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1
Santos, Ludmylla Ribeiro dos. "O ensino de ciências e a formação de professores : uma investigação sobre o uso das TIC no contexto de duas escolas públicas da cidade de São Paulo." reponame:Repositório Institucional da UFABC, 2017.
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Orientadora: Profa. Dra. Maria Inês Ribas Rodrigues<br>Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2017.<br>O crescente uso das Tecnologias da Informação e Comunicação (TIC) no âmbito escolar, exigem mudanças na prática do professor. Para tanto, deve ocorrer uma reflexão sobre a sua prática, para que as potencialidades desses aparatos tecnológicos em relação ao processo de ensino e aprendizagem sejam alcançadas. No contexto da Formação Continuada, têm-se os conhecimentos que os professores devem desenvolver ao longo das suas práxis, dentre eles o conhecimento pedagógico das tecnologias. A respeito disso, tem-se o TPACK (Conhecimento Tecnológico e Pedagógico do Conteúdo), voltado para o conhecimento tecnológico do professor atrelado ao conhecimento pedagógico. Assim, esse trabalho segue a linha de pesquisa sobre a Formação de Professores de Ciências e Matemática, e pretende contribuir com discussões acerca das concepções e práticas pedagógicas desses profissionais no tocante ao uso das TIC no contexto escolar. A investigação foi realizada no segundo semestre de 2016, em duas escolas públicas, localizadas na cidade de São Paulo, envolvendo cinquenta e cinco sujeitos. Com uma metodologia de natureza qualitativa, que teve como método o estudo de caso, a presente pesquisa possui como objetivo analisar a formação continuada com abordagem na inserção das TIC por professores de Ciências dessas escolas, destacando suas opiniões sobre o uso desses recursos na sua prática, e as dificuldades de inseri-las como ferramenta pedagógica no contexto das instituições em que atuam. Além de verificar como os alunos se comportam diante do uso das TIC em sala de aula, e quais são os tipos de atividades, dessa natureza, que eles julgam acrescentar de forma positiva na sua aprendizagem. Para tanto, os procedimentos utilizados com o intuito de alcançar esses objetivos foram: entrevistas individuais com os professores e os coordenadores; intervenções por meio de softwares educacionais, onde tanto a prática do professor quanto o comportamento dos alunos foram observadas; e por meio de questionários, direcionados aos alunos. A análise dos dados foi feita por meio da técnica de Análise Textual Discursiva, que aponta para uma necessidade de os professores usarem as TIC. Entretanto, existe uma deficiência na formação que os auxiliem no uso desses recursos tecnológicos, e que muitos dos cursos de formação continuada não suprem as necessidades oriundas da sala de aula, pois são baseados muito mais na teoria do que na prática. Em relação às dificuldades de utilizar as TIC na concepção dos sujeitos envolvidos, dentre outras, destacam-se: a infraestrutura das escolas atrelada à carga horária dos professores; a receptividade dos alunos; a poucas habilidades por parte dos professores, oriundas da falta de capacitação. Na perspectiva dos alunos, as aulas realizadas com aporte de algum recurso tecnológico ou mesmo alguma prática, possuem uma aceitação maior, por contribuir na aprendizagem de conteúdos de Ciências. Nesse sentido, acredita-se que, os métodos tradicionais de ensino, embora não sejam na sua totalidade insatisfatórios, precisam ser reavaliados, para que a prática sobreponha as aulas extremamente teóricas.<br>The increasing use of information and communication technologies (ICT) does not
require schooling. To do so, develop a reflection on their practice, so that the
potentialities say technological apparatuses in relation to the process of teaching and
learning and entrepreneurship. In the context of Continuing Education, we have the
knowledge that teachers must develop throughout their praxis, among them the
pedagogical knowledge of technologies. In this respect, we have the TPACK
(Technological and Pedagogical Knowledge of Content), aimed at the technological
knowledge of the teacher linked to pedagogical knowledge. Thus, this work follows a
line of research on Teacher Training in Science and Mathematics, and send projects
of discussions about the conceptions and pedagogical practices of people who are not
concerned with the use of ICT in the school context. A survey was conducted without
a semester of 2016, in two public schools, located in the city of São Paulo, involving
fifty-five subjects. With a methodology of a qualitative nature, which has as its study
method, a constant research has as objective to analyze a continuous training with
approach in the insertion of ICT by science teachers for schools, highlighting their
opinions on the use of resources in their practice, and as insertion difficulties as a
pedagogical tool in the context of the institutions in which they operate. In addition to
checking how students are, if they are common in the classroom, they are all kinds of
activities of that nature, and they are judged positively in their learning. To do this, the
procedures used to achieve the objectives: individual interviews with teachers and
coordinators; interventions through educational software, where both a teacher's
practice and student behavior were observed; and through questionnaires, directed to
the students. An analysis of the data was done using the Discursive Textual Analysis
technique, which points to a need for teachers to use ICT. There are a number of nonsupreme
continuing training courses as needs arising in the classroom because they
are based much more on theory than on practice. In relation to the difficulties of use
as ICT in the conception of the subjects involved, among others, the following stand
out: a school infrastructure linked to the teachers' workload; a receptivity of the
students; to a few skills on the part of the teachers, due to lack of training. From the
perspective of the students, the classes carried out with the contribution of some
technological resource or even some practice, have a greater acceptance, for
contributing to the learning of Science contents. In this sense, it is believed that traditional teaching methods, while not altogether unsatisfactory, need to be reevaluated,
so that the practice overlaps extremely theoretical classes.
2
Hall, Marie L. "Optimal scheduling of Army initial entry training courses." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA367986.
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3
Lawphongpanich, Siriphong. "Determining onboard capacity for the initial skill training." Monterey, California. Naval Postgraduate School, Department of Operations Research, 2000. http://hdl.handle.net/10945/24460.
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4
Reynolds, Margaret. "Competences in initial teacher training : a philosophical perspective." Thesis, Queen's University Belfast, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295422.
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5
Burton, Steven. "In-service initial teacher training in post-compulsory education : a phenomenographical investigation into the influence of initial training on professional practice." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/30194/.
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This thesis investigates the perceptions of former Initial Teacher Training (ITT) trainees in the post-compulsory sector, in an attempt to identify how their ITT influenced their practice as teachers within the sector. It analyses the perceptions of former trainees, gleaned through 21 semi-structured interviews and 35 completed questionnaires; together with semi-structured interviews of 5 managers of teaching staff from the sector, who employ university-led ITT for the development of their staff. The research employed a phenomenographical approach, in that it considered the perspectives and interpretations of the respondents to be wholly paramount. The study has found that initial teacher training in the post-compulsory sector produces teachers who experience perceptions of enhancement in three key ways. The first is that they are more connected with the sector, connected with their institutions and connected with the realities of teaching following their teacher education. The second is that they have a greater sense of self, together with a greater sense of professionalism, and carry more practical and pedagogical skills into the workplace following their teacher education. The third relates to their commitment to continuing professional development, and their ability to identify opportunities and necessities for their own development. The contribution to knowledge involves the creation of a middle range theory of the influence of initial teacher training on professional practice, developed from the three factors alluded to above, and postulated in the form of a model of conceptions demonstrating the influence of post-compulsory teacher training on its trainees. Additionally, it also makes recommendations to policy makers in ITT, including that the current emphasis on subject specialist teaching is reconsidered and clarified; and that the current government’s removal of compulsory completion of ITT for teachers in the sector is dissonant with the concepts of professionalism existing in both academic literature, and the perceptions of the participants in this study.
6
Yang, Yan. "Initial rotor position estimation for low saliency interior permanent-magnet synchronous motor drives." Thesis, Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/yang/YangY0511.pdf.
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This work presents an initial rotor position estimation method for low saliency interior permanent-magnet synchronous motor (IPMSM) drives. The method injects signals into the stationary alpha-beta frame of the motor and substitutes the injected signals into the stationary alpha-beta frame model of the motor to solve for the rotor position. In particular, the method injects specific signals into the motor to eliminate the rotor-position-independent terms while keeping the rotor-position and motor-saliency dependent terms in the motor model. As a result, the rotor-position and motor-saliency dependent terms are invulnerable to errors or noise in the rotor-position-independent terms and therefore when used to solve for the rotor position, lead to accurate results in rotor position estimation. Experimental results show that the position estimation error is less than 5° electrical for a low saliency IPMSM whose d-axis and q-axis inductance are 1.65mH and 1.70mH respectively.
7
Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.
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With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.
8
Wilkin, Margaret. "Ideology and the initial teacher training curriculum 1960-1990." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294995.
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Peacock, Shauna Mary. "Initial police training in England and Wales, 1945-2009." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/10595/.
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A thematic inspection by Her Majesty’s Inspectorate of Constabulary in 2002 concluded that dramatic changes needed to be made to the training of police recruits to reflect the policing needs of the twenty-first century. The training, it reported, had not changed since the end of the Second World War. This thesis charts the developments of Initial Police Training from 1945 until 2009. Each chapter represents a decade of continuity and change in the training programme. Whilst there is much emphasis on the programme of the time there is reference to the social and political issues impacting on the development of police training. Policing cannot be conducted without the support of the community and the links between the service and the public they serve are evident throughout the research. Initial police training has not been a major field of academic endeavour and the little that has been written is often focussed on the significant change to probationer training made in the 1980’s as a result of work conducted by the University of East Anglia. This thesis presents the continuity and change in the training since the Second World War to the present day. It concludes with a summary of the issues still facing those with responsibility for the development and management of training for future police officers. The research was conducted predominantly with the use of documentary evidence from a range of sources from the report of the committee tasked with reconstructing the police service following the Second World War through to newsletters from the latest training modernisation group. The documentary research is supplemented by interviews with key players in the most recent developments in initial police training.
10
Brown, Patricia Valerie. "Post-initial training : a study of some meanings of training in selected U.K. companies." Thesis, University of Southampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242501.
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Paul, Leocordia. "Values and conflict in initial teacher education." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/798096/.
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Lukasiewicz, Chris E. "The Delayed Entry Program's effects on initial entry training attrition." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA294984.
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Al-Tobi, Abdullah Saif Mohammed. "Educating prospective science teachers in Oman : evaluating initial training programmes." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3942/.
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This study has investigated the effectiveness of an initial teacher training programme provided by the Omani Colleges of Education in preparing science teachers. To understand the phenomena of this research, to give a picture as clear as possible of the topic under study and to determine the information that needs to be collected, a framework was established. A combination of qualitative and quantitative tools (questionnaires, interviews and document examination) was used to meet the aims of this study. The questionnaires and interviews were designed and tailored to relate specifically to the teachers' competencies that are required by the Omani Reformed General Education (the Basic Education: Stage Two). In addition, the importance and effectiveness of the programme's components were also investigated. The questionnaires were conducted with all the student science teachers in the final academic year, 2000/2001, and all the teacher educators in the departments of educational studies in all the six Omani Colleges of Education. Sub-samples of student teachers and teacher educators were interviewed. In addition, some newly qualified teachers were also interviewed. To carry out a careful analysis, a framework of data analysis was developed. The results are divided into three main sections. The first section addresses student teachers' competencies. The second section reports the participants' evaluation of the importance and effectiveness of the pedagogical courses. The third section covers the respondents' evaluation of the importance and the effectiveness of practicum aspects. In addition, results that emerged from the two last open-ended questions in the questionnaires and interviews and the effects of some variables on student teachers' competencies are presented. This study has indicated that while student science teachers demonstrated their ability in some competencies, they were deficient in the majority. In general, the results have indicated that approximately 86.96% of the competencies were rated to be average whereas only 10.87% of these competencies were viewed to be above average (i.e. competent). In addition, the majority of responses indicated that student teachers could use some experiential learning methods and some different assessment tools to a limited extent but not effectively. Furthermore, student science teachers are not fully prepared to use a problem-solving approach and ICT in teaching science. This research has produced interesting and useful data about the student teachers' competencies and the curriculum of the colleges and the manner in which it was implemented. It has not only shown a serious gap between the actual needs of science teachers (importance) and their preparation (effectiveness) by the colleges but identified also the areas of weakness. Some factors affecting the acquisition of the student teachers' competencies are addressed. Recommendations have been made for the Ministry of Higher Education for the development of the existing science teacher education programmes, and for the Ministry of Education (in-service teacher training). Issues for further research are also addressed
14
Werme, Jonas. "SECURITY AWARENESS THROUGH MICRO-TRAINING : An initial evaluation of a context based micro-training framework." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-10749.
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Phishing is a growing problem. Most current research about mitigating damages from or preventing such attacks is aimed at either preventing users from receiving and clicking links to fraudulent sites, or using indicators to show the user whether a visited site can be trusted. This thesis focuses on education of the user for situations where a link has already been clicked, raising awareness of available security indicators. This is done using an implementation of a framework developed by Dr. Marcus Nohlberg to provide micro-training within and about the context of e-commerce. An experiment using two groups of students, and four webshops created for the experiment, show positive results for the group receiving micro-training from the framework implementation
15
Tilbury, Daniella. "Environmental education : developing a model for initial teacher education." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.
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Lebar, Othman Bin. "Evaluating initial teacher education in Malaysia : a case study." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296933.
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Sood, Krishan. "Marketing and initial teacher training in higher education : bridging the gap." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30978.
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This thesis assesses the link between marketing and Initial Teacher Training (ITT) in two higher education institutions. The study comprises a survey and case studies of all the ITT staff in the two universities. The case studies were carried out by semi-structured interviews with key members in the faculty of education and the marketing department of each of the HEIs. The link between marketing and ITT is examined through the application of strategic marketing theory and a theoretical framework for the link is presented. The study showed that the link between marketing and education is dependent upon the stage of development of each institution in terms of marketing. There was no one simple model of marketing but it was found that both universities were well orientated in linking marketing strategy to ITT. The responsiveness of both HEIs to customer needs was found to be appropriate to their organisational structure and their existing culture. The study showed that there were several conflicting pressures faced by senior managers, many of which are similar to those experienced by other university faculties. The main tensions and conflicts faced by managers were to do with managing resources in a difficult economic climate ensuring high quality student recruitment and retention enhancing institutional image addressing issues of competition and developing partnerships. The need for the faculty of education to work closely with the marketing department was considered to be important. The main difficulty which the ITT staff and the marketing staff experience is the lack of communication between them generated by work overload. This presents a challenge by all parties to consider the priority given to the link between marketing and education. A number of initiatives for linking marketing and ITT are identified. These include fostering partnerships with schools and business partners developing closer links with the marketing department and being more proactive in involving students in the development and organisation of ITT provision.
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Cooper, Victoria L. "Perceptions of secondary school-based partnership courses in initial teacher training." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246293.
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Grenfell, Michael. "The initial training of modern language teachers : a social theoretical approach." Thesis, University of Southampton, 1995. https://eprints.soton.ac.uk/365533/.
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Constable, Julian. "Continuity and change in initial police training: A longitudinal case study." Thesis, Anglia Ruskin University, 2017. https://arro.anglia.ac.uk/id/eprint/702840/6/Constable_2017.PDF.
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This thesis, the fieldwork for which was undertaken between 2010 and 2012, examined an initial police training programme in one police force, ‘Ashton Police’ and of one cohort of 20 student officers, over a two year period. I conducted interviews with student officers and training staff, observations of classroom and operational training and documentary analysis to produce a longitudinal case study of initial police training and early career socialisation. Whilst this was a small-scale research project, its findings are applicable to initial training and policing more broadly as well as to current reforms.
I found that many of the cohort of student officers in my study already had policing experience, some in Ashton Police itself. This meant that pre-existing features of police culture served to partially undermine some of the formal intentions of the programme, from the outset. Furthermore, I found that the different types of training were all problematic. Formal, classroom based training was insufficiently connected with operational police work. Supervised field training was overly reliant on the allocation of a single field trainer for the duration of that period and was adversely affected by organisational change. Informal training (as members of operational reliefs) became so attenuated from the training process, it resembled far more a period of work rather than of training. For these reasons student officers often appeared inadequately prepared for police work. I conclude that despite the introduction of a new programme (the Initial Police Learning and Development Programme) in 2006 in Ashton Police, intended to allow innovation in the way in which initial training was delivered, considerable continuity existed alongside change. This was particularly noticeable in the long-standing conflict between, on the one hand, legalistic and procedural approaches to initial training and on the other, a more humanistic approach. It appeared at times that the purpose of initial training was not clear.
In relation to the wider arena of initial police training, I argue that many of its problems originate in the historical and socioeconomic context. The reforms of initial training and the new programme, from 2006, took place in politically contentious times for the police and so, carried too great an expectation of their impact. Some aspects of reform were possibly necessary to make but were not sufficient for long-term change. I argue that a social democratic perspective of the police that focuses on the detrimental impact on the police of social conditions in ‘liberal’ (rather than ‘social’) democracies provides a fuller understanding of the limits of these and future initial training reforms.
21
Denison, Harvey C. "A framework for Army Reserve recruiting analysis : enlistment to initial training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FDenison.pdf.
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Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2003.<br>Thesis advisor(s): Susan M. Sanchez, David H. Olwell. Includes bibliographical references (p. 135). Also available online.
22
Soo, Kassandra. "The Learning and Development Process of Pilots During Initial Airline Training." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/385188.
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The aviation industry has undergone rapid growth due to technological advancements, globalisation, and economic imperatives. In just over a decade, the Asia-Pacific region grew to become the largest air transport market in the world. In 2018, Boeing (2018) forecasted that 790,000 pilots would be required to meet air transportation demands in the next 20 years. Aviation is a rapidly expanding industry that requires continual and effective means for training pilots. This growth, however, has not always been well managed with recent accidents being attributed to reducing pilot standards within the airline industry. Consequently, the pressure is on airline training systems to ensure new pilots become effective and safe operators.
Despite the emphasis of airlines to improve their training system, little attention has been given to trainees themselves. The focus of regulatory rules and research has been on standards, training tools, and sometimes, on instructors. However, the fundamental aspects of pilots’ learning within airline training programs have received little formal examination. What is seen as desirable for an airline pilot seems to be well understood, yet how trainees become a pilot with those qualities remains unknown.
This study was an exploratory investigation to understand better the learning processes of new pilots entering the airline industry. The three concepts of curriculum theory—intended, enacted, and experienced curriculum—were used to structure the course of this research as lenses to explore the utility of training programs and illustrate the current training curriculum from different perspectives with an emphasis on trainee learning experiences. The aim was to explore how new pilots experience the training programs and some of the difficulties they encountered, specifically, how they learn to become a first officer of an airline.
Through a qualitative case study approach, extensive fieldwork was conducted at two airlines in the Tasman region. Ten pilot trainees undergoing initial first officer training were involved in the study. Three main methods of data collection were used including document reviews, interviews, and observations. Data was analysed using thematic analysis with the assistance of NVivo. The researcher followed each pilot trainee during the entire course of the program during field research as well as remotely. The complex and dynamic nature of the aviation environment required the researcher to refine the research methods and tools progressively during the study.
The findings led to the construction of a heuristic model called the First Officer Development Model (FODM) that illustrates pilot trainees’ learning during initial training. The FODM allowed the researcher to illuminate the areas trainees found important at specific stages of training. Essentially, the different iterations of the model provide a visual representation of what pilot trainees learned at specific stages of training and how they develop over the course of a training program. For example, learning aircraft type-specific knowledge was challenging for pilot trainees, especially in early phases, when they were trying to understand links within and between systems. However, as training progressed, this area of difficulty quickly reduced. Automation was a problem that evolved over the course of training. While not considered problematic in early phases of training, the ability to understand automation function, and putting it into practice in the aircraft, became increasingly difficult. Other instances of difficulty that occurred in later phases were learning and mastering procedures. Here procedures included becoming skilled at tasks (motor or verbal skills), the ability to correctly sequence tasks, their correct timing, and finally recalling or recognising a trigger to commence a task. Furthermore, the FODM assisted the researcher to view multi-crew operations differently. Here the study synthesised multi-crew to be a complex combination of procedural mastery and social skills as factors working interdependently during flight operations.
The study identified that there is a theory-practice gap between what is taught during training and what is required as part of work. The existing methods of describing learning tend to have a single person focus. While these theories were able to explain some aspects of the study’s findings, they overlook other important factors the pilot trainees need during work. The thesis concludes with a discussion of the potential contributions and limitations of the study, and direction for future research.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
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Constable, Julian. "Continuity and change in initial police training : a longitudinal case study." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/702840/.
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This thesis, the fieldwork for which was undertaken between 2010 and 2012, examined an initial police training programme in one police force, ‘Ashton Police’ and of one cohort of 20 student officers, over a two year period. I conducted interviews with student officers and training staff, observations of classroom and operational training and documentary analysis to produce a longitudinal case study of initial police training and early career socialisation. Whilst this was a small-scale research project, its findings are applicable to initial training and policing more broadly as well as to current reforms. I found that many of the cohort of student officers in my study already had policing experience, some in Ashton Police itself. This meant that pre-existing features of police culture served to partially undermine some of the formal intentions of the programme, from the outset. Furthermore, I found that the different types of training were all problematic. Formal, classroom based training was insufficiently connected with operational police work. Supervised field training was overly reliant on the allocation of a single field trainer for the duration of that period and was adversely affected by organisational change. Informal training (as members of operational reliefs) became so attenuated from the training process, it resembled far more a period of work rather than of training. For these reasons student officers often appeared inadequately prepared for police work. I conclude that despite the introduction of a new programme (the Initial Police Learning and Development Programme) in 2006 in Ashton Police, intended to allow innovation in the way in which initial training was delivered, considerable continuity existed alongside change. This was particularly noticeable in the long-standing conflict between, on the one hand, legalistic and procedural approaches to initial training and on the other, a more humanistic approach. It appeared at times that the purpose of initial training was not clear. In relation to the wider arena of initial police training, I argue that many of its problems originate in the historical and socioeconomic context. The reforms of initial training and the new programme, from 2006, took place in politically contentious times for the police and so, carried too great an expectation of their impact. Some aspects of reform were possibly necessary to make but were not sufficient for long-term change. I argue that a social democratic perspective of the police that focuses on the detrimental impact on the police of social conditions in ‘liberal’ (rather than ‘social’) democracies provides a fuller understanding of the limits of these and future initial training reforms.
24
Al-Tarkait, Sawsan Ibraheem. "Initial training for early years in England and Kuwait : two case studies." Thesis, University of Newcastle Upon Tyne, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386798.
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Matei, Speranta-Gabriela. "Student teachers as researchers : an inquiry-oriented approach to initial teacher education." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269853.
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Brickler, James Theodore. "Bible study leaders training a development of an initial training clinic for small group Bible study leaders /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Deakin, Paul Andrew. "Revisioning the religious education teacher : towards a multidimensional model for training secondary RE teachers in an age of competences and standards." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246482.
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This thesis seeks to: 1) establish reasons for the introduction of Competenceand Standards-based Initial Teacher Training (ITT) in England and Wales; 2) assess the impact ofCompetences and Standards on Secondary RE ITT; 3) offer proposals for a new 'multidimensional' RE ITT paradigm. The thesis is structured around four research questions. The first research question: Why were Competences and Standards introduced into the lIT process? informs a historical inquiry into the origins of Competences and Standards in Part 1. The second and third research questions: To what extent do documents such as 9/92 and 4/98 represent idealized models of teacher training and assessment? and How do Ofsted inspectors interpret ITT Competences and Standards in practice?, are considered in Part 2, where DfEE Circulars 9/92, 4/98 and other ITT inspection-related materials are analyzed and critiqued. The fourth research question: Can Standards be successfully integrated into ITT structures that seek to develop personal and professional qualities that lie far beyond the mechanical acquisition of depersonalized and decontextualized skills, behaviours and knowledge? leads in Part 3 to the presentation of proposals for new Secondary RE ITT structures. After outlining the salient features of these proposed ITT structures, possible barriers to their successful implementation are considered.
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Lodwick, Alison. "Partnership in practice : a study of ITE at the Universities of Sussex and Brighton and their partner secondary schools." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311409.
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Throughout the 1980s increasing attention was paid to the quality of teacher education by the government, culminating in the publication of Circular 9/92 (DFE 1992). It decreed that schools were to play a larger and much more active role than before, as the practical side of the training was to be enhanced at the expense of the educational theory provided by the HEIs. The government believed that encouraging more practical training through a partnership of equals between the HEIs and the schools would improve the professional competence of the NQTs and eventually raise standards in the classroom. An aura of co-operation and consensus pervades the notion of partnership, but this research suggests that the concept is imprecise and open to many different interpretations. It also supports the view that there is a significant difference between the image of partnership projected by the government and the intentions, values and practices of those immediately involved in initial teacher education. The resulting disparity between the rhetoric of policy and the reality of partnership is pinpointed and explained by a critique of the Universities of Sussex and Brighton and twelve of their respective partner secondary schools. This investigation adopts a case study approach. Evidence collected through surveys, interviews and observation of participants within the partnership - such as university tutors, trainees, mentors and professional tutors, together with a review of the contextual literature, are used to illuminate the problems experienced by the practitioners. The evidence presented shows that the success of the partnership and its continued existence in its present form is dependent upon a variety of factors: adequate communication, effective mentorships, clearly-defined assessment and standardisation procedures and the development of a professional ethos to avoid undue reliance on good-will. Major restrictions are also placed upon the delivery of effective initial teacher education by inadequate funds and the shortage of time. More importantly however, the straightforward perception of partnership promoted by the government is in itself seen to be flawed, because there are inherent tensions between the HEIs and the schools. This results in conflicting expectations over key issues, which if unresolved will continue to jeopardise the development of partnership and affect the quality of initial teacher education.
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Al-Smadi, Yahya. "Evaluation of the 'class-teacher' pre-service teacher education programme at the University of Jordan." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287157.
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This is a formative evaluation study of the "Class-Teacher" pre-service teacher education programme at the University of Jordan. The aim was to identify and evaluate the programme as perceived by the programme's participants. The choice of the topic was inspired by the researcher's perception that there were negative faculty and students' attitudes toward the programme. The programme's evaluation was intended to be responsive to its participants' needs and concerns. It was also planned and implemented within the interpretive paradigm of research. Stake's countenance model of evaluation was used mainly to guide the process of data collection. Both qualitative and quantitative methods of data collection including questionnaires, formal and informal interviews and document analysis were used. The fieldwork took place in two different contexts, the university where the theoretical (on-campus) part of the programme has been implemented and the cooperating schools where the student's teaching practice took place. The target groups were student teachers, university faculty members and supervisors, co-operating teachers and headteachers at the co-operating schools. The findings of the study indicate that there is a lack of clarity regarding the objectives of the programme among the majority of its participants. Concerning the programme's curriculum, the findings show that the student teachers welcome the variety of its content. However, the students criticised certain aspects of the programme's content, particularly the professional sequence, of lack of relevance to the school curriculum and therefore to their needs as student teachers. The findings also show that there is a need to increase the weight of the school-based component of the programme since there is a perceived lack of balance in the content. Although there is a perceived lack of communication between The University and the cooperating schools that has an effect on the training process, student teachers seem most satisfied with their school-based training. The final chapter further discusses the above as well as many other main findings, reports the problems raised and posits a set of recommendations intended to resolve the identified problems.
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Bowen, Robert. "Illuminating primary design and technology : an investigation into planning and teaching methodology." Thesis, Nottingham Trent University, 1999. http://irep.ntu.ac.uk/id/eprint/9551/.
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Portelli, Terence. "A reader-response approach to the initial training of Maltese literature teachers." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1254/.
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This thesis documents the development of nineteen student-teachers in becoming teachers of Maltese literature, initiated in a methodology study-unit over one academic year. Drawing on reader-response theories, and coupled with insights from reflective practice and assessment for learning, this study traces trajectories taken by student-teachers as they gradually move from a text- or subject-bound culture towards a more student- or response-centred approach. Methodologically, this thesis is an action-research project embracing a bricolage stance. The main analysis draws on the lecturer-researcher’s and the student-teachers’ experiences in a dialogical way. A number of reflective tasks were employed to make explicit the meandering thought processes that were taking place and shape during the duration of the study-unit. Different topics essential to any prospective teacher of literature were also critically examined. These issues were realised during a six-week block teaching practice, with some of the experiences collected in an ad hoc portfolio. Towards the end, six perspectives are analysed to illustrate broad themes and significant vignettes of what this transition entails. While mainly respecting traditional academic format, parts of the thesis are written in non-canonical genres, thus expressing an essentially exploratory, experimental approach.
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Grigoroiu, Gabriela. "Learning to teach : introducing a reflective approach in Romanian initial teacher training." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248163.
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Ghany, Nisreen Abdul. "Contemporary initial teacher training reforms in Egypt : a comparative and historical perspective." Thesis, University of Sheffield, 2003. http://etheses.whiterose.ac.uk/12789/.
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This thesis investigates contemporary initial teacher training reforms in Egypt within a comparative and historical context. It pays close attention to the division between primary and secondary teachers as this is located at the heart of reform processes. To achieve this, it reflects on the experience of England, France and the United States, to identify lessons learned in teacher training reform that could be applied or avoided in order to enhance initial teacher education in Egypt. The thesis reviews reform efforts based on policy decisions and educational practices that have taken place in initial teacher training in Egypt, in particular contemporary changes. It examines the nature of these reforms and how far they have been successful in achieving their aims. It also interprets these changes more fully by listening to the voices of those involved in the system. The comparative and historical analysis of reform processes in teacher training in the case studies and Egypt has shown a common pattern of restructuring rather than values and principles. In particular, Egypt has shown an interest in reforming initial teacher education that bears comparison with the reform experience that has been carried out in England, France and the United States. Structural aspects of the system of teacher education are usually taken as an indicator of the success of the policy and practice of teacher education. This thesis suggests that more attention should be given to the underlying values and principles of initial teacher education in Egypt rather than only the structural aspects of the system. A social reconstructionist approach to teacher education may help to promote a better future for teachers in Egypt.
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Hernon-Jarvis, Jane. "The role of emotions in initial teacher training in English further education." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28655/.
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This thesis examines the emerging role of emotional labour in the context of Further Education (FE) colleges in England. These colleges provide Initial Teacher Training (ITT) courses of study for Further Education teachers who are training to become qualified practitioners in the English lifelong learning sector. Using four teacher trainees and four teacher trainers, the thesis explores the nature and scope of how emotional labour can impact on teacher trainees’ learning and the well-being of both teacher trainees and teacher trainers in order to investigate how the insights gleaned would help to develop practice in the field of English ITT in English FE. The findings evidenced that when teaching, a relationship can form. This can be a professional relationship or a relationship that exceeds the boundaries of professionalism. Over a six-month period in 2013/2014 the teacher trainee participants completed an autobiographical life-grid, whilst both trainees and trainers completed a diary and end interview. An exploratory study using two FE colleges and analysis of data using thematic analysis was used to explore the role of emotions in ITT in FE colleges. Two significant findings presented themselves within this thesis. Firstly, the emotional dimensions of a) FE teaching are explored, and b) it is recommended that the support that is given for new teachers in FE in England become an explicit part of the curricula and of staff development in ITT delivery. Secondly, in supporting teaching staff to alleviate the burden of emotional labour, social sharing (i.e. talking about emotional aspects with peers, colleagues) should be encouraged.
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Tyler, Helen Joan. "School-based to school-led initial teacher training : reconceptualising the mentor's role." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/18509/.
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In 2012, Education Secretary Michael Gove announced that Initial Teacher Training (ITT) would henceforth be school-led. At the time of his announcement, ITT had been school-based, which itself followed upon an earlier, school-centred framework. The implementation of Gove's announcement fundamentally involved a shift that placed mentors, who are drawn from a pool of practising teachers, at the heart of the process of training future primary school teachers. While such changes in education may or may not be warranted, education professionals face upheaval during such periods of transition. The shift to school-led ITT takes place alongside another significant change, where the method of assessment that is used to evaluate pupils' learning is undergoing radical revision. This project takes place during this period of extensive adjustment. While it does not question mentors' efficacy in the previous, school-based framework, it argues that mentors are not currently equipped to handle the onus of responsibility placed upon them in the new, school-led framework. Examining these issues from within the workplace, it adopts an Action Research approach that draws upon existing and emerging literature as well as upon the experiences and perspectives of diverse education professionals involved in ITT. It ends with a series of findings, its key recommendation being that while training programmes for potential primary school teachers are being redesigned within the new ITT framework, mentors themselves need a structured training programme to prepare them to carry out effectively their reconceptualised role. This study provides a glimpse into my workplace, the Forest Independent Primary Collegiate (FIPC), which serves as a case study of a changing ITT environment, at a time when the landscape of education is changing to become more collaborative, with alliances being formed among myriad institutions involved in ITT. As an ITT provider myself, I believe that this study presents a singular viewpoint on a topical issue of great importance in the field of primary education.
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Bettoni-Techio, Melissa. "Perceptual training and word-initial /s/-clusters in brazilian portuguese/english interphonology." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91129.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-23T19:00:00Z (GMT). No. of bitstreams: 1
259883.pdf: 2343056 bytes, checksum: 4577b44c74618102ce30aeced0cae596 (MD5)<br>Research has shown that Brazilians tend to insert a vowel before word-initial /s/-clusters and to voice the /s/ depending on the following consonant features (e.g., Cornelian, 2003; Rauber, 2006; Rebello & Baptista, 2006). The present study investigated the perception and production of /s/-clusters in the Brazilian Portuguese/English interphonology and effects of perceptual training on learners' performance. The data collection was carried out through a pretest, a training phase, a posttest, and a retention test. Production was assessed by four reading tests and an interview. Perception was assessed by an AX discrimination task and by a forced-choice identification test similar to the task used in the training, but with additional words and recorded by an unfamiliar talker. The main objective of the study was to verify whether perceptual training would lead to improvement in perception and production. Transfer of training to a discrimination task and to untrained words was also tested. The training was designed following a high-variability approach (Logan et al., 1991) with difficulty gradually increasing throughout the training program. The training set consisted of two-alternative-forced-choice identification trials with immediate feedback and replay allowed after hitting the decision key. The stimuli consisted of phrases recorded by two Americans. The results showed that the phonological context did not significantly affect perception and production and that /s/+sonorant clusters were more difficult than /s/+stop clusters in both perception and production. There was improvement in identification, transfer to production, to discrimination and to untrained clusters. Improvement in identification, discrimination, and production was still detected in an eight-month follow-up test. Correlations between identification, discrimination, and production were stronger before training because the improvement in performance varied considerably among the tasks.
Estudos anteriores sobre /sC(C)/ em início de palavras mostraram que brasileiros tem a tendência de inserir uma vogal antes de /sC(C)/ iniciais e de vozear o /s/ dependendo dos traços fonológicos do som posterior (e.g., Cornelian, 2003; Rauber, 2006; Rebello & Baptista, 2006). O presente estudo investigou a percepção e a produção de /sC(C)/ iniciais na interfonologia do Português do Brasil/Inglês além de efeitos do treinamento perceptual na percepção e produção de /sC(C)/. A coleta de dados consistiu de um teste anterior, treinamento, um teste posterior e um teste de retenção. A produção foi acessada através de quatro testes de leitura e de uma entrevista. Percepção foi também acessada através de uma tarefa de discriminação AX e de um teste de identificação com alternativa dupla similar à tarefa de treinamento, com palavras extras e um locutor diferente. O objetivo principal era verificar se o treinamento perceptual provocaria melhora na percepção e na produção de /sC(C)/ iniciais. Transferência de treinamento para uma tarefa de discriminação e para palavras não treinadas também foi testada. O treinamento foi projetado seguindo uma abordagem de alta variação (e.g., Logan et al., 1991) com dificuldade gradualmente aumentando depois de cada bloco de treinamento. O programa de treinamento consistiu em questões de dupla alternativa com retroalimentação imediata e possibilidade de escutar o estímulo conforme vontade do participante até que uma resposta fosse dada. Os estímulos consistiam de frases gravadas por dois americanos. Os resultados mostraram que o contexto fonológico não afetou de forma significativa a produção e a percepção de /sC(C)/ e que /s/+soante sofreram mais modificações que /s/+plosiva tanto na percepção quanto na produção. Houve melhora na identificação e transferência de melhora para produção, discriminação e /sC(C)/ não treinados. Melhora na identificação, discriminação e produção ainda foram detectadas no teste administrado oito meses após o treinamento. Correlações entre identificação, discriminação e produção reduziram após o treinamento devido às diferenças na melhora de desempenho entre as tarefas testadas.
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Wu, Li-Juing. "Initial teacher education in England and Taiwan : the issue of curriculum inconsistency." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283945.
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Maylor, Uvanney. "The experiences of African, Caribbean and South Asian women in initial teacher education." Thesis, Open University, 1995. http://oro.open.ac.uk/57554/.
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This thesis is based on research into the subjective views and experiences of a group of black women student teachers. It is through the women's own voices that an insight is given into the experience of teacher training for black women. The women's motivations to enter initial teacher education (ITE), their perceptions of ITE, their experiences in ITE and their experiences as practising teachers are examined through the life history method. This thesis provides a detailed account of the interpretation and meanings black women students apply to their ITE experiences and how those experiences contribute to their learning in ITE. It also illuminates black women's views of primary teaching and their role as primary teachers. In addition, the inadequacy of multicultural and equal opportunities policies in teacher education are explored in this study. This is followed by an in-depth examination of the role of 'race' during teaching practice placements for black women students, and the influence of 'race' and gender in the experiences of practising black teachers. Chapter four exposes some of the gaps in teacher education in relation to 'race' and education. The case study in chapter five clearly illustrates the role of 'gender' in shaping women's experiences in primary teaching. Having explored the above, I provide examples and make recommendations of possible directions higher education institutions could take to address issues of inequality in teacher education.
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Rowe, Betty L. "Story-Telling Through the Design of a Permanent Mission Trip Training and Housing Facility." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3650.
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This mixed- assembly space is designed as a permanent mission trip training and housing facility. Predominately the space will be used by middle school and high school youth. By creating a modern experience, teens are given a better opportunity to engage in a space they can relate to. It becomes a space where young people feel encouraged to share their feelings, beliefs and desires as they journey into a closer, more intimate relationship with a higher being.
The space is intended to serve a transient population. A large portion of the first floor is devoted to communal gathering which provides a space dedicated to praise and worship as well as an adjacent space for dining. The space also features lounge areas, a welcome center, restrooms and locker rooms, and spaces for lodging.
This project is an exploration of story-telling and how it can both impact and encourage a space. The idea behind the project is to help teenagers focus on something they cannot see or touch. Design strategies including connections, interactions, processions and transitions become very influential to the space.
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Alexander, Elise. "Experiences of learning : an enquiry into the initial training of early years educators." Thesis, University of Cambridge, 2003. https://www.repository.cam.ac.uk/handle/1810/251891.
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Ahmed, Mah-E.-Rukh. "Comparative perspectives on initial primary teacher education and training in England and Pakistan." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:5533.
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This study explored the extent to which initial teacher education and training programmes provide an adequate preparation for the needs of the primary school teachers in England and Pakistan. An integral part of this exploration was the identification of particular aspects of ITE programmes which had a significant impact in enhancing the professional development of teachers, the effectiveness of the ITE programmes and then overall quality. The second notable feature is that this study is a comparative one. The researcher chose two countries where initial teacher training programmes were being implemented, albeit in different ways. England and Pakistan are two contrasting countries from different global regions and having different cultural and social contexts. This is not a problem for comparison because the issue is whether they provide an adequate and enriching professional preparation for beginning teachers in their respective contexts. The study also aims to explore how far the English experience has potential for development and improvement in the Pakistani initial primary teacher education programme. The issue was examined in detail in different teacher education institutions located in England and Pakistan. For this purpose the researcher used Bereday�s comparative methodology to investigate the juxtaposition of these two initial teacher education programmes. The researcher hopes thereby to add to the stock of theory through the use of a cross-national study. The study indicated to what extent the beginning teachers were adequately prepared for the demands of work and the responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to contribute to the perceived adequacy of the professional preparation of student teachers. An enriching curriculum together with availability and quality of physical facilities and educational resources contributed to this situation. At the same time, the support from the principal stakeholders in terms of funding and staff professional development was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers in England and Pakistan. The aim of this research was to investigate initial teacher education in Pakistan and England to gain insights into two initial teacher education systems with a view to improving initial teacher education in Pakistan. To achieve this aim, a cross-cultural study using a multi-method approach was adopted. This research revealed how questionable it can be to merely state what the similarities and differences really are between two initial teacher education systems. Nonetheless, it did identify some important differences as between the two initial teacher education systems, namely in terms of: - cultural differences affecting initial teacher�s attitude and values; - differences in governmental vision, political will, and government policies and institutional provision; - teacher education curricula, policies and delivery; - traditional and economic disparities; and theoretical underpinning. Having conducting this research, it is the view of the writer that it is possible for Pakistan to gain from certain aspects of the experience in England, especially in administration and quality control.
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Al-Emadi, Ahmed. "The evaluation of the physical education initial teacher training programme at Qatar University." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3966/.
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This study aimed to provide an evaluation of the Physical Education initial Teacher Training Programme (PEITTP) in the Department of Physical Education at Qatar University in the State of Qatar. The purpose of the study, therefore, was to explore the effectiveness of the programme with a view to improving the way in which the Department prepares physical education teachers. Hence, the type of evaluation adopted in this study was of a formative nature because the objective was to examine a) any possible weaknesses, and see how they could be remedied, and b) possible strengths and focus on how they could be enhanced. To attain the objectives referred to above, the study used two main research instruments: questionnaires and interviews. The reason for this was so that the research data could be cross-checked and triangulated. Therefore, four questionnaire samples were distributed to the following male and female population: 14 lecturers, 14 inspectors, 134 teachers and 31 students in the final year. In addition, questionnaires were also administered to a sample of 2,457 male and female school pupils from elementary, preparatory and secondary levels. Interviews were also utilised with the four groups of lecturers, inspectors, teachers and students. The findings drawn from the study were as follows:1. The results revealed that there was, in general, satisfaction with the University, Faculty and Professional Requirements, which were viewed in the main as effective and important. Regarding University and Faculty Requirements, the lecturers and inspectors were more satisfied with these courses than were the teachers and students. In general, the participants were more satisfied with Professional Requirements which the majority felt should be increased, than with University and Faculty Requirements, which the students believed should be decreased.2. The Professional Courses perceived by the respondents as the most important were: Teaching Practice, Sports Training, Football, and Methods of Teaching PE. The courses viewed as the least important were: Boxing ; Wrestling, Fencing, Introduction to Sociology, and the Principles of Statistics. Also, the participants felt that the Professional Courses contributed appropriately to the preparation of students for the teaching profession. However, the majority of the teachers and inspectors indicated that these courses often dealt with topics that were not relevant to the teaching process. It was also found that there was little diversification in the use of teaching methods and that lecturing was the most widely used method. Moreover, the majority of the teachers and students maintained that they were not given a chance to evaluate any of the Professional Courses and that there were no systematic procedures to evaluate these courses.3. There was general satisfaction with Teaching Skills but respondents called for more emphasis on Teaching Skills by the Physical Education Department (FED).Respondents generally perceived Teaching Practice as effective. However, they requested that more time be devoted to it.4. Respondents generally perceived Teaching Practice as effective. However, they suggested that more time be devoted to it. The respondents, especially the teachers and the students, pointed out that there was a clash between the timing of the Teaching Practice and the university courses and student-teachers were not treated professionally by the school administration during Teaching Practice. Moreover, the respondents pointed out that there was no communication between the PED and schools where the student teachers practised their teaching.5. Overall, the respondents displayed general satisfaction with the available Resources, Staffing & Access, and Structure of the Course. The respondents, especially males, requested that an indoor hall be built in their premises, whereas females requested that a swimming pool be constricted in their section. Also, the lecturers pointed out that there is no induction for the new lecturers to familiarize them with the registration system at Qatar University. In addition, some teachers and students were dissatisfied with the office hours and regarded the time of day allocated to the Practical Professional Courses as unsuitable.6. With regard to the Goals and Objectives of the PE Department, the lecturers seemed very satisfied with the achievement of the objective pertaining to the 'Preparation of PE teachers to work in the various educational levels in Qatar’. However, they were dissatisfied with the achievement of other objectives, such as 'Educational qualification, continuous training and supervision of all those concerned in the education profession in relation to sport and physical education' and 'Preparation of PE specialists scientifically and practically to undertake duties of supervision, administration and training in the sports field in institutions of education and youth'. 7. In general, students and teachers were less satisfied than lecturers and inspectors in their responses to the programme evaluation.8. The teachers and students' interview responses were in the main more positive than the answers they provided in the questionnaires, which is attributed to their culture. 9. Male pupils had generally more favorable attitudes towards the teachers and the PE courses than their female counterparts. Female pupils at preparatory level were the least satisfied group with regard to the teachers and the PE courses.10. With respect to the activities provided for pupils, it was deemed that there was no balance in the number of sessions which each gender received in certain activities. The findings of the study lead to the following primary recommendations: a) more collaborative work between the PED and the Administration of PE in the Ministry of Education is highly recommended in order to facilitate more cohesion between the curricula enforced by government policy in schools and that provided in the university curricula to train teachers. b) the PED must revise and update its curriculum in conjunction with the Ministry of Education. More collaborative work between the PED at Qatar University and the Administration of PE in the Ministry of Education will help facilitate more cohesion between the curricula demands enforced by government policy in schools and that provided in the curricula to train teachers. c) the PED facilities and resources should be improved. d) Regarding Qatari culture, it is recommended that people in charge of PE at Qatar University and the Ministry of Education should make others fully aware of the importance of sports in general and PE in particular by trying to find out ways to breakdown the cultural barriers by which more participation of females in sport and PE would be possible.
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RAMIARINA, NATÁLIA TAVARES RIOS. "ENVIRONMENTAL EDUCATION AND HUMAN RIGHTS IN INITIAL TRAINING OF SCIENCE AND BIOLOGY TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28123@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>São muitos os desafios que se colocam para a educação em Direitos humanos e para educação ambiental na sociedade atual, e a formação de professores é campo estratégico de reflexão. Para pensar estas temáticas no currículo de Ciências e Biologia, buscou-se estabelecer as afinidades teórico-metodológicas entre a vertente crítica da educação ambiental e o discurso contra-hegemônico dos DDHH, a partir de categorias da justiça ambiental, utilizando referenciais da educação popular de Paulo Freire, da ecologia de saberes de Boaventura de Sousa Santos e do ecologismo dos pobres de Martínez-Alier. O presente trabalho tem como objetivo caracterizar como as Licenciaturas em Ciências Biológicas das Universidades públicas da Cidade do Rio de Janeiro (UNIRIO, UERJ e UFRJ) têm abordado as temáticas da Educação ambiental e dos Direitos Humanas. Para tal, optou-se pela triangulação de dados composta pela análise dos Projetos Políticos Pedagógicos dos Cursos, entrevistas com professores e coordenadores e questionário com alunos concluintes. Buscou-se desta maneira caracterizar as concepções que informam os documentos institucionais e os objetivos dos cursos em relação às temáticas, o entendimento dos professores e coordenadores sobre a EA e DDHH, identificando aspectos conservadores e hegemônicos e/ou aspectos críticos e contra-hegemônicos em seus discursos. O questionário com alunos concluintes compôs a análise sobre como estes alunos vêem sua formação e quais suas expectativas de futura atuação docente sobre as temáticas. O estudo indicou uma ampliação nos objetivos da formação de professores de Ciências e Biologia, incorporando a formação humana e social. Neste sentido, a EA é mais amplamente inserida na formação inicial, sobretudo com um enfoque conservacionista, enquanto os DDHH são tratados apenas como pano de fundo, sobretudo para o tratamento de aspectos relacionais, referentes ao respeito e não-discriminação. A inserção das temáticas acontece de acordo com entendimento pessoal dos professores, não havendo uma reflexão coletiva e institucional sobre os propósitos desta dimensão da formação, embora professores e coordenadores sejam unânimes em reconhecer a relevância desta inserção. São potencialidades dos cursos a inserção de alunos de diversos grupos sociais, a vivência e demandas trazidas pelas escolas nos estágios e atividades extra-curriculares.<br>There are many challenges that arise for education in human rights and environmental education in todays society, and teacher education is a strategic field of reflection. To think these issues in science and biology curriculum, sought to establish the theoretical and methodological similarities between the critical aspect of environmental education and counter-hegemonic discourse of DDHH, from categories of environmental justice, using references to popular education of Paulo Freire, of knowledge ecology of Boaventura de Sousa Santos and the environmentalism of the poor of Martínez-Alier. This study aims to characterize as the graduation in Biological Sciences from the public universities of Rio de Janeiro City (UNIRIO, UERJ and UFRJ) have addressed the issues of Environmental Education and Human Rights. To this end, we opted for the triangulation of data made the analysis of Political Projects Pedagogical Course, interviews with teachers and coordinators and questionnaire to graduating students. He sought in this way to characterize the concepts that inform institutional documents and the objectives of the course in relation to the themes, the understanding of teachers and coordinators on environmental education and human rights identifying conservative aspects and hegemonic and / or critical issues and counter-hegemonic in his speeches. The questionnaire with graduating students composed the analysis of how these students see their training and what their expectations of future teaching performance on the issues. The study indicated an expansion in the objectives of the training of science and biology teachers, incorporating human and social formation. In this regard, EE is more fully inserted in the initial training, especially with a conservationist approach, while human rights are treated only as a backdrop, especially for the treatment of relational aspects, for the respect and non-discrimination. The insertion of the thematic happens according to personal understanding of teachers, and there is a collective and institutional reflection on the purpose of this dimension of training, although teachers and coordinators are unanimous in recognizing the importance of this integration. They are potential courses of the inclusion of various social groups students, the experience and demands brought by schools and extracurricular activities.
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Williams, Joan B. "The nature of the mentor/trainee relationship in physical education initial teacher training." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/b15a4243-7f89-4361-a165-a7be30b1195a.
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This study examined the nature of mentoring in Physical Education Initial Teacher Training (PE ITT) and how mentors and trainees in PE ITT from the Southern University Partnership established, maintained and ended their relationships over a fifteen-week school placement.
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Escovedo, Selles Sandra L. "A case study of initial training of science teachers in England and in Brazil." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303555.
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Guajardo, Munoz Teresa Isabel. "Permanent education : a comparative study of selected national systems of education and their relevance to Chile." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10020185/.
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It could be argued that since the 1950's and 1960's the need to re—examine the role of education in society has become an urgent task. The need for educational change includes the learning of new job skills, acceptance of new responsibilities, the knowledge of prospective manpower needs and job opportunities, etc. So, modern educational policy should above all be characterised by a deep understanding of the fact that in today's world there are and should be many more varied ways of providing instruction and that educational needs cannot be satisfied by the school alone. In other words, what might be necessary is the adoption of an educa— tional alternative that represents an attempt to adapt education to the conditions of modern life, that sees all educational trends and practices not as isolated, independent and without relevance to each other, but as corresponding in each case to one aspect of the overall innovative patterns imposed by modern conditions. This alternative could be permanent education. In a permanent education system the education must form a coordinated totality in which all sectors of society are structurally integrated. It will be universalised and continual. It may be observed that in order to build a firm theore— tical basis for permanent education one does not have to start from scratch. At present there exists a vast and relevant amount of knowledge about the foundations of education, human development, learning processes, etc., which should be usable, subject to its refinement and reinterpretation. But it is necessary to stress that it is unrealistic to expect permanent education to transform the educational practice of a society, in any case, no wholesale adoption of all aspects of permanent education can be realistically expected; but its acceptance as a principle could certainly contribute to fostering the conditions in which education was accepted throughout life, and in which existing practices were more open to other learning influences. In other words, it would transform what already exists, in order to make experiences favourable to permanent education easier for people. It is also necessary to enphasise that educational prac— tice varies in different contexts, depending upon determinants and influences such as a country's geography and history, technological development, socio—political and economic system and many other factors. Thus no single set of prescriptions for educational prac— tice can be given which can be applied in all countries, or even in a single country at different times in its historical development. For example the perspective of permanent education in a country with a per capita income of 300 dollars or less is, obviously, different from that in a country where the average income os 4000 dollars per annum and where 70 per cent of the population have received secondary education. Consequently educational prac— tice in the perspective of permanent education will differ from society to society according to a large number of local conditions and traditions and, because an educational system is a national res— ponsibility, a complete educational policy will include political, social, economic and cultural, as well as purely educational objec— tives, promoting the kind of educational changes required to adapt the educational system of the changing world.
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Hubbard, Gill. "The use of class organisation strategies in the secondary classroom : implications for Initial Teacher Training." Thesis, University of Sunderland, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362598.
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Dannahy, Patricia Ann. "An in-depth exploration of the affective aspects of mathematics education in initial teacher training." Thesis, King's College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327034.
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Snowball, Lesley. "The development of a model of initial and ongoing training for the international teacher." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518797.
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International schools, loosely defined as those involving students, teachers, curricula and/or languages not from the host country, form a significant sector of education worldwide, with numbers estimated at more than three thousand and predicted to grow rapidly over the next decade. Of equal significance is their role in developing students who are internationally-minded, often explicitly included in school mission statements, and increasingly accepted as a central educational imperative rather than a desirable but peripheral option. It is generally acknowledged that teacher effectiveness has a profound influence on student learning, and it follows therefore that teachers who model international-mindedness are also an important part of the equation. Yet, as the number of international schools increases, appropriately-prepared teachers are becoming increasingly scarce. This thesis identifies key issues facing international teachers, each well documented in literature and research, and increasingly evident in educational policy and strategy at national and international levels, yet found to be lacking in teacher preparation. It is my contention, therefore, that the substantial and systematic inclusion of these issues in initial teacher education programmes is absolutely essential and I investigate how the theoretical commitments of policy statements can be converted into practical provision of appropriate preparation for international teachers. By considering literature and research, survey data and anecdotal evidence from the international education community, I attempt to describe (though not define) international teachers, the international nature of the education they provide to their students, and the type of preparation they need in order to do so. Based on the key issues identified, I propose seven domains of knowledge and skills deemed essential for teacher preparation, synthesised into a potential model for systematic implementation within individual schools and programmes, or within whole educational systems at state or national level.
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Chrisostomou, Charalambos Loizou. "An investigation of the information technology provision in initial teacher education in Cyprus." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369376.
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