Abstract Introduction: The nursing process is the method that allows us to administer care to people with chronic diseases through the disease stages, that is, assessment, diagnostic reasoning, nursing care plan and evaluation. Objective: Evaluate a nursing care plan for an older adult with type 2 diabetes mellitus and osteoporosis with a focus on therapeutic health education. Methodology: Observational, descriptive, and longitudinal clinical case study of a 63-year-old patient with diabetes mellitus and osteoporosis; the Marjory Gordon instrument was used for assessment, and standardized language was used for diagnostic reasoning, planning, execution and evaluation. Under bioethical principles, this is a minimal risk research, and the privacy and data of the elderly are protected. Results: Alteration was found in the pattern of perception/maintenance of health, nutritional/metabolic, exercise activity and coping with stress; with the establishment of activities to control glucose, priority was given to prescribed diet, exercise, adherence to treatment and coping with stress. Acceptance of the disease, learning to take capillary glucose and glycemic control was achieved, as well as adherence to the prescribed diet and exercise. Conclusions: Therapeutic health education achieved adherence to pharmacological and non-pharmacological treatment, as well as the acceptance of the health status, which allows acquiring self-control of the disease. Continuous and long-term follow-up is important due to the pathological progress, age and general deterioration of the patient.

Abstrato Introdução. O processo de enfermagem é o método que nos permite administrar a assistência a pessoas com doenças crônicas por meio dos estágios da doença, ou seja, avaliação, raciocínio diagnóstico, plano de assistência de enfermagem e avaliação. Objetivo: Avaliar um plano de cuidados de enfermagem para um adulto mais velho com diabetes mellitus tipo 2 e osteoporose com foco na educação terapêutica em saúde. Metodologia: Estudo de caso clínico observacional, descritivo e longitudinal de uma paciente de 63 anos com diabetes mellitus e osteoporose; para a avaliação foi utilizado o instrumento Marjory Gordon para raciocínio diagnóstico, planejamento, execução e avaliação, para raciocínio diagnóstico, planejamento, execução e avaliação, foi utilizada a linguagem padronizada. De acordo com os princípios bioéticos, essa é uma pesquisa de risco mínimo, e a privacidade e os dados dos idosos são protegidos. Resultados: Foi encontrada alteração no padrão de percepção/manutenção da saúde, nutricional/metabólico, atividade física e enfrentamento do estresse; com o estabelecimento de atividades para controlar a glicose, a prioridade foi dada à dieta prescrita, aos exercícios, à adesão ao tratamento e ao enfrentamento do estresse. Houve aceitação da doença, aprendizado da medição da glicose capilar e controle glicêmico, além de adesão à dieta e aos exercícios prescritos. Conclusões: A educação terapêutica em saúde conseguiu a adesão ao tratamento farmacológico e não farmacológico, bem como a aceitação do estado de saúde, que permite adquirir o autocontrolo da doença, sendo importante a monitorização contínua e a longo prazo da evolução patológica, da idade e da deterioração geral do paciente.

Resumen Introducción: El proceso de enfermería es el método que nos permite administrar los cuidados a personas con enfermedades crónicas a través de sus etapas: valoración, razonamiento diagnóstico, plan de cuidados de enfermería y evaluación. Objetivo: Evaluar un plan de cuidados de enfermería a una adulta mayor con diabetes mellitus tipo 2 y osteoporosis con enfoque a la educación para la salud terapéutica. Metodología: Estudio de caso clínico, observacional, descriptivo y longitudinal, a paciente de 63 años con diabetes mellitus y osteoporosis; para la valoración se empleó el instrumento de Marjory Gordon, para el razonamiento diagnóstico, planeación, ejecución y evaluación se utilizó el lenguaje estandarizado de enfermería. Bajo los principios bioéticos es una investigación de riesgo mínimo, se protege la privacidad y datos del adulto mayor. Resultados: Se encontró alteración en el patrón percepción / mantenimiento de la salud, nutricional / metabólico, actividad ejercicio y afrontamiento del estrés; estableciendo actividades para el control de su glucosa, se priorizó en dieta prescrita, ejercicio, adherencia al tratamiento y afrontamiento al estrés. Se logró aceptación de la enfermedad, aprendizaje de toma de glucosa capilar y control glucémico, además del apego a dieta y ejercicio prescrito. Conclusiones: La educación para la salud terapéutica logró el apego al tratamiento farmacológico y no farmacológico, así como la aceptación del estado de salud le permite adquirir el autocontrol de su enfermedad, es importante el seguimiento continuo y a largo plazo por el avance patológico, edad y deterioro general de la paciente.

Resumen El presente artículo surge de la necesidad de buscar herramientas intelectuales que favorezcan la comprensión de las distintas lógicas de indagación que caracterizan las diversas áreas de conocimiento sociales y humanísticas, particularmente para la formación de perfiles académicos y profesionales en campos interdisciplinares. El objetivo es argumentar que el razonamiento analógico puede fungir como una herramienta que medie el diálogo interdisciplinar, aunque, para ello, es necesario reconocer que solo mediante una lectura teórica de la realidad es posible definir y justificar los criterios que validan las comparaciones analógicas entre fenómenos distintos. Para cumplir con dicho objetivo, se analiza y se ejemplifica cómo opera el uso de las analogías dentro de la tradición de pensamiento arqueológico. A partir de ello, se observa que, incluso dentro de una misma tradición disciplinar, se recurre a una pluralidad teórica que busca dar cuenta de la complejidad y de la multiplicidad de dimensiones que se imbrican en los fenómenos humanos y sociales. En consecuencia, se sugiere que, en el caso de la interdisciplinariedad, únicamente una actitud abierta hacia la pluralidad teórica posibilitará que estas herramientas (las analogías) auxilien en el descubrimiento de las múltiples dimensiones que se imbrican en la complejidad humana.

Resumo Este artigo surge da necessidade de buscar ferramentas intelectuais que favoreçam a compreensão das diferentes lógicas de investigação que caracterizam as diversas áreas sociais e humanísticas do conhecimento, particularmente para a formação de perfis acadêmicos e profissionais em campos interdisciplinares. O objetivo é argumentar que o raciocínio analógico pode servir como ferramenta mediadora do diálogo interdisciplinar, embora, para tanto, seja necessário reconhecer que somente por meio de uma leitura teórica da realidade é possível definir e justificar os critérios que validam as comparações analógicas. entre fenômenos diferentes. Para atender a esse objetivo, é analisado e exemplificado como o uso de analogias opera dentro da tradição do pensamento arqueológico. A partir disso, observa-se que, mesmo dentro de uma mesma tradição disciplinar, utiliza-se uma pluralidade teórica que busca dar conta da complexidade e da multiplicidade de dimensões que se entrelaçam nos fenômenos humanos e sociais. Consequentemente, sugere-se que, no caso da interdisciplinaridade, apenas uma atitude aberta à pluralidade teórica permitirá que essas ferramentas (analogias) auxiliem na descoberta das múltiplas dimensões que estão embutidas na complexidade humana.

Abstract This article arises from the need to look for intellectual tools that favor understanding the different logics of inquiry that characterize the diverse areas of social and humanistic knowledge, particularly for forming academic and professional profiles in interdisciplinary fields. The objective is to argue that analogical reasoning can serve as a tool that mediates interdisciplinary dialogue. However, for this, it is necessary to recognize that only through a theoretical reading of reality is it possible to define and justify the criteria that validate the analogical comparison between different phenomena. To meet this objective, it is analyzed and exemplified how the use of analogies operates within the tradition of archaeological thought. From this, it is observed that, even within the same disciplinary tradition, a theoretical plurality is used to account for the complexity and multiplicity of dimensions that are interwoven in human and social phenomena. Therefore, it is suggested that, in the case of interdisciplinarity, only an open attitude towards theoretical plurality will enable these tools (analogies) to help discover the multiple dimensions interwoven in human complexity.

Abstract Critical thinking is a fundamental competence in current educational approaches; however, it has been the subject of diverse definitions, requiring a comprehension from its epistemology, theorization, and praxis. The objective of this research was to analyze notions about critical thinking and pedagogical practices in a group of Latin American teachers. The qualitative-critical paradigm was used through the hermeneutic method. The selection of participants was carried out through theoretical saturation sampling, obtaining a group of eight teachers to whom in-depth non-directive interviews were applied. In the analysis of results, 5 categories emerged: 1) Notions about critical thinking, in which the tendency towards a cognitive and rational emphasis is evident; 2) Didactic praxis, expressing greater mastery of linguistic content subjects as appropriate to promote critical thinking; 3) Self-assessment and need for greater reflection and training on teaching praxis in the area, 4) Curriculum and educational policies, in which inconsistencies between curricula and classroom practice are exposed, and 5) Critical thinking and performance academic, which exposes a non-linear relationship between both concepts. It is concluded that it is essential to avoid determinisms based on skills that express critical thinking and instead promote complex approaches that allow including cultural, social and ethical experiences also inherent to the process.

Resumen El pensamiento crítico es una competencia fundamental en los actuales enfoques educativos, sin embargo, ha sido objeto de definiciones diversas, exigiendo un abordaje desde su epistemología, teorización y praxis. Esta investigación tuvo como objetivo analizar las nociones sobre el pensamiento crítico y las prácticas pedagógicas aplicadas en el aula por docentes latinoamericanos. Se acudió al paradigma cualitativo-crítico a través del método hermenéutico. La selección de participantes se realizó mediante el muestreo por saturación teórica, obteniéndose un grupo de ocho docentes a quienes se aplicaron entrevistas no directivas a profundidad. En el análisis de resultados emergieron cinco categorías: 1) nociones sobre pensamiento crítico, en las cuales se evidencia la tendencia a un énfasis cognitivo y racional; 2) praxis didáctica, expresando mayor dominio de las asignaturas de contenido lingüístico como adecuadas para promover el pensamiento crítico; 3) autoevaluación y necesidad de mayor reflexión y capacitación sobre la praxis docente en el área; 4) currículo y políticas educativas, en la cual se exponen incongruencias entre los currículos y la práctica de aula; 5) pensamiento crítico y rendimiento académico, que expone una relación no lineal entre ambos conceptos. Se concluye que es fundamental evitar los determinismos basados en habilidades que expresan el pensamiento crítico y en su lugar promover aproximaciones complejas que permitan incluir experiencias culturales, sociales y éticas que son también inherentes al proceso.

Resumen El siguiente artículo tiene como objetivo el análisis teórico de la organización de la información para desarrollar el proceso de la expresión oral en estudiantes del curso de francés para la traducción en una universidad. Se examinaron veinticinco publicaciones (n = 25) mediante una técnica basada en el análisis de contenido recuperadas de varias bases de datos (Scopus, Scielo, Web of Science, Google Scholar), de acuerdo con los criterios de inclusión establecidos. El análisis bibliográfico permitió discernir las perspectivas sobre la transformación de los datos en información, combinado con el razonamiento abstracto para generar conocimientos. Se concluye que estas estrategias aportan al perfeccionamiento de la expresión oral en cuanto a pronunciación, gramática, léxico, y se observa una mejora de los estudiantes del curso de francés.

Resumo O artigo seguinte visa a análise teórica da organização da informação para desenvolver o processo de expressão oral em estudantes do curso de francês para tradução numa universidade. Vinte e cinco publicações (n = 25) foram examinadas utilizando uma técnica baseada na análise de conteúdos recuperados de várias bases de dados (Scopus, Scielo, Web of Science, Google Scholar), de acordo com os critérios de inclusão estabelecidos. A análise bibliográfica permitiu discernir perspectivas sobre a transformação de dados em informação, combinada com raciocínios abstratos para gerar conhecimento. Conclui-se que estas estratégias contribuem para a melhoria da expressão oral em termos de pronúncia, gramática, léxis, observando uma melhoria dos alunos do curso de francês.

Abstract The following article aims at the theoretical analysis of the organization of information to develop the process of oral expression in students of the French for translation course at a university. Twenty-five publications (n = 25) were examined using a technique based on content analysis retrieved from several databases (Scopus, Scielo, Web of Science, Google Scholar), according to the established inclusion criteria. The bibliographic analysis made it possible to discern perspectives on the transformation of data into information, combined with abstract reasoning to generate knowledge. It is concluded that these strategies contribute to the improvement of oral expression in terms of pronunciation, grammar, lexis, observing an improvement in the students of the French course.

Resumo Várias medidas foram implementas por governos em todo o mundo para impedir a disseminação da COVID-19. Contudo, pouco se sabe sobre a forma como as populações percecionaram essas medidas e a sua implementação. Assim, este estudo pretende explorar a forma como as pessoas adultas residentes em Portugal percecionam a gestão da pandemia COVID-19 pelas entidades governamentais. Foram entrevistadas 88 pessoas adultas (n = 45; 51%; Min: 19 anos; Máx.: 92 anos). As entrevistas semiestruturadas foram realizadas entre janeiro e setembro de 2022, transcritas e analisadas de acordo com a Análise Temática codebook. Foram identificados três temas principais: (a) Medidas indispensáveis no combate à pandemia da COVID-19; (b) As autoridades oficiais fizeram o melhor que puderam; e (c) O lado negro da gestão da pandemia COVID-19 em Portugal. As nossas conclusões sugerem que os participantes consideraram a gestão da pandemia COVID-19 como bem-sucedida, afirmando que o governo adotou medidas bem concebidas, mesmo com informações e recursos limitados. No entanto, as pessoas adultas queixaram-se de não compreenderem o raciocínio por detrás de algumas das medidas, do atraso na implementação de algumas medidas e de falhas na comunicação governamental. Assim, os governos devem aumentar a transparência no processo de tomada de decisão, bem como melhorar a comunicação com a população, aumentando assim potencialmente a adesão às medidas necessárias e os sentimentos de segurança e tranquilidade durante uma crise de saúde pública.

Abstract Several measures were undertaken by governments globally to prevent the dissemination of COVID-19. However, little is known about how populations perceived these measures and their implementation. Thus, this study aims to explore how adults residing in Portugal perceived the management of the COVID-19 pandemic by governmental entities. A sample of 88 adults were interviewed (n = 45; 51%; age range: 19 to 92 years). Semi-structured interviews were conducted between Jan-Sep 2022, transcribed, and analyzed according to codebook Thematic Analysis. Three main themes were identified: 1) Indispensable measures in the fight against the COVID-19 pandemic; 2) The government did the best it could; and 3) The dark side of the COVID-19 pandemic’s management in Portugal. Our findings suggest that participants perceived the COVID-19 pandemic’s management as successful, stating that the government adopted well-conceived measures, even with limited information and resources. However, adults complained about not understanding the reasoning behind some of the measures, the off-timing of some measures’ implementation, and failures in governmental communication. Thus, governments should increase transparency in the decision-making process, as well as improve communication with the population, thus potentially increasing adherence to the necessary measures and feelings of safety and tranquility during a public health crisis.

BACKGROUND: The transfer of all types of knowledge in occupational therapy practice is complex, and there is little agreement globally on the most important types of knowledge that inform clinical practice. This study aimed to uncover the perspectives of occupational therapists in the Free State, South Africa on knowledge transfer in clinical practice. METHODOLOGY: Q methodology was used to collect data from 14 occupational therapists utilising Q Method Software. RESULTS: Factor analysis revealed two factors with eigenvalues of greater than 1. Factor 1 had an eigenvalue of 2.97, and factor 2 had an eigenvalue of 1.48. These two factors were constructed from six and five participants' Q Sorts respectively, with the highest factor loads for factor 1 and factor 2. Thematic content analysis of these two factors identified two themes, namely: client-centred philosophy and practice informed through clinical reasoning. CONCLUSION: The strategic use of Q methodology presented empirical evidence of the transfer and utilisation of all types of knowledge in clinical practice in the Free State, South Africa. The results indicated the transfer of propositional, procedural, personal, and client knowledge strengthens client-centred practice and manifests in clinical reasoning. Furthermore, the results indicate an interdependence between the types of knowledge, meaning that it is important that therapists utilise all types of knowledge and not rely on only one form of knowledge when they work with patients to promote well-being. IMPLICATIONS FOR PRACTICE: • Q Methodology is an ideal research method to identify the subjective perspectives of participants where different opinions on a topic might exist. • Clinicians hold a wealth of practice experience and personal knowledge that should be shared and captured through research. • The client's voice needs to be heard more often to ensure client-centred practice is not only an idea on paper.

INTRODUCTION: The Work Ability Screening Profile (WASP) was conceptualised and developed by occupational therapists at the University of Durban Westville to provide a basic vocational screening assessment. Its purpose was to screen competence in generic work skills which reflected performance in activities essential to workplace participation relevant to the South African context. The assessment was revised in 2005 and renamed the WASP II. It was decided this screening assessment tool would be continuously reviewed using action research with clinicians involved in the ongoing evaluation so ensure validity and reliability for the population with which it is used. This study considered the clinical evaluation, useability and utility of the WASP II in order to inform further revision. METHOD: A cross sectional survey was used to gather data from 70 occupational therapy clinicians familiar with or using the WASP II in clinical practice. RESULTS: A sample of 70 respondents indicated the WASP II was suitable to assess current work ability and production speed with a variety of clients with physical and mental health dysfunction. Ten of the 12 subtests were used by at least 40% of the time by the 28 respondents who used the WASP II frequently. These respondents reported good to adequate useability in terms of cost, sensitivity to clients' educational level and ease of understanding instructions, incorporation into clinical practice contexts while supporting clinical reasoning and judgement. The accommodation of clients' language and provision of standard scores were indicated as inadequate. Utility was considered adequate for all aspects including discrimination of moderate to severe dysfunction, informing the choice of other assessmentsas well as supporting vocational rehabilitation intervention. The WASP II outcomes were also understood by other service providers, employers, referring parties as well asclients. CONCLUSION: While the WASP II was considered appropriate for use in the South African context and has adequate useability and utility, some subtests need to be updated and revised in terms of the standard times and content validity for current practice in the work environment. IMPLICATIONS FOR PRACTICE: The WASP II has useability • aligned with generic work skills of acquiring information or following directions numeracy, conveying information and written communication • for with those with work experience and with scholars and students yet to enter the workplace The WASP II has utility in relation to • cost and clients' educational levels • detailed instructions on the task layout but some standardisation needs to be interpreted with care • sensitivity to all aspects of assessment of generic work skills, except discrimination of mild dysfunction

RESUMEN Diferentes estudios sobre el Conocimiento Pedagógico del Contenido (PCK) se han realizado desde la autopercepción de los docentes, sin embargo, no se han reportado estudios sobre el rendimiento en PCK (R-PCK). Los objetivos de estudio fueron describir, comparar y correlacional el R-PCK en referencia a las variables sexo, edad, experiencia laboral, procedencia de centro de formación y habilidades generales (Comprensión Lectora y Razonamiento Lógico) del docente. Se utilizaron los datos de la Prueba Única Nacional (PUN) de docentes de educación primaria durante el año 2022, correspondiente a las 24 regiones del Perú. Se consideró un total de 94 665 participantes en el estudio (mujeres = 67.4% y hombres = 32.6%). Los resultados mostraron que las medias en R-PCK difieren en función al sexo, la procedencia del centro de formación pedagógica y de la experiencia laboral, ya sea en sector público y privado. Por otro lado, se reportaron correlaciones negativas y estadísticamente significativas entre el R-PCK y edad; asimismo, se halló una correlación positiva y estadísticamente significativa entre R-PCK y las Habilidades Generales. Se concluyó el R-PCK en docentes se halla en relación con el sexo, la edad, experiencia laboral, procedencia y habilidades generales.

ABSTRACT Different studies on Pedagogical Content Knowledge (PCK) have been carried out based on teachers' self-perception; however, no studies on PCK performance (R-PCK) have been reported. The objectives of the study were to describe, compare and correlate the R-PCK in reference to the variables gender, age, work experience, origin of training center and general skills (Reading Comprehension and Logical Reasoning) of the teacher. Data from the Single National Test (PUN) of primary school teachers for the year 2022, corresponding to the 24 regions of Peru, were used. A total of 94,665 participants were considered in the study (females = 67.4% and males = 32.6%). The results showed that the means in R-PCK differed according to sex, origin of the pedagogical training center and work experience, whether in the public or private sector. On the other hand, negative and statistically significant correlations were reported between R-PCK and age; likewise, a positive and statistically significant correlation was found between R-PCK and General Skills. It was concluded that R-PCK in teachers is found to be related to sex, age, work experience, origin and general skills.

The South African Constitutional Court was recently tasked with considering whether the "just and equitable" requirement of the Prevention of Illegal Eviction from and Unlawful Occupation of Land Act had been complied with when an eviction order was granted in the Somerset West Magistrates' Court. The Magistrates' Court found that the occupier unlawfully occupied the land and determined that the eviction was just and equitable in the circumstances. However, the High Court and the Supreme Court of Appeal held that the order of the Magistrates' Court could not be confirmed. With certain conditions attached, the Constitutional Court held that the eviction was just and equitable. These judgments are noteworthy as they highlight the in consistencies in the reasoning of the various courts that considered the same facts. The conclusion is that judicial reasoning which creates tension between the rights of private landowners and unlawful occupiers is not constructive. Ideally, evictions should be resolved by enforcing a potentially homeless person's right to access adequate housing by holding the state to account for its constitutional obligations.

El objetivo de este estudio es analizar la priorización y valorización de las competencias para la producción de cuidados integrales en el Internado Obligatorio de la Facultad de Medicina de la Universidad Federal Fluminense. La metodologia incluye análisis documental y entrevistas con profesores. El análisis de contenido fue categorizado en unidades temáticas según el momento de producción de la atención integral: en el encuentro y en los encuentros necessários a partir de este encuentro com el paciente. Em el encuentro, se priorizó la integración de habilidades comunicativas y técnicas semióticas y de razonamiento clínico con actitudes éticas y humanísticas, y en los demás encuentros, las habilidades relacionadas con el trabajo en equipo, participación en espacios colectivos de discusión, gestión del cuidado, enfoque comunitario, además del propio proceso de producción de conocimiento, todos basado en la idea de lo que significa ser médico.

O objetivo deste estudo foi analisar a priorização e valorização de competências para a produção do cuidado integral no internato obrigatório (IO) da faculdade de Medicina da Universidade Federal Fluminense. O percurso metodológico contou com análise documental das competências para o IO e suas formas de avaliação, seguido de entrevistas remotas com docentes. A análise de conteúdo categorizou unidades temáticas de acordo com o momento da produção do cuidado integral no encontro com o paciente e nos demais encontros ocorridos para além deste. Foram evidenciadas priorização e valorização da integração de habilidades de comunicação e de técnicas semióticas; e raciocínio clínico com atitudes éticas e humanísticas e de competências relacionadas ao trabalho em equipe; participação em espaços coletivos de discussão; gestão do cuidado; abordagem comunitária; e processo de produção do conhecimento baseado nos signos do “ser médico(a)”.

The objective of this study is to analyze the prioritization and valorization of competences within the production of comprehensive care at Mandatory Internship at the Faculty of Medicine at Fluminense Federal University. The methologic included analysis of the documents that contained the competencies and its forms of assessment at the Mandatory Internship, and remote interviews with professors. The analysis of the content was categorized into thematic units according to the moment of the production of comprehensive care: in the encounter with patient and beyond others encounters needed after this first one. By the encounter, there was a prioritization of the integration of communication skills and semiotic techniques and clinical reasoning with ethical and humanistic attitudes, and in the second one the competencies related to teamwork, participation in collective spaces for discussion, care management, community approach, in addition of the knowledge production process itself, based on the idea of being a doctor.

Dissenter Protestantism, Pietist, and revivalist movements have played a crucial but often overlooked role in the emergence and development of democracy, the abolition of slavery and the struggle for women's rights. The article focuses on the emergence of dissenter Protestantism in 17th century England, its continuation in the USA and similar movements in other parts of Europe. Drawing on theories from sociology, moral psychology and other behavioural sciences, the article argues that the social impact of dissenter Protestantism was the result of a complex combination of theology, practices, institutions and specific historical circumstances. While the theology of these movements was not unique, their emphasis on following Jesus Christ and sanctification was a significant aspect. Other factors contributing to their impact include the role of friendship and strong social networks, a relative egalitarianism, a certain distance and independence from dominant institutions and cultures and the creation of self-organised and relatively autonomous organisations. This combination of theological and social elements created free spaces that facilitated the development of new or different practices. Another crucial aspect was their ability to integrate reasoning and affective powers, uniting theory with metaphor and narrative. Finally, the specific practices and institutions within these movements allowed individuals to grow and enter into communities that shaped their lives. INTRADISCIPLINARY AND/OR INTERDISCIPLINARY IMPLICATIONS: This article combines theological and historical analysis with theories from sociology, moral psychology and other behavioural sciences. It shows the fruitfulness of using empirical social science for theology and history.

Although preservice teachers are familiar with classroom life, they are largely unfamiliar with teachers' intentions and reasoning. Those completing a Postgraduate Certificate in Education (PGCE) have just one year to acquire new insights into teaching. This article investigates whether their school-based learning can be enhanced by preparing them to analyse the classroom practices of diverse teachers. A module used to augment work-integrated learning, Teacher Choices in Action, has introduced more than 70,000 South African preservice teachers to key choices that all teachers make. They see how diverse teachers enact these choices through guided studies of recorded lessons. We use Legitimation Code Theory to compare lesson observation reports written by 83 PGCE preservice teachers at the start and end of completing this module. Initially, most participants gave superficial descriptions of classroom activities with basic explanations of what teachers do and why. Afterwards, their reports contained more complex interpretations of teaching, with more connections between their lesson observations and insights from their coursework. Guided lesson study potentially empowers them to interpret prevalent teaching practices and consider pedagogic choices for their lessons more thoughtfully and systematically, regardless of their educational backgrounds. It may also address some concerns about vastly different mentoring that preservice teachers receive during the practicum.

A long-standing concern in teacher education is the variability in the quality of practicum experiences afforded to preservice teachers. Although some variability is due to their personal attributes, preservice teachers often find it difficult to connect theoretical insights to teachers' classroom practices. These challenges can be exacerbated when teachers do not explain the reasoning for what they do and why. School closures during the pandemic provided South African teacher educators with an opportunity to address this concern. We participated in developing a national online module that prepares preservice teachers for school-based learning through guided lesson study. This article adopts a self-study approach to account for the curriculum choices in developing this module. Three tensions needed consideration: portraying teaching as an individualised pursuit and/or a social practice, focusing on generic and/or specialised pedagogies, and focusing on the tacit and/or explicit reasoning that teachers do. We account for how we worked within and between these tensions. A module of this nature potentially enhances school-based learning by making the reasoning of teachers explicit to preservice teachers. To achieve this potential and to advance work-integrated learning as a scholarship, the conceptual underpinnings of the module and its curriculum design must be open to reflection and scrutiny.

Resumen: El objetivo de este artículo es examinar las características propias de la gestión de conflictos en el ámbito laboral, dentro del marco del diálogo social. Mediante un relevamiento de la literatura especializada, se analizan las competencias necesarias para que el mediador laboral pueda desarrollar una gestión de conflictos de calidad. También se desarrollan las distintas técnicas que requiere la persona mediadora para ejercer su rol. Se concluye que, más allá de la utilidad concreta de cada técnica, lo más importante es que el momento de su aplicación sea oportuno. También se entiende que es fundamental la profesionalización de las personas mediadoras, quienes deben contar con habilidades como la empatía, la escucha activa, el autocontrol, la compasión, el pensamiento creativo, el lenguaje asertivo y el razonamiento crítico, así como la resiliencia y el autocuidado

Resumo: O objetivo deste artigo é examinar as características próprias da gestão de conflitos na esfera trabalhista, dentro do contexto do diálogo social. Por meio de um levantamento da literatura especializada, são analisadas as competências necessárias para que o mediador trabalhista possa desenvolver uma gestão de conflitos de qualidade. Também são desenvolvidas as diferentes técnicas necessárias para que o mediador desempenhe sua função. Conclui-se que, para além da utilidade específica de cada técnica, o mais importante é que o momento da sua aplicação seja adequado. Entende-se também que é fundamental a profissionalização dos mediadores, que devem ter habilidades como empatia, escuta ativa, autocontrole, compaixão, pensamento criativo, linguagem assertiva e raciocínio crítico, assim como resiliência e autocuidado

Abstract: The aim of this article is to examine the unique characteristics of conflict management in the workplace, within the framework of social dialogue. Through a review of specialized literature, the necessary competencies for workplace mediators to facilitate quality conflict management are analyzed. Additionally, various techniques required for effective mediation are explored. It is concluded that, beyond the specific utility of each technique, the timing of their application is paramount. Moreover, the professionalization of mediators is deemed essential, as they should possess skills such as empathy, active listening, self-control, compassion, creative thinking, assertive language, and critical reasoning, alongside resilience and self-care

BACKGROUND: The use and abuse of substances, especially among the youth, continues to be of serious concern within the international community. This behaviour affects them as individuals, their families, the community in which they live, and society at large. Findings from a study conducted by the researcher indicate that adolescents who abuse substances experience a range of emotional, physical, academic and social setbacks, and challenges. Ultimately, the mental health of these adolescents is affected AIM: The study aims to identify and define the central concept 'facilitation of mental health' of adolescents abusing substances SETTING: The researcher's minor dissertation, whereby the lived experiences of adolescents abusing substances were explored. The basic elements, structure and functions were examined and analysed METHODS: The concept's basic elements, structure and functions were examined, followed by an analysis and reasoning strategies to define the central concept. The process was implemented over two phases RESULTS: The central concept 'facilitation of mental health' of adolescents abusing substances was identified and defined using dictionary and subject definitions CONCLUSION: The identification and definition of the central concept is an important part of developing a model as a frame of reference for psychiatric nurses to facilitate the mental health of adolescents abusing substances CONTRIBUTION: The findings of the study would assist in the development of a model as a frame of reference for psychiatric nurses to facilitate the mental health of adolescents abusing substances