em //2010 EN; EN
Relevância na Pesquisa
75.47%
In this paper, we present evidence on empirical connections between crime and education, using various data sources from Britain. A robust finding is that criminal activity is negatively associated with higher levels of education. However, it is essential to ensure that the direction of causation flows from education to crime. Therefore, we identify the effect of education on participation in criminal activity using changes in compulsory school leaving age laws over time to account for the endogeneity of education. In this causal approach, for property crimes, the negative crime-education relationship remains strong and significant. The implications of these findings are unambiguous and clear. They show that improving education can yield significant social benefits and can be a key policy tool in the drive to reduce crime.

Book review: Ideas of education: philosophy and politics from Plato to Dewey

Marples, Alice
Fonte: Blog post from London School of Economics & Political Science Publicador: Blog post from London School of Economics & Political Science
Tipo: Website; NonPeerReviewed Formato: application/pdf
Publicado em 03/09/2013 EN; EN
Relevância na Pesquisa
75.42%
"Ideas of Education: Philosophy and Politics from Plato to Dewey." Christopher Brooke & Elizabeth Frazer (eds.). Routledge. May 2013. --- This book draws together a range of educational pioneers and thinkers from the canon of philosophers and philosophical schools, from Plato and Aristotle, down to Edward Carpenter and John Dewey, with attention along the way paid to both individual authors like Thomas Hobbes and Mary Wollstonecraft, as well as to intellectual movements, such as the Scottish Enlightenment and the Utopian Socialists. Alice Marples finds that this book represents something of a call for links between political philosophy and education to be debated and discussed as critically in the future as they have been for centuries past.

Interpreting Foucault: an evaluation of a Foucauldian critique of education

Woermann,Minka
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2012 EN
Relevância na Pesquisa
75.45%
The potential strengths and weaknesses of a Foucauldian critique of education are discussed and evaluated. The article focuses specifically on the value of Foucault's work for critiquing social and political ideologies prevalent in education, which is understood as a societal institution, and hence, as a modern regime of institutional power. In terms of strengths, the ability to raise issues of knowledge, power and contestation that are traditionally ignored in educational theory is addressed. In terms of weaknesses, Foucault's problematic use and understanding of power and his apparent rejection of objective truth are investigated. The critique develops at the hand of influential, but competing, interpretations of Foucault's contribution to the field of education in particular, and philosophy in general. It is argued that these influential readings of Foucault gain traction within specific discourses (such as education), and should thus be subjected to critical scrutiny.

Developing a cognitive theory from student teachers' post-lesson reflective dialogues on secondary school mathematics

Nyaumwe,Lovemore J; Mtetwa,David K
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2011 EN
Relevância na Pesquisa
75.37%
This article describes phases of post-lesson reflective dialogues that were enacted by secondary school mathematics student teachers with their peers. Five pairs of student teachers on 12 weeks of teaching practice provided data through lesson assessments, post-lesson reflectivedialogues, and end-of-teaching-practice reflective interviews. A cognitive theory of collaborative reflection with a peer that encapsulates phase characteristics of a post-lesson reflective dialogue is proposed. Dialogue at each of the phases of the theory may not easily change student teachers' conceptions of teaching, but could provide a platform and structure for reviewing, modifying, or even maintaining teaching cognitions. While the older and more familiar 'apprenticeship' models are based on an expert teacher coaching a novice student teacher instructional skills, this fresh 'social' model is based on novice student teachers and their peers coaching each other teaching skills. An important implication of this observation is that current discourse on strategies for improving the quality of student teaching may move towards a consideration for a fresh school attachment model.

'We were not part of apartheid': rationalisations used by four white pre-service teachers to make sense of race and their own racial identities

le Roux,Adré
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 EN
Relevância na Pesquisa
75.47%
Despite fundamental reforms to South African education, large performance gaps still prevail between former black schools and former white schools. Nineteen years into a democracy and education in post-apartheid South Africa still retains a strong racial dimension between poorer communities and more affluent communities. Differential access to power and privilege in post-apartheid South Africa is the logical consequence of a racialised society, and the latter constitutes the context in which pre-service students have to make sense of their racialised subjectivities that ultimately affect their decisions and active agency to bringing about a less polarised society. In this paper, Bonilla-Silva's structural theory of racism is used as a theoretical lens to unpack the rationalisations used by four white pre-service teachers to make sense of race and their own racial identities. By claiming that they were not part of apartheid, the participants use various rationalisations to provide them with information to maintain a belief in white innocence in racism and to disengage them from structural racism.

Inclusive education: a case of beliefs competing for implementation

Meltz,Adrienne; Herman,Chaya; Pillay,Venitha
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2014 EN
Relevância na Pesquisa
75.48%
The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category - religion. However, this exclusionary agenda positioned the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative of the emergent economic context of South Africa where aspiration is often thwarted by economic realities. This study relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. Guided by Lewin's theory of planned change, the study identified four belief systems which influenced the way inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.

Between college and work in the Further Education and Training College sector

Garraway,James; Bronkhorst,Joseph; Wickham,Sharman
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2015 EN
Relevância na Pesquisa
65.54%
Students studying Civil Engineering (CE) at the Further Education and Training (FET) colleges spend periods of time in the classroom and workshop as well as in the workplace during experiential learning. The overall purpose of education and training in the college sector is generally understood as preparing students for employability, and difficulties in colleges performing this role are well known. In this article, these difficulties are examined in a novel way. The everyday perspectives of lecturers and supervisors about student learning in their college programmes and their work experience are translated into more theoretical language, using activity theory. A theoretical argument is made, which suggests that different sites of learning create different purposes, and that these different purposes derive from a distinction between knowledge and practice, which in turn has historical roots. The study concludes by suggesting that a new, common object of integrating theory and practice at all the sites would better link the college and workplace education and training systems, and tentatively suggests how this new object could be put into practice.