Browsing by Author "Fernandes, Joana"
Now showing 1 - 10 of 16
Results Per Page
Sort Options
- A atividade dos formadores no reconhecimento e validação de adquiridos: a evolução de um instrumento a partir da atividadePublication . Fernandes, Joana; Santos, MartaProcurou-se através desta pesquisa aumentar o conhecimento acerca da atividade dos formadores numa tipologia formativa particular, o Reconhecimento e a Validação de Adquiridos. O referencial de competências-chave emergiu enquanto principal instrumento da atividade destes formadores, mediando a sua ação em relação ao objeto, o reconhecimento e a validação dos saberes previamente adquiridos pelos formandos. Através da análise da atividade e de entrevistas coletivas a formadores, procurou-se conhecer, a natureza dos instrumentos mobilizados na atividade e o seu processo de atualização no uso. A análise dos dados demonstrou que os instrumentos evoluem através da atividade, traduzindo-se na sua contínua reconceção, através das géneses instrumentais. Compreendeu-se, ainda, que a larga margem de manobra concedida a estes formadores para fazerem evoluir os instrumentos é, em simultâneo, fonte de satisfação, pelo espaço que confere à inventividade do formador, mas também causa de desconforto, pela ausência de validação dessa evolução pelo coletivo de trabalho.
- Educar e formar adultos - oportunidades novas em desafios antigosPublication . Fernandes, Joana
- Enfermeiro na Escola: um diagnóstico numa escola do PortoPublication . Neves-Amado, João; Alves, Paulo; Festas, Constança; Gandra, Filipa; Fernandes, Joana; Pinho, Pedro; Brito, Sara; Henriques, Sónia
- Formação e desenvolvimento: práticas, destinatários e finalidadesPublication . Fernandes, Joana; Vale, AndreiaThis research sought to increase knowledge and understanding about vocational training practices, with a particular attention to the connection established between cross-functional training and technical training. Although there has been an increasing investment in crossfunctional training, there is a lack of knowledge about its aims and its contribution on the achievement of business goals. This research, of qualitative nature, was conducted by individually interviewing 15 directors of human resources or other training managers of companies from different branches of activity and business areas (health, transportations, hospitality, pharmaceutical, among others). The content of each interview was transcribed and then returned and validated by all the participants. All data was organized and examined with the use of NVivo10 software. This research made clear, among many other aspects, that training´s most important contributions are related to the anticipation of organizational needs and the identification of business aims. It was also registered an increasingly investment on cross-functional training (although vocational training remains the most frequent). The objectives aimed with the two types of training are quite different, as the technical training seems to be closely associated with work performance, and the cross-functional training related to the promotion of cohesion and team work.
- Formação Profissional: uma realidade para todas as idades?Publication . Freitas, Inês Pinto; Fernandes, Joana
- I learn, you recognize, they certify: recognition and validation of prior learningPublication . Fernandes, Joana; Santos, MartaThe recognition and validation of prior learning is an emergent training practice. In Portugal, since 2001, it has been possible to obtain an academic certification by valuing the formal, non-formal and informal learning. Since 2006 it has also been possible to achieve professional certification. The current study was conducted with adults and trainers who were involved in the recognition, validation and certification of competences. This research study, using qualitative research methods, analysed the way how these processes are developed and organised. This analysis was specially focused on three aspects: (i) the exploration of the concept of competence; (ii) the use of one’s life story as a methodological support; and (iii) the interplay between adult life experiences and the scientific concepts portrayed in the referential. The findings suggested that work analysis was not used to conceive methods, aiming at the recognition of competences.
- Instruments of trainers’ activity: the use of refentials in processes of recognition and validation of prior learningPublication . Fernandes, Joana; Santos, MartaIn Portugal, recognition and validation of prior learning has emerged as an important training practice. Since 2001, it has been possible to obtain an academic certification by valuing learning, regardless of its origin. The current study was conducted with trainers and adults who were involved in processes of recognition, validation and certification of competences (RVCC). This research study, using qualitative research methods, described and tried to develop the comprehension of the use of referentials as instruments of trainers’ activity. This analysis focused especially on three aspects: (i) the organization and development of RVCC processes; (ii) trainers’ role in these processes; and (iii) the use of a referential as an instrument of activity. The findings suggested that the referential used in these processes mediates trainers’ activity, functioning as competences identification guides. After an initial appropriation, trainers reconceptualize the referential by creating their own grids. There is clear variability in the use of this guiding document. Trainers revealed ambivalence towards the autonomy that they have in their work activity. Although they assess the opportunity to individually and freely create their work instruments in a positive way, they also lack a collective support and validation.
- L’activité des formateurs dans le cadre de la reconnaissance et la validation des acquis : l’évolution d’un instrument à partir de l’activitéPublication . Fernandes, Joana; Santos, MartaThis research aimed to increase knowledge of the activity of trainers in a specific type of training, namely the recognition and validation of prior learning. The framework of key competencies emerged as the main tool in the trainers’ activity and, further more, mediated their interaction with the object, which was the recognition and validation of knowledge previously acquired by the trainees. Work activity analysis and group interviews with the trainers were used to better understand the nature of the tools underlying the activity as well as their ongoing updating process. The data analyses revealed that the tools evolved along with the activity, meaning that they were continuously redesigned through a process of tool genesis. It was also observed that the considerable leeway that these trainers had to contribute to the tools’ evolution was a source of satisfaction, as each trainer was allowed room to invent but was, at the same time, a source of discomfort due to the lack of validation of the tool evolution by the work group.
- Measurement invariance of the multidimensional jealousy scale and quality of relationships inventory (friend)Publication . Leite, Ãngela; Silva, Beatriz; Vilela, Beatriz; Rodrigues, Inês; Fernandes, Joana; Romão, Joana; Ribeiro, Ana MargaridaThe aim of this study is to measure the invariance of the Multidimensional Jealousy Scale (MJS) and of the Quality of Relationships Inventory (Friend) (QRI-F) across gender, age, education, and being in a romantic relationship in a Portuguese sample (N = 662). A confirmatory factor analysis was performed to test the fit of different potential factor structures. The results pointed out that both MJS and QRI-F were most suitable if represented by three first-order factors correlated between them. Results from multi-group analyses suggested there was factorial invariance for these structures across groups, suggesting that the MJS and the QRI-F provide, respectively, an assessment of romantic jealousy and quality of relationship that are equivalent across gender, age, education, and being in a romantic relationship. The study established the strong psychometric properties of its instruments, validating reliability and convergent and discriminant validity, thereby bolstering the research’s overall credibility. Additionally, cognitive jealousy is primarily influenced by heightened conflict values, with education, relationship status, and gender moderating the associations between QRI-F dimensions and MJS behavioral and cognitive jealousy. The research offered in-depth perspectives on jealousy, underscoring its diverse manifestations across demographic variables and illuminating the complexities within the dynamics of friendships.