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You searched for subject:(Organizational apprenticeship). Showing records 1 – 3 of 3 total matches.

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University of California – Santa Cruz

1. Buchanan, Rebecca. It’s Not About That Anymore: An ecological examination of the theory-practice divide in contemporary teacher education.

Degree: Education, 2017, University of California – Santa Cruz

This dissertation investigates a perennial problem in teacher education: the theory-practice divide. There has always been a rift between theory and practice; however, this gap and the responses to it take on different shapes and meanings based on the reforms, politics, and structures of the time. For example, in the 1980s and 90s Professional Development Schools sought to close this gap (Darling-Hammond, 1994). In the 2000s, this gap became a flashpoint for targeted attacks on university teacher education on the one side, and on eased-entry teacher preparation alternatives on the other (Cochran-Smith & Fries, 2005a). Currently, many reform circles are trying to address the theory-practice divide (and the various concerns it engenders) by advocating what is called a Residency Model (Berry. Montgomery, & Snyder 2008). This study investigates how two teacher education programs, both with social justice agendas, navigated this divide. I identified two teacher education programs in California, one residency and one traditional, and using stratified random sampling selected several pre-service teachers, practicing teacher educators, and cooperating teachers from each site, and then collected longitudinal data over the course of one year. I employed an ethnographic, ecological analysis of program structure, teacher educator practice, and pre-service teacher development as sets of intertwined learning processes.My findings illustrate how the historical structure of apprenticeship made it difficult for both of the teacher education programs to meet their goals of developing social justice, change agents. The combination of the apprenticeship structure and a climate of accountability privileged the performance aspects of teaching, encouraging pre-service teachers to attend to the technical and visible aspects of teaching, rather than the more complex and nuanced aspects of teaching. Pre-service teachers experienced their training as fragmented, and pieced together a their teacher identity through a process of bricolage, which made it difficult to develop cohesive teaching philosophy aligned with the program’s constructivists and social justice goals.These findings complicate the hyper-practice-oriented emphasis of recent teacher education scholarship by demonstrating how a practice-based program, in fact, marginalizes coursework and professional thought and may inadvertently make it difficult for the field to develop critical-minded, social justice educators. Instead, this research suggests that teacher education should centralize the institutional divide between university and school and use it as a pedagogical object. This could support pre-service teachers in developing a cohesive set of teaching principles, which they can use to evaluate the efficacy of their own developing practice as well as the many mandates, reforms, and strategies they will encounter as PK-12 educators.

Subjects/Keywords: Teacher education; Education; Elementary education; Apprenticeship; Organizational Analysis; Social Justice Teaching; Teacher Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Buchanan, R. (2017). It’s Not About That Anymore: An ecological examination of the theory-practice divide in contemporary teacher education. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/91g7w6x2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Buchanan, Rebecca. “It’s Not About That Anymore: An ecological examination of the theory-practice divide in contemporary teacher education.” 2017. Thesis, University of California – Santa Cruz. Accessed June 19, 2019. http://www.escholarship.org/uc/item/91g7w6x2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Buchanan, Rebecca. “It’s Not About That Anymore: An ecological examination of the theory-practice divide in contemporary teacher education.” 2017. Web. 19 Jun 2019.

Vancouver:

Buchanan R. It’s Not About That Anymore: An ecological examination of the theory-practice divide in contemporary teacher education. [Internet] [Thesis]. University of California – Santa Cruz; 2017. [cited 2019 Jun 19]. Available from: http://www.escholarship.org/uc/item/91g7w6x2.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Buchanan R. It’s Not About That Anymore: An ecological examination of the theory-practice divide in contemporary teacher education. [Thesis]. University of California – Santa Cruz; 2017. Available from: http://www.escholarship.org/uc/item/91g7w6x2

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

2. Nadler-Nir, Rudy. Spotless white apron, labour-stained coat: an exploration of the way tacit and explicit learning artefacts are used by help desk consultants .

Degree: 2005, University of the Western Cape

This research set out to explore cognitive processes involved in learning among help desk consultants, both apprentices and experts. Advisors/Committee Members: Omar, Rahmat (advisor).

Subjects/Keywords: Organizational learning; Cognitive apprenticeship; Employees; Training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nadler-Nir, R. (2005). Spotless white apron, labour-stained coat: an exploration of the way tacit and explicit learning artefacts are used by help desk consultants . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nadler-Nir, Rudy. “Spotless white apron, labour-stained coat: an exploration of the way tacit and explicit learning artefacts are used by help desk consultants .” 2005. Thesis, University of the Western Cape. Accessed June 19, 2019. http://hdl.handle.net/11394/1622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nadler-Nir, Rudy. “Spotless white apron, labour-stained coat: an exploration of the way tacit and explicit learning artefacts are used by help desk consultants .” 2005. Web. 19 Jun 2019.

Vancouver:

Nadler-Nir R. Spotless white apron, labour-stained coat: an exploration of the way tacit and explicit learning artefacts are used by help desk consultants . [Internet] [Thesis]. University of the Western Cape; 2005. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/11394/1622.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nadler-Nir R. Spotless white apron, labour-stained coat: an exploration of the way tacit and explicit learning artefacts are used by help desk consultants . [Thesis]. University of the Western Cape; 2005. Available from: http://hdl.handle.net/11394/1622

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Manuela Weyll Vasconcelos. Tecnologia da informação como propulsora do aprendizado nas organizações: um estudo de caso na empresa Novelis do Brasil.

Degree: 2007, Universidade Nove de Julho

A evolução da Tecnologia da Informação - TI vem impondo grandes mudanças nas empresas ao longo dos anos. Nos últimos dez anos, a TI não se limitou apenas ao campo da automação,mas sim a explorar a sua capacidade de informar, de garantir conhecimento, aprendizado individual e por conseqüência, organizacional. A informação passa a ter uma posição estratégica dentro das empresas para garantir conhecimento e aprendizado, diferencial de competitividade das organizações do futuro. Esta dissertação teve como objetivo analisar a percepção dos gestores, coordenadores e usuários da empresa Novelis do Brasil Ltda, sobre a contribuição da Tecnologia da Informação - TI para a aprendizagem organizacional. Um estudo de caso foi realizado na empresa com entrevistas semi-estruturadas com gestores, coordenadores e usuários, onde constatou-se que a empresa está num processo de mudança importante que engloba a melhor utilização dos recursos e procedimentos da TI com o objetivo de lhe garantir conhecimento.

The evolution of Information Technology - IT has been demanding great changes in the corporate world. In the past ten years, ITs development has not been limited to increasing automation, but to explore its capacity to inform, to guarantee knowledge availability, and to assure individual and organizational growth. Information was given a strategic position to ensure knowledge and apprenticeship, which are the main differentials of the organizations of the future. The goal of this essay is to analyze the perspective of managers, coordinators and users of Novelis do Brasil Ltda on the contribution of Information Technology - IT to organizational learning. A case study was completed through semi-structured interviews with managers, coordinators and users. It proved that the company is going though an important changing process that includes better utilization of resources and IT procedures with the goal of assuring knowledge availability.

Advisors/Committee Members: Ana Carolina Spolidoro Queiroz, Tales Andreassi, Eva Stal.

Subjects/Keywords: Tecnologia da Informação; Aprendizagem organizacional; Information technology; Informação; Mudança organizacional; ADMINISTRACAO; Organizational apprenticeship; Organizational change; Information

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vasconcelos, M. W. (2007). Tecnologia da informação como propulsora do aprendizado nas organizações: um estudo de caso na empresa Novelis do Brasil. (Thesis). Universidade Nove de Julho. Retrieved from http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vasconcelos, Manuela Weyll. “Tecnologia da informação como propulsora do aprendizado nas organizações: um estudo de caso na empresa Novelis do Brasil.” 2007. Thesis, Universidade Nove de Julho. Accessed June 19, 2019. http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vasconcelos, Manuela Weyll. “Tecnologia da informação como propulsora do aprendizado nas organizações: um estudo de caso na empresa Novelis do Brasil.” 2007. Web. 19 Jun 2019.

Vancouver:

Vasconcelos MW. Tecnologia da informação como propulsora do aprendizado nas organizações: um estudo de caso na empresa Novelis do Brasil. [Internet] [Thesis]. Universidade Nove de Julho; 2007. [cited 2019 Jun 19]. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vasconcelos MW. Tecnologia da informação como propulsora do aprendizado nas organizações: um estudo de caso na empresa Novelis do Brasil. [Thesis]. Universidade Nove de Julho; 2007. Available from: http://www4.uninove.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.