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1
Delp, Don J. "The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3258/.
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This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.
2
Massoumzadeh, Armin. "A training material for Upper-secondary school teachers in mathematics in their endeavours to effectively communicate with students on the autistic spectrum." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-290476.
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En analys av en studie gjord av Lorenz och Heinitz (2014) på autistiska personers uppfattning om sig själva, sina förmågor och behov och en kartläggningsrapport av Specialpedagogiska skolmyndigheten från 2013 har belyst hur det hos dessa individer finns en potential långt utöver det normala. Skolmyndigheten (2013) rapporterar om att lärare saknar verktyg för att förstå elever med neuropsykiatriska funktionsvariationer, framförallt vid autismspektrumtillstånd där sådana verktyg ofta behöver vara individanpassade och därför varierar från elev till elev. Önskan om att hitta metoder för att använda tillgängliga läromedel eller önskan om handledning för att förstå eleverna bättre är någonting som lyfts upp då lärare menar sig vara vilsna kring vad man ska göra i den egna undervisningen med de metoder som finns. Med detta som grund motiverades jag till att utforma ett fortbildningsmaterial för lärare inom matematik som förhoppningsvis ska kunna stötta lärarna i deras kommunikation med elever med autismspektrumtillstånd. Som ett led i utvecklingsarbetet gjordes djupintervjuer med två lärare inom matematik och teknik och med fyra personer diagnosticerade med AST. Därefter analyserades intervjuerna med hjälp av tematisk analys för att sedan användas som underlag för diskussion kring några faktorer som påverkar elevens lärande. Faktorer som framkom var lärarnas undervisningsform, föreställningar av sin och elevens roll i lärandet och hur lärarens relation till de övriga lärare i kollegieteamet påverkar kvalitén av lärarens undervisning. Resultatet från djupintervjuerna visade att det hos elever med AST finns behov av tydlighet, struktur och tidsplanering. Vill man som lärare säkerställa en bra kommunikation med dessa elever behöver en förståelse för hur läraren kan förmedla förväntningar uppmärksammas. Sådana förväntningar kan vara såväl implicita och explicita. Förväntningar som t.ex. kan vara att läraren tilldelar uppgifter som befinner sig på en lägre nivå än elevens egen föreställning av sin förmåga. Läraren behöver också vara införstådd i elevens problematik och för det krävs ett mer omfattande arbete inom kollegiet som läraren är en del av. Detta eftersom ett bra stöd för eleven inte kan förväntas ges enbart av elevens egna lärare då elevens behov av stöd kräver insatser från flera olika yrkesgrupper. Vidare visade resultat från djupintervjuerna hur det hos elever med AST finns ett behov av social inkludering, däremot var det mindre tydligt hur eleverna skulle uppnå detta. Man hänvisade till att läraren saknar kunskap om hur elevens personligheter och intressen måste beaktas tillsammans innan man sammanför grupper. Också underströks hur eleven behöver lära sig hantera vissa sociala situationer, vad den ska säga och hur. Om inte det sker vågar eleven sällan inleda samtal med övriga klasskamrater och det i sin tur har jag kunnat visa påverka elevens fortsatta förståelse av matematik. Utvärdering av det utvecklade fortbildningsmaterialet gav värdefull återkoppling för att förbättra materialet. Utvärderingen genomfördes bland tre verksamma lärare. En lärare hade förstått det avsedda syftet och angav att materialet gav hen idéer om hur undervisning kan genomföras, t.ex. genom att omformulera sina uppgifter eller addera material inför vissa moment som kan göra det lättare för AST-elever att sätta sig in i dem. För de andra två lärarna var syftet otydligt och de angav att det saknades tillräckligt med uppgifter som läraren kunde använda för sina elever med AST, men att de förslagen som gavs ändå var uppskattade.A study conducted by Lorenz and Heinitz (2014) on the view that autistic people have of themselves, their attributes as well as a survey done by Specialpedagogiska Skolmyndigheten (2013) suggest that a lot of individuals on the spectrum may own a potential far beyond what is considered normal. The report from Skolmyndigheten (2013) paints an image of how present material for students with neuropsychiatric disorders are lacking, especially for those students who are on the autistic spectrum. These students are specially a challenge since every individual on the spectrum and thus a one-way solution is considered virtually impossible. Using this knowledge as a building block, I was motivated to construct an introductory material for teachers in mathematics to effectively communicate with students on the autistic spectrum. The material is based on surveys done in the form of deep interviews. These deep interviews were conducted with 2 teachers in math and technology and with 4 people diagnosed with ASD. Furthermore, the data from the interviews were analysed with the help of a tool called thematic analysis. Afterwards the data was used to discuss some of the factors that affect students learning. The factors involved in my discussion were the specific form of teaching, preconceptions about ones and students’ involvement in their own learning and how teacher interaction with the other teachers in the colleague team may impact the quality of student learning. Looking at the results from the deep interviews, we see that for people with ASD there is a desire for precision, structure and adequate time-planning. Good communication with these students requires the teachers’ understanding of how she can convey her conceptions, explicit as well as implicit, by her form of teaching, for example by recognizing how the distribution of lower level problems could downgrade a students’ perception of their own10ability. Teachers need to consider and understand the problems of specific students and in order to do that a more extensive cooperation is required with the rest of the team. Such cooperation is required since one need to consider how a complex diagnosis such as autism spectrum involves appropriate intervention regulated and influenced by people in different occupation groups. The final results concerned the opinions received by teachers regarding the realization of the introductory material. With regards to the intention to construct a material which can support understanding of the communication problems associated with autism, the results of evaluation from three teachers in mathematics and technology showed mix of responses. One of the three teachers had understood the purpose and commented on how the material inspired his own taking on how to teach for these students, for instance by reformulating problems or add material in the making of problems to make it easier for students on the autistic spectrum to engage with them. The other two teachers mentioned the lack of sufficient amount of math problems which could be of any use in their own teaching, although they saw how some of the parts were useful for other purposes. I suggest that the responses were mixed as an effect of misunderstanding of the real purpose of the introductory material. Since the making of a new introductory material given the feedback was not tested, the conclusions regarding how well this material meets the context cannot be properly validated.
3
Safi, Sayedwali. "In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.
Full textAbstract:
Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since the INSET training program has important role in professional development and capacity building of teachers, but its effectiveness depends on the effectiveness of its composing elements such as teachers’ interest, time and duration, trainers’ ability, subjects covered in each training and follow-on support; to this end I collected the data through questionnaire. The findings show that generally teachers feel the need to their professional development, so they are interested to participate in INSET programs. The respondents believed that scheduling and planning for the INSET shall be made in close coordination to school management. The study findings also illustrate that both male and female respondents have same perception about trainers’ qualification, but female and BA holders have more critics about the trainers’ qualification. Majority of the respondents are satisfied about follow-up activities and they said they received follow-up support to practice the knowledge and skills in their daily class room activities. Majority of the respondents believed that the subjects or topics which are covered in the INSET courses are useful, but during developing of any study materials for INSET courses, more attention shall be paid for avoiding of ambiguity in the course materials, also those materials which are translated from foreign languages shall be adopted in Afghan context; and shall be translated professionally. Based on the teachers’ views the INSET program is effective, but still there are some problems to be solved to make the programs more functional and effective for teachers. Prior to designing of any training, need assessment of teachers through scientific methods is highly recommended. Lack of professional trainers is another issue toward effective implementation of the program.TEMP
4
Conco, Zamumuzi Paulos. ""How effective is in-service training for teachers in rural school contexts?"." Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03152005-132722.
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5
Conco, Zamumuzi P. "How effective is in-service training teachers in rural school context." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/990994813/04.
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6
Unal, Nilufer. "Pre-service Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.
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The purpose of this study is to examine Tukish pre-service teachers perceptions
about global versus local environmental issues and determine gender and major
effect on their perceptions of global and local environmental issues. The
information will be collected from Elementary Education pre-service teachers from
Middle East Technical University. Their concerns and attitudes toward 9 global
and 5 local environmental issues will be measured by using a survey questionnaire.
The questionnaire has been adopted from the one originally used by Duan and
Fortner (2005). The local issues were selected according to report about the major
environmental problems declared by the Ministry of Environment and Foresty of
Turkey and the global issues were kept same as the original questionnaire. The
results of the study were analysed by means of descriptive and inferential statistics.
The results revealed that elementary education pre-service teachers mostly gave
more importance to global environmental issuesfemales had higher attitudes and concerns about environmental issues than males and Early Childhood Education students have higher attitudes and concerns for environmental issues than students from departments of Elementary Science Education and Elementary Mathematics Education. In the stage of preparing environmental education courses as a must course for the faculty of education students in Turkey, the outcome of the study is expected to propose an insight for environmental education for the future teachers.
7
Arbolino, Lauren Allyn. "In-service training on child abuse for classroom teachers what is the effectiveness of mandated training? /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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8
Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.
Full textAbstract:
The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
9
Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.
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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.
10
Saeteo, Pensri. "Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331790/.
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This study was designed to determine (a) the most important knowledge and skills for functional literacy teachers; (b) the most important competencies to be covered in in-service training; (c) whether there were any differences between the perceptions of functional literacy teachers, supervisors, and administrators in terms of needed competencies or areas of training; and (d) whether there were any differences in the perceptions of teachers, supervisors and administrators regarding the need for
competencies and for training of functional literacy teachers based upon these variables: age, years of
experience in formal and nonformal education, and training in the functional literacy program. It was found that teachers, supervisors, and administrators agreed that most competencies listed in the instrument were important. No significant difference was found in their perceptions of the importance of the competencies. A significant difference was found in the perceptions of the needs for training among these three groups.
11
Tang, Kuen-yan, and 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.
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12
Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.
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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.
13
Nag, Anindita. "Teachers as Learners: Impacts of Graduate Teachers Education Programs? Features on In-Service Teachers? Practices." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28544.
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Significant research efforts have addressed the need for pursuing graduate teacher education to improve in-service teachers? teaching practices. On contrary, empirical knowledge about the impacts of structural and process features of graduate teacher education on in-service teachers? teaching practices is underdeveloped. This proposed study was designed to contribute to an empirically driven knowledge about the degree to which graduate teacher education programs support in-service teachers? classroom needs and guide them diligently to deal with professional challenges. Mixed methodology approach including survey questionnaire (quantitative) and interview (qualitative) was used, and 34 in-service from 15 different teacher education programs of five different Upper Midwest states responded to the survey questionnaire. However, only two teachers participated in the interview process. Quantitative data from survey questionnaire revealed that most teacher participants perceived that graduate teacher education program had positive impact on their teaching practices.
14
Senler, Burcu. "Pre-service Science Teachers." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613270/index.pdf.
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The aim of this study was to examine the relationships among pre-service science teachers&rsquopersonality, self-regulation, and teaching self-efficacy by proposing and testing a comprehensive conceptual model. In the model, it was hypothesized that personality traits are directly linked to pre-service science teachers&rsquo
self-efficacy and academic self-regulation, and pre-service science teachers&rsquo
academic self-regulation is directly related to their self-efficacy. A total of 1794 pre-service science teachers (876 males and 905 females) from 27 education faculty partic ipated in the study. Self-efficacy (i.e. self-efficacy for student engagement, for instructional strategies, and for classroom management), academic self-regulation (i.e. achievement goals, task value, control of learning beliefs, test anxiety, metacognitive self-regulation, effort regulation, and peer learning), and personality trait (i.e. Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) were assessed by self-report instruments. The results of the path analysis revealed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies were positively linked to different dimensions of self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of academic self-regulation and self-efficacy, openness was found to be negatively linked to these adaptive outcomes.
15
Kjelgaard, Peggy Anne. "Patterns of Vision, Action, and Effects in Professional Development as Experienced in the Texas Centers for Professional Development and Technology." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278553/.
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In 1992, the state of Texas awarded a number of inducement grants to collaboratives of universities, schools, and service centers to develop field-based professional development schools (PDSs) and provide preservice and inservice teachers with extensive professional development. This study investigated the design and effects of the professional development models in these Texas Centers for Professional Development and Technology (CPDTs). This study used qualitative data collection and analysis procedures. Raw data were collected in the form of individual interviews, focus group interviews, documentation, and fieldnotes. Forty-six interviews were completed involving a total of 83 respondents representing all partnering entities: university representatives, school representatives, education service center representatives, and policymakers. Documentation included annual and quarterly reports, grant applications, and program approval requests. Fieldnotes included observational data from site visits. Data analysis was an iterative process using a constant comparative analysis of coded categories emerging fromtranscribed data. This comparison examined: the vision of professional development as perceived by the respondents, the enactment of professional development as experienced by the respondents, and the effects that the CPDT initiative had on professional development as perceived by the respondents. This study revealed 18 themes that were common across all eight Texas CPDTs. The themes revealed patterns of vision which included: developing a common ground, breaking barriers, evolving visions, and partnership tradeoffs. Patterns of enactment included formal and informal professional development opportunities. Patterns of effects included: empowerment of teachers, updating of university faculty on public school issues, better prepared classroom-ready interns, and more attention for K-12 students. Another pattern of effect included the distraction of "technology toys" and the difficulty keeping pace with new technologies. The study provided strong evidence that relationship building processes are crucial for building a sustained learning situation for a community of learners. The themes also provided information regarding the demands of institutionalizing and reculturing required to sustain the Professional Development School model.
16
Gokmenoglu, Tuba. "Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615128/index.pdf.
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Policy makers, school and district leaders, researchers, industry, and parents are all increasingly concerned with improving the quality of education in schools. Therefore, teachers need to welcome and keep themselves up-to-date about the improvements, developments, and educational reforms. At this point, in-service training of teachers is one of the most urgent concerns of teacher educators and policy makers. Although there is a widespread view on the importance of teachers&rsquoprofessional learning, how design and process should be handled is still questioning issue. The purpose of this study was to determine the kinds and qualities of in-service training that teachers needed. Professional development designs&rsquo
three elements were highlighted in this research. Content refers what designer of professional development expects teachers to learn
form denotes the context, materials, schedule, and evaluation in which learning takes place
audiences are targeted group of teachers who needs to participate some certain programs. Via survey design
data were collected from 1730 teachers, and analyzed through ANOVA and Structural Equation Modeling. Teachers reported an occasional need for Guidance and Special Education, Preparation for Inter/national Exams, Self-development, Professional Teaching Knowledge, and Technology Use, and reported medium satisfaction with previous programs. They also reported their preferences for in-service training program format. All these results were discussed together, and combined as design elements of training programs. Determining what teachers need and prefer and how they learn best made it possible to provide suggestions for Turkish teacher training policy to maximize the match between teacher needs and the content and process by which those needs are met.
17
Galloway, Sheila. "Professionalism and autonomy : the case of teachers' in-service training 1988-92." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/55555/.
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This thesis provides a sociological analysis of the in-service training (INSET) of teachers in England between 1988 and 1992, to explore issues concerning the professionalism and autonomy of teachers. Sociologists of education have produced numerous explanations of educational phenomena, and evaluation studies reveal much about INSET. Yet there remains the task of developing sociological explanations in this field. As an especially dynamic phase, the period designated merits detailed study. Teachers' professional development is conceptualized in three ways: in relation to change in the education system, to the place of teaching as a profession, and in terms of professional learning. National INSET schemes implicitly threatened teacher autonomy, yet professionalism could be redefined at the micro- level, and this study therefore addresses macro- and micro-sociological issues. The empirical research concentrates with increasing intensity on school-focused INSET experiences, through data from documentary sources, in-depth interviews, and participant observation. Chapter 1 explains the rationale for the investigation and demarcates the field of study. Chapter 2 outlines the background to the Local Education Authority Training Grant Scheme and similar initiatives. Chapter 3 sets out the sociological basis for the analysis of INSET phenomena. Methodological issues are addressed in Chapter 4, including the choice of case studies, the challenges of re-analyzing data and the criteria for selecting cases. The analysis presents a macro-sociological perspective in Chapter 5, then examines how national and LEA priorities are implemented in schools in Chapter 6. Micro-level case studies explore specific aspects of INSET: across different phases in Chapter 7 and on using information technology in Chapter 8. Chapter 9 investigates INSET for art. Chapter 10 summarizes the ways this thesis contributes to knowledge about the professionalism and autonomy of teachers through the study of INSET during a critical period. It reviews the application of the theoretical approach and points to areas for further research.
18
Maake, Matsobane Joshua. "Using interactive television in the in-service education and training of guidance teachers." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/26234.
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This study is focused on how technology is employed as educational support media in distance education. The aim is to establish the availability and accessibility of interac¬tive television for both guidance teachers and students in rural, remote and previously disadvantaged communities. Interactive television could be used to support the primary modes of education, namely, contact education on campus or at remote sites, paper-¬based distance education and Web-based distance education for in-service education and training of guidance teachers. The TELETUKS schools project is cursorily pre¬sented as an example of a technology-enhanced delivery system to facilitate interactive television learning. The ITV has the potential to be cost-effective, saving on travelling costs and reaching for increased numbers of upgrading guidance teachers per unit time. A comprehensive interactive television model for in-service training of the guidance teacher in the Northern Province is presented.Thesis (PhD (Educational Guidance and Counselling))--University of Pretoria, 2007.
Educational Psychology
unrestricted
19
Ayan, Didem. "Promoting Efl Pre-service Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.
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The purpose of this study was to investigate the role of electronic portfolio building in development of self-directed learning by fostering reflective thinking through electronic journals and by compelling individual to take responsibility and control of one&rsquos own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews, and the electronic journals and artifacts demonstrated in pre-service teachers&rsquo
web-based electronic portfolios. The data were collected from eight 4th grade undergraduate pre-service teachers enrolled in School Experience course of the English Language Teaching program at METU during 2008-2009 Fall Term. Electronic portfolios, having the opportunity to provide multimedia displays, allow the pre-service teachers to monitor the outcomes of their learning goals and strategies regularly and by monitoring their studies and reflections they review their own work and have a chance to evaluate their learning and teaching process. Essentially, portfolios transfer the responsibility of learning and decision making to the student with its dynamic process
when students are required to reflect on the information they acquire and on how they acquire this information, they begin to accept their learning practice as a process under their control. This study recognizes the notion that information and communication technologies are crucial to teacher education for both learning and teaching
and takes the constructivist stance that using ICTs tools, mainly electronic portfolios in this case, enhances reflective thinking, authentic self-assessment, self-management, and ownership over learning process and facilitates technological competence which all in all foster self-direction in learning.
20
Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.
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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquoTPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
21
Rabb, Jane Elizabeth. "The dynamics of solving selection-type, ill-defined problems by in-service teachers." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5580.
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22
Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.
Full textAbstract:
The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquobeliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.
23
Lim, Siew Bee. "An interactive model for in-service development of primary science teachers in Brunei Darussalam." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298775.
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24
Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.
Full textAbstract:
Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquoevolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo
evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.
25
Rutaisire, John. "An investigation into teachers' experiences of in-service training and professional development in Rwanda." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39343/.
Full textAbstract:
The purpose of this research is to investigate teachers' experiences of in-service training and professional development in Rwanda. It focuses on a programme for untrained secondary school teachers which aimed to equip them with the knowledge, skills and values in line with current government policy. It was concerned with whether the teaching and learning approaches used in the training programme were learner-centred, and the impact on teachers' professional identity. This is viewed against the backdrop of the assumptions that professional development improves the teaching and learning process and that teaching and learning improves with increased professional development provision. These dynamics are analysed from the perspective of the teachers' views and some observed practices, the theoretical principles of teacher professional development, and the policy guidelines of the Ministry of Education. As such, the research employs a qualitative methodology. The study has revealed that the training programme was presented, whether deliberately or by default as a course for upgrading teachers' status, and as a way of providing the superficial characteristics of a successful professional training. It has highlighted the challenges of the technical application of a model rather than identifying the needs and conditions for teacher engagement with their students in order to improve their own classroom performance. This is reflected through the overestimation of the trainers' capacity and the underestimation of the teachers' experiences, the lack of mastery of content, and the non-recognition of teachers as teaching and learning resources. There are also issues related to communication and interaction between the actors in the training programme which was a crucial factor that reflected the power relations between the trainers and the teachers. The teachers were being regulated by the terms of engagement set by the trainers instead of a collaborative effort. It highlights the restrictive nature of the assessment system, and interrogates the differences in the understanding of what teaching and learning is or should be, and what actually took place in the training of the teachers and of the students in the secondary school classrooms. The research has highlighted some issues which are not necessarily of a professional nature, but which nevertheless are of significance to the understanding of teacher professional identity. The teachers associate identity formation with the social developmental issues of qualification, status, recognition, and self-esteem. This has implications for the policies of the Ministry of Education viewed against the needs and conditions of the training of the secondary school teachers who are drawn mainly from rural schools. There are concerns about whether the programme appreciated the conditions in the schools, or whether the primary mission was to upgrade the qualifications of the teachers and not necessarily the upgrading of knowledge and skills. Finally, the research contributes to the illumination of both literature and methodology for future studies on the subject of teacher professional development, and to the current debate on its benefits and impact on professional practice in Rwanda.
26
Pang, Elaine L. L. "In-service education and training (INSET) : the perceptions of English language teachers in Malaysia." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/107763/.
Full textAbstract:
The national concern to improve the level of education in Malaysia prompted the Ministry of Education to conduct a comprehensive review of the education system and introduce the Malaysia Education Blueprint (2013-2025) to transform the education system. One of the aims was to upgrade the quality of in-service teacher training for teachers. This has resulted in a reshaping of the type of courses and delivery mode for in-service education for teachers (INSET). CPD providers in Malaysia tend to conduct training using the cascade model due to limited resources and expertise and teachers are hardly consulted about their needs or learning preferences. This is likely to have a significant impact on the quantity and quality of INSET for teachers in a top-down national priority driven system. This study examines the perceptions of a group of Malaysian English language educators, comprising primary school non-specialist English language teachers and senior teachers who are newly appointed School Improvement Specialist Coaches (SISCs) of their INSET experiences. It covers the areas of their previous INSET experiences and their perceptions of the effect of INSET on their classroom practice. The research also aims to identify their future expectations of INSET in terms of their professional development needs, their pupils' needs, school needs and their views on national needs of Malaysia's education system with reference to INSET. This research is informed by the qualitative survey approach which establishes variation in terms of values and dimensions that are meaningful within a certain population. The study focuses on diversity in a population of educators who attended INSET programmes on literacy, pedagogy and Language Arts. The methods that were used comprised focus group interviews and individual interviews. The researcher followed the INSET journey of three groups of primary school educators who were selected using convenience sampling and purposive sampling. The findings suggest a strong relationship between the educators' educational backgrounds, pre-service training, their knowledge of the English language subject and continuing professional development. These impact upon their teaching as a result of their understanding of the objectives in the Primary School Standard Curriculum document, their priorities and preferences in how to teach the English language, their culture and language. This study identifies gaps in different aspects of professional development especially on INSET needs for subject specific skills, pedagogical skills and collaborative learning through districtwide INSET and school-based INSET in Malaysia.
27
Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.
Full textAbstract:
There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.
28
Ishak, Mohd Zaki. "Improving the Training of Pre-Service Physics Teachers in Malaysia using Didaktik Analysis." The University of Waikato, 2008. http://hdl.handle.net/10289/2544.
Full textAbstract:
The research in this thesis examined the use of a didaktik-based approach to thinking about teaching and learning to the training of pre-service physics teachers in a Malaysian teacher training programme. The process of developing a specific content knowledge (real or true physics) was done through a didaktik analysis of specific physics content, to develop physics content knowledge suitable for schooling, in a particular educational context. Didaktik analysis used as intervention in this study involved: analysing specific physics content as contained in the curriculum specifications and textbooks; analysis of literature on students' alternative conceptions; developing a lesson plan; developing teaching sequences that involve teaching and learning activities, enacting lesson plans and teaching sequence in the microteaching and practicum, and subsequent reflection. Klafki's (2000) model of didaktik analysis was used as the basis of an intervention employed in a physics teaching methods course (TT4133) at the School of Education, University of Malaysia Sabah (UMS). The intervention consisted of the 14 week course: first seven weeks on theoretical aspects of teaching methods, followed the usual course synopsis, but with modifications in content resulting from didaktik analysis, and the remainder dealt with microteaching; and 8 weeks practicum. To illustrate the use of didaktik analysis in the training programme, the specific physics content in the areas of force and motion was provided as an example, showing how this was presented to the pre-service physics teachers in the programme. The researcher began with a conceptual analysis of force and motion as presented in the Malaysian secondary physics curriculum specifications and textbooks. This was followed by analysis of the science education literature on students' alternative conceptions involving force and motion, analysis of textbooks presentations of force and motion, and importantly a synopsis of the history of scientific thinking about force and motion. Subsequently, the pre-service teachers were required to prepare lesson plans aided by the researcher based on the above tasks, and this was followed by the development of a teaching sequence which was intended to be implemented in teaching practice with peers (called microteaching in Malaysia), and after further refinement in the practicum in a real classroom (under supervision). Participants were third year (15 males and 20 females) and fourth year (18 males and 60 females) pre-service physics teachers in their final year of undergraduate studies. The third year cohort consisted of experienced primary school teachers seeking to become secondary school physics teachers via a three-year conversion course. The fourth year cohort had no prior teaching experience, but held degree-level qualifications in physics. Quantitative data were gathered through two tests of conceptual understanding, The Test of Understanding Graph in Kinematics, TUG-K and The Force and Motion Conceptual Evaluation, FMCE tests, and a purpose-designed instrument the Beliefs About Physics Teaching, BAPT questionnaire. Qualitative data were constructed through the inspection of self-written reports about prior physics learning experiences, inspection of assignments on the didaktik analysis of physics, and individual lesson plans. Video recording and field notes made during observations of microteaching and the practicum, examination of 'written reflections' done in the middle of the methods course, during the practicum, and in the final examinations, and interviews and field notes made by the researcher during meetings with the pre-service physics teachers, completed the data corpus. The research findings indicate that generally both cohorts had difficulty understanding kinematics graphs, and weak conceptual understanding of Newtonian concepts. These findings support the findings from the BAPT questionnaire and interviews, which point to perceptions of lack of ability to teach physics, negative attitudes towards teaching specific physics topics at the secondary level, and overall low physics teaching self-efficacy. Overall the findings from the BAPT questionnaire and interviews, before the intervention based on didaktik analysis of physics suggest that these pre-service physics teachers' attitude toward, and beliefs about, physics teaching were based on career interest in teaching, and not on any intrinsic interest in physics or physics teaching as a profession. After the didaktik analysis intervention it seems that the pre-service physics teachers' teaching practices were shaped by their beliefs about, and experiences of, the physics teaching methods course generally, and the didaktik analysis experience in particular. Overall, it seems this part of methods course helped to improve pre-service physics teachers' understanding of specific physics content, improved their attitude-toward-physics and teaching, helped them to identify problems with students' learning of physics concepts, and helped their teaching practice, subsequently making them more confident about teaching secondary school physics. The pre-service physics teachers commented on the value of didaktik analysis and this was evident in the microteaching, but not in lesson plans and teaching sequence used in the practicum. It seems this was as a result of a limited amount and a drive by schools to adhere to curriculum specifications. Overall it seems the introduction of didaktik-based analysis intervention increased participants' confidence to teach secondary school physics and that these pre-service physics teachers have gone some way in developing into reflective practitioners in terms of their experiences of: their own secondary physics learning; their physics methods course, both of which led to a better and deeper understanding of physics and methods course content; and the teaching practices in the microteaching and practicum, both of which gave confidence to teach secondary school physics. Three recommendations are made from this thesis. First, the introduction of a didaktik analysis-based intervention in physics teaching methods courses such as the one in this study, necessitates identification in advance of pre-service physics teachers' attitude toward, and beliefs about physics teaching, along with their attitude-toward-physics and learning, their physics teaching self-efficacy beliefs, and their conceptual understanding of specific physics content. Second, didaktik analysis involving other specific physics content, with other cohorts of pre-service physics teachers, experienced secondary physics teachers, and physicists, is worthy of consideration. Third, the success of the use of a didaktik-based analysis in a physics teaching methods courses requires scaffolding of the teaching sequences employed, and strong support from associate/mentor teachers during the practicum, if didaktik-based teaching is to be realized in the classroom.
29
Neal, Ann-Michelle. "Training Pre-Service Teachers in Response to Intervention: A Survey of Teacher Candidates." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3702.
Full textAbstract:
Addressing training in Response to Intervention at the pre-service level has potential to reach educators during their formative years; preparing them to implement research-based practices upon entering the field and building the capacity to do so with more fidelity and less support. While the knowledge levels and perceptions of pre-service teachers are critical to the future success of RTI implementation, the level of training among pre-service educators is less understood relative to their colleagues in the field. This exploratory study was designed to examine pre-service general and special education teachers' perceptions of RTI, and self-efficacy in implementation. A survey, created and distributed to measure teacher candidates' (TCs) opinions and self-efficacy in RTI, found that TCs have positive opinions of RTI. They believe it to be effective for students, but have less ability to implement specific components in the classroom. The outcomes from this study suggest that special education majors had significantly higher ratings of their self-efficacy than elementary education majors. This has implications for curriculum changes in teacher training programs to better prepare educators to implement RTI in the classroom.
30
Stoate, P. C. "Developmental group work : A study of an experimental in-service course for teachers." Thesis, University of Exeter, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380358.
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31
Koh, Joyce Hwee Ling. "The use of scaffolding in introductory technology skills instruction for pre-service teachers." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3337251.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4696. Adviser: Theodore W. Frick.
32
Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.
Full textAbstract:
The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
33
Armstrong, Peter K. "In-Service Education and Training for teachers of mathematics with limited qualifications and experience." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/31996.
Full textAbstract:
The author has been working in the field of Mathematical Education, with special interest in In-Service Education and Training, for many years. This work, which is described in this thesis, has been used to develop a particular philosophy of Mathematical Education and strategies and techniques related to the provision of INSET for special groups of teachers.
34
Chryshochoos, Joseph Evangelos. "The role of theories of language and language learning in the pre-service and in-service training, education and development of language teachers." Thesis, Durham University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280095.
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35
Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
Full textAbstract:
This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.174 leaves ; 29 cm.
36
Lu, Hong. "Information communication technology support for in-service training of higher education English teachers in China." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436797.
Full textAbstract:
This research is primarily concerned with the provision of in-service training for TEFL lecturers in universities serving rural areas of China between 1998 and 2004. Given the growing number of undergraduates studying English in these universities, there was a clear need to ensure that English teaching was delivered as effectively as possible. Following a needs analysis of English teachers based in universities in rural China, a clear need to design a programme to enhance communication skills and evaluate the possible role of ICT in delivering this programme was identified. The first stage of the research was based upon a needs analysis of lecturers in China and involved the establishment of focus groups and the administration of targeted questionnaires to ascertain the current situation concerning their training needs. As a result of the needs analysis, it became clear that in-service training was only taken up by a small percentage of lecturers each year and information was obtained on a wide variety of perceived problems (of access to and types of training) together with options on solutions. A particular concern identified was that the potential of information technology was largely unexplored, though a majority of respondents expressed support for training based on a flexible, ICT-driven approach. An additional concern expressed the need to develop lecturers' communicative skills as part of their knowledge of English.Arising from the results of the needs analysis a test model was designed to examine the potential of ICT in this area. The pedagogic and practical bases for the model drew upon an incremental approach to learning involving these two stages. A web-based hypermedia environment was constructed using as an exemplar an embryonic training unit on the acquisition and teaching of oral skills. The test model was piloted in the UK and trialed by lecturers within the target group in the UK and rural China. Data was gathered on the perceived success of the innovative approach and on aspects such as accessibility, ease of use, presentation and motivation. An evaluation of the test model was made showing clear support for the approach. Useful information was generated for future iterations of a modified training scheme. KEY WORDS: constructive research, ICT, web-based course, distance education, education technology, in-service teacher training
37
Shawie, Khammas Ilaby. "An evaluation of the pre-service training programme for technical education teachers in Iraq." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237738.
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Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.
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Pang, Yin Mei. "Professional growth of English language teachers : case studies from an in-service training course." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423785.
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Sahamkhadam, Nasrin. "Effect of In-service Training on Teachers’ Attitudes Towards Inclusion : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49949.
Full textAbstract:
Background: Inclusive education can be of great benefit to the development of children and students with special education needs. Nonetheless, regular in-service teachers across several grade levels express their concerns over managing and educating students in need of special supports who are included in classrooms along with their peers. Inclusion-focused training has been suggested as a way to promote teachers’ positive attitudes towards the education of students with different abilities. Thus, this systematic literature review attempted to investigate the effect of in-service training on in-service teachers’ attitudes towards inclusion. Method: The search was carried out through electronic databases including ERIC, PsycINFO, Web of Science, and Google Scholar limited to studies published between 1990 and 2020. The quality assessment process was conducted utilizing CASP checklist for randomized control trials. Results: In total, 12 studies were found eligible to include in data synthesis. The quality assessment showed that most studies were of moderate quality concerning study design and generalizability of results. Nine studies reported that in-service training programs had an effect on teachers’ attitudes towards inclusion. Conclusion: This study provides an overview of the effect of in-service training on regular classroom teachers’ attitudes across grade-levels. Although the teachers’ attitudes towards inclusion appear to be changed during the intervention process, long-term effects also need to be assessed. The study indicates that system-level supports and resources in the form of in-service training are beneficial for promoting inclusive attitudes among regular classroom teachers.
41
Arnold, Pang Chau Yu. "The design of in-service ICT training for TESOL teachers : an action research study." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681487.
Full textAbstract:
This study was based on an action research project aiming to investigate how training effectiveness could be influenced by the design of an ICT training program and to explore what factors may affect teachers' engagement in ICT integration. The aim was to understand how ICT training could be designed to meet the needs of a particular group of TESOL teachers and improve their current practice in the context. The main action consisted of a series of ICT training programs in two phases designed for the eight participating TESOL teachers. They shared their experiences and views with me through personal interviews after each phase. The findings emerged from the analysis of interview data and were triangulated with data from observations and informal conversations. The findings show that ICT training has different effects on teachers with different levels of ICT competency. The findings further suggest that the training programs can be more effective if they are tailor-made for teachers in order to cater for their various training needs. Based on the findings, an emergent design model consisting of four basic design features, three specific design features and some design factors was developed. The four basic design features form the basis of the training design while the specific design features and the design factors are to be adjusted according to the particulars of the teachers and their teaching context, making the training programs more effective and connected to real practice. The findings also reveal the importance of some non-design factors on training effectiveness, including hardware provision, technical support and teachers' attitudes towards ICT training and ICT integration, suggesting the need to view the problems from multiple perspectives. These findings, the development of the design model in particular, offer a contribution to our understandings of ICT training for TESOL teachers.
42
Sahin, Vildan. "Evaluation Of The In-service Teacher Training Program." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.
Full textAbstract:
The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years.
The model used for evaluating the program was one proposed by Kirkpatrick (1998first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML
4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo
lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo
s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.
43
Duru, Sibel. "Pre-service elementary education teachers' beliefs about teaching and learning in Turkey /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243776.
Full textAbstract:
Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction (Elementary Education), 2006.Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4430. Adviser: Mary B. McMullen.
44
Thornton, Melanie Williams. "Cultivating cultural workers through service learning in teacher education." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melanie_w_thornton/thornton_melanie_w_200701_EDD.pdf.
Full textAbstract:
Thesis (Ed.D.)--Georgia Southern University, 2007."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Ming Fang He. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 96-102) and appendices.
45
Kan, Lai-fong Flora. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong the implication for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627243.
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Luke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.
Full textAbstract:
The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.
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Price, Wanda Leigh. "The effects of in-service workshops on computer anxiety in elementary teachers." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/76475.
Full textAbstract:
The computer education literature documents computer anxiety as a problem common to classroom teachers without prior computer training. This study was an investigation of the effectiveness of workshops designed to reduce such anxiety.
The treatment comprised of instruction based upon principles derived from the literature was administered to 80 teachers in a Treatment group and 57 teachers in a Quasi-control group. Pre-test measurements included a Computer Background Information survey, Part II of the Minnesota Computer Literacy and Awareness Assessment and the Trait section of the Spielberger State Trait Anxiety Inventory (STAI). Post-test measures were the State section of the State Trait Anxiety Inventory, Part I of the Minnesota Computer Literacy and Awareness Assessment and a LOGO quiz.
Statistical treatment of the data included T-test comparisons between Treatment and Quasi-control groups on tests of computer Knowledge; Chi-square test of independence between groups on descriptive characteristics and a one-way analysis of variance testing the relationship between test anxiety and achievement.
Findings confirm an inverse relationship between computer knowledge and computer anxiety. The workshop treatment derived from the literature on in-service training and computer anxiety was an effective vehicle for increasing teacher knowledge and reducing computer anxiety. Study results show that teachers exposed to the treatment workshops reported an increase in positive attitudes toward computer use. Comparisons of pre- and post-workshop State anxiety measurements yielded evidence of significant computer anxiety reduction.Ed. D.
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Ho, Wing-hung, and 何詠雄. "A case study on school-based induction programmes for new kingergartenteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960145.
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Ovens, Peter. "A tutor's use of action research for professional development within an in-service course for teachers." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303077.
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Opie, Susan Jean. "Effective teaching of reading : an evaluation of an in-service course for special needs support teachers." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341157.
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