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Relevant bibliographies by topics / Fields of Research – 330000 Education – 330300 Professional Development of Teachers

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Dissertations / Theses

Academic literature on the topic 'Fields of Research – 330000 Education – 330300 Professional Development of Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Dissertations / Theses on the topic "Fields of Research – 330000 Education – 330300 Professional Development of Teachers"

1

Viskovic, Alison Ruth. "Becoming a tertiary teacher in New Zealand : learning in communities of practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2005. http://hdl.handle.net/10179/1571.

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This thesis reports a research project studying how people become tertiary teachers in New Zealand. While studies of many aspects of tertiary teaching, teacher professional development and workplace learning have been published, no comparative study of tertiary teacher development across different types of institutions had been carried out. Few previous studies had linked the concept of learning in a community of practice with teachers' workplace learning. A qualitative, interpretive research framework was adopted, using three case studies. Data were gathered from institutional documents, educ

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2

Lind, Peter R. "The perceptions of teacher education in relation to the teaching practicum : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." 2004. http://hdl.handle.net/10179/1642.

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This thesis examines the perceptions of the student teacher, the associate teacher and the visiting lecturer regarding the adequacy of the practicum for the preparation of the first year primary school teacher. Six triads, or case studies, comprising a student teacher, a visiting lecturer and an associate teacher were selected, each within a different school setting. Using grounded theory, the collected data were analysed and sorted until a conceptual framework emerged. Three key themes were identified: the emotional nature of the teaching practicum; the practicum as situated learning; and the

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3

Vossler, Kathleen Ruth. "Preparing teachers as professional educators : a new conception for pre-service teacher education : a thesis in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand." 2006. http://hdl.handle.net/10179/1475.

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This thesis proposes a new conception for pre-service teacher education. Current pre-service teacher education programmes are, in the main, one-dimensional, skill-based and performative: one-dimensional, in that programmes focus on preparing teachers to deliver a pre-determined curriculum; skill-based, in that professional judgement and reasoning are ignored; and, performative in the prescribed nature of knowledge and the drive to establish standards and competencies. Rather than focusing on professionalism - which is at the heart of what it means to be an educator - professionalisation, econo

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4

Ball, Teresa. ""Desirable models of behaviour" : learning to teach as a rite of passage : an historical study of initial teacher education in New Zealand : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2009. http://hdl.handle.net/10179/1238.

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This thesis critically examines the historical construction of initial teacher education at the turn of the 20th century. It focuses particularly on the extent of state involvement in the process of learning to teach, arguing that this process fulfils the necessary conditions of a rite of passage. The investigation utilises a different theoretical and methodological approach which combines the post-structuralist analyses of Michel Foucault with the cultural-anthropological work of Arnold van Gennep. Together, they provide a framework which enables an archaeological examination of teacher train

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5

Hutton, Ronald Stewart. "Enhancing teaching learning in inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/840.

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Enhancing teacher learning in inclusion is an action research study which researched how two New Zealand classroom teachers were facilitated to enhance their pedagogy and become more inclusive. An examination of the international literature suggested that contextual professional development, classroom action research, and a collaborative relationship with a critical friend would facilitate inclusive pedagogy. However, there were no published studies of New Zealand primary teachers engaged in classroom-centred action research on inclusion involving an educational psychologist. A two phase actio

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6

Vosslamber, Andrea. "Strategy instruction and teacher professional development to aid the reading comprehension of year 4 students : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand." 2006. http://hdl.handle.net/10179/1599.

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The ability to understand what one reads is fundamental to much school learning and is part of the school curriculum. The processes used by expert readers to comprehend text can be analysed and used as a basis for comprehension instruction. Such expert readers use particular mental strategies such as rereading, paraphrasing, and predicting, and adapt these to assist them in understanding various texts. This study investigated whether the implementation of reading comprehension strategy instruction to classes of Year 4 students would result in significant gains in metacognitive abilities, stand

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