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Dissertations / Theses on the topic 'Mathematics teachers In-service training Victoria'

Author: Grafiati

Published: 10 December 2022

Last updated: 31 July 2025

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1

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.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo<br>beliefs 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<br>2003

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2

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.

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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&rsquo<br>evolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study incl

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3

Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.

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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 ontologic

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4

Moreira, Cândida Maria de Almeida Paupério Queiroz. "Primary teachers' attitudes towards mathematics and mathematics teaching with special reference to a Logo-based in-service course." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006571/.

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This thesis investigates primary teachers' attitudes towards mathematics and mathematics teaching, and whether or not they are amenable to change. As used in the study, the term focuses on people, objects and issues, and brings together thought, action and emotion. The purpose of the research was threefold: • to investigate primary teachers' attitudes towards mathematics and towards mathematics teaching, and as a subsidiary aim to examine factors that might account for these attitudes; • to examine ways in which primary teachers' attitudes towards mathematics and mathematics teaching, along wi

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5

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.

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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.

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Sparrow, Robert Leonard. "The professional development of beginning teachers of primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1372.

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Recent documents have recommended a style of teaching for primary classrooms that favours a constructivist viewpoint of learning. The actuality of mathematics classrooms is different from this vision. Newly trained teachers while exposed to, and expounding, a constructivist philosophy are, in many cases, implementing a more traditional, teacher-centred approach to classroom practice. The purpose of this study was twofold: to investigate factors which influence the pedagogical practices and beliefs of beginning teachers of mathematics in primary classrooms and secondly to evaluate a professiona

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7

Monteiro, Maria Cecilia Soares de Morais. "The impact of an in-service teacher training programme on teachers involved with computers in education." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/the-impact-of-an-inservice-teacher-training-programme-on-teachers-involved-with-computers-in-education(6e9f5948-aa49-405d-a39a-869b0c573be3).html.

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Rakumako, Angeline Mosenya. "Demographic profile and perceived in-service education and training needs of secondary Mathematics teachers in the Limpopo Province." Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/11031.

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Bibliography: leaves 146-152.<br>It is now generally acknowledged that effective and sustainable in-service education and training (INSET) programmes require, first, adequate information to be available on teachers' demographics and, second, for teachers' views on professional development to be taken into consideration. Neither kind of information is currently available for Mathematics teachers in the Limpopo Province of South Africa in a reliable manner. Consequently, this study has as its objectives 1) to determine the demographic profile of secondary Mathematics teachers in the Limpopo Prov

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9

Ding, Lin, and 丁琳. "Changes in pedagogical content knowledge of secondary mathematics student teachers in Hangzhou during their pre-service teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197110.

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The competence of mathematics teachers and how to prepare competent future mathematics teachers have been hotly debated in recent years; pedagogical content knowledge (PCK) is a critical indictor of that competency (e.g., Ball & Bass, 2000; Ferrini-Mundy & Findell, 2010). This explorative study examines PCK and PCK change and the factors contributing to both among a group of secondary school mathematics student teachers in Hangzhou (the capital of and largest city in Zhejiang Province, China). Changes in PCK are investigated across the final two years of a pre-service secondary mathematics tea

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Sevis, Serife. "The Effects Of A Mathematics Teaching Methods Course On Pre-service Elementary Mathematics Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609644/index.pdf.

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The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquo<br>content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo<br>understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test

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11

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.

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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

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Chung, Chih-Hung. "Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.

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In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been published. However, the most important role we should consider is not only students, but also teachers. A good teaching training program could help teachers improve their teaching expertise and student’s math achievement. Moreover, most studies only focused on explained predictions of the effect between potential factors. Therefore, the purpose of this study is to implement a hierarchical linear model and cluster anal

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Lamb, Natasha. "The impact of participation in an online professional community on the development of elementary pre- service teachers' knowledge of teaching mathematics." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92330.

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Alsharif, Khalid Mohammed. "Towards quality teacher education : productive pedagogies as a framework for Saudi pre-service teachers’ training in Mathematics education." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/425.

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Reforming pedagogy in mathematics education has been the focus of numerous educational reforms around the world. Productive Pedagogies is a framework for reflection on teaching that aims at improving students’ intellectual reasoning, making school teaching and learning more connected to students’ everyday lives, and addresses the concerns of equity support. There has been no research on this novel teaching framework in the Saudi Arabian context.The focus of this study was the incorporation of the Productive Pedagogies framework in teacher education. In particular, this study aimed to investiga

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Fransman, Johanna Sandra. "Exploring the practices of teachers in mathematical literacy training programmes in South Africa and Canada / J.S. Fransman." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4357.

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Westaway, Lise. "A critical investigation into the process of negotiating a mathematics education curriculum with pre-service teachers." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003712.

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It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the

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Lee, Amanda Jane. "A case study of a pre-service mathematics education course to grow and develop proficient teaching in mathematics in the intermediate phase." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015664.

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This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their teaching practice in terms of proficient teaching. Given the generally poor mathematics results in South Africa it is not enough for teachers to be merely proficient in Mathematics. They also need to be in a position to explain important mathematical concepts to children in a manner that will encourage and develop an understanding of the basic mathematical concepts. It was my intention with this study to determine whether a m

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Biccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.

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Thesis (PhD)-- Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In considering how teachers could develop, so that student learning is optimised; the concepts of didactisation and the mathematical work of teaching were sourced from existing literature. The concept didactisation is explored and defined; and is incorporated with the concept of mathematical work of teaching. Nine practices were made explicit through thi

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Benadé, Catharina Gertruida. "Die invloed van die Sediba-onderrigprogram op die intrinsieke motivering van deelnemende wiskunde-onderwysers / C.G. Benadé." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1792.

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Hawthorne, Wendy. "Professional development and practice: A study of early childhood teachers of mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1443.

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In the past twenty years there has been increased interest in the ways in which teachers construct their professional lives. It is no longer assumed that preservice education alone will enable teachers to meet the challenges of their teaching lives. Ongoing professional development is seen as an essential component of contemporary teachers' lives but remains a challenge for professional development planners and providers. The nature and extent of teachers' participation in professional development was a significant dimension of the investigation of professional development contained in this th

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Osmanoglu, Aslihan. "Preparing Pre-service Teachers For Reform-minded Teaching Through Online Video Case Discussions: Change In Noticing." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612868/index.pdf.

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The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquo<br>To what extent the elementary prospective mathematics teachers&rsquo<br>noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo<br>With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics cla

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Smith, James A. (James Arthur) 1945. "The Elements of Lesson Design, Elementary Public School Students' Mastery of Mathematics Objectives, Accrued Teaching Experience, and Teacher Inservice Training." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332391/.

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The purpose of this study was to investigate the relationship among the teachers' use of the individual elements of lesson design, students' mastery of mathematics objectives, the hours of inservice training completed by the teachers and the teachers' years of experience. The individual elements of lesson design are defined by Madeline Hunter and are anticipatory set, objective and purpose, input, modeling, checking for understanding, guided practice, and independent practice.

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Silva, Jaqueline Ferreira da. "Formação matemática do professor polivalente: um estudo metanalítico." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9027.

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Browning, Nolan D. "Comparison of three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54770.

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The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument. Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a sev

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Barnard, Elna. "An investigation into Grade R teachers' experiences of implementing numeracy in Grade R." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1004529.

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This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts the view that a teacher's practice is not only informed on what she believes about her learners, but also on how she organises her classroom environment and her own teaching practice. However, the teacher cannot be divorced from the political and historical background of Early Childhood Development (ECD), as these factors have an impact on her numeracy implementation. Integrated in this research study is thus not

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Pausigere, Peter. "Primary maths teacher learning and identity within a numeracy in-service community of practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017183.

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This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard

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Cason, Marti B. "Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop may be integrated into an elementary mathematics methods course to develop pedagogical knowledge that challenges teacher candidates to explore the benefits of utilizing hip-hop as a tool in the classroom. This study contributes to the growing body of research that investigates the use of hip-hop pedagogy in educator preparatory programs. Participants in this study were teacher candidates at a large

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McAdoo, Penny Coyne. "The Effect of Professional Development in Performance Assessment on Mathematics Achievement and Attitude." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277837/.

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The problem of this study was to determine the effect of professional development in the use of performance assessment in fourth grade mathematics on student achievement and attitude toward mathematics. Achievement was measured by subtest and total mathematics scores on norm-referenced and criterion-referenced tests. Attitude was measured by a survey of student attitudes.

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Ferner, Bernd Richard. "Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education." PDXScholar, 2013. http://pdxscholar.library.pdx.edu/open_access_etds/1097.

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Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive

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Niedo, Noelle Frances Garcia. "A Pilot Study on Methods to Introduce Teachers to New Science Standards." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250061.

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<p> With the recent adoption of the Next Generation Science Standards in Oregon, there is a great need for teachers to be trained to effectively implement the three dimensions of the Next Generation Science Standards (NGSS) in their teaching. Time and location are the largest constraining factors that affect teacher participation in professional development trainings. To address this constraint, Tryon Creek State Park offered a NGSS professional development training opportunity for teachers that was integrated within a field trip that they took their students on. Before the field trip, teacher

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符霖甘. "澳門私立學校一位新手教師的專業化過程的個案研究". Thesis, University of Macau, 2012. http://umaclib3.umac.mo/record=b2593959.

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Garcia, Arriola Alfonso. "An Examination of the Relationship Between Professional Development Providers' Epistemological and Nature of Science Beliefs and their Professional Development Programs." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3636.

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In the last twenty years in US science education, professional development has emphasized the need to change science instruction from a direct instruction model to a more participatory and constructivist learning model. The result of these reform efforts has seen an increase in science education professional development that is focused on providing teaching strategies that promote inquiry learning to learn science content. Given these reform efforts and teacher responses to professional development, research seems to indicate that whether teachers actually change their practice may depend on t

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Plack, Leah. "Using the Task Analysis Process with Teachers to Uncover Language Demands within an Eight-Week NGSS Summer Course." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4014.

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The state of Oregon has adopted the Next Generation Science Standards as well as the English Language Proficiency standards, both of which affect elementary school teachers. These standards adoptions challenge teachers and professional developers to rethink how they approach science conceptual understanding and language acquisition. The Math Science Partnership K-6 Instructional Specialist Grant made the decision to incorporate a Task Analysis process, which asks the participant to analyze the demands of a content-based task in the domains of content knowledge, analytical skills and language,

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Morais, Junior Eduardo. "Por trás do currículo oficial, que Geometria acontece?: um estudo sobre os saberes anunciados nas narrativas de professoras dos anos iniciais do ensino fundamental." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/8453.

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Hurrell, Derek. "Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/596.

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This study was motivated by the need to develop professional learning for primary school teachers that would support them to more effectively teach the mathematics topic of fractions. What seemed evident, was that previous professional learning attended by teachers had not adequately met their needs. The aim of this study was to investigate whether professional learning, with a focus on subject content knowledge, pedagogical knowledge and reflective practice could enhance primary school teachers’ PCK for teaching fractions and make them more confident teachers of fractions. Demonstrating this

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Corrège, Emilie. "La formation continue des enseignants du premier degré. Étude de ses évolutions, enquête à grande échelle et analyses au sein de deux écoles pour le cas des mathématiques." Electronic Thesis or Diss., Université Paris Cité, 2023. http://www.theses.fr/2023UNIP7165.

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Différentes recherches et études font état d'un décalage important entre le discours institutionnel lié à la formation continue des enseignants du premier degré, et la perception que ces enseignants ont de cette formation. Nous ne cherchons pas, dans cette thèse, à attester de ce décalage (les travaux antérieurs y contribuent largement), mais à comprendre ce que recouvre ce décalage. Après un retour sur l'histoire de la formation des instituteurs français, nous décrivons et questionnons le paradigme qui domine actuellement chez les décideurs et les concepteurs de dispositifs de formation conti

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Oliveira, Alan Gomes de. "Funções e geometria: o uso de ambiente de geometria dinâmica como subsídio para a caracterização das funções quadráticas." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/436.

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CAPES<br>Este trabalho apresenta uma proposta de abordagem que permite ao professor do ensino médio tratar do conceito de função quadrática. Propõe a construção do conhecimento através de atividades desenvolvidas em ambiente de geometria dinâmica (GeoGebra), explorando as ideias intuitivas de variação e dependência construídas entre objetos geométricos sem a mediação das representações algébricas e gráﬁcas, comumente empregadas na sala de aula do ensino médio.<br>This work presents a proposal of approach which allows the school teachers deal with the concept of quadratic function. It proposes

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Abdulhamid, Lawan. "Primary mathematics in-service teaching development: elaborating 'in-the-moment'." Thesis, 2016. http://hdl.handle.net/10539/20763.

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A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy May, 2016<br>This study investigates how primary school mathematics in-service teachers respond to learners’ offers, over time, during classroom interactions. The study was a follow-up to a one-year long in-service ‘maths for teaching’ professional development course in which 33 teachers participated in 2012. Four teachers from that course were tracked in this follow-up study. Data sources within this study consiste

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Naidoo, Ranjini. "The In-Service Education and Training (INSET) needs of educators of primary school mathematics." Diss., 2003. http://hdl.handle.net/2263/28249.

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This investigation is primarily concerned with the In-Service Education and Training (INSET) needs of primary school mathematics educators. The research is grounded in the proposition that in order for senior primary mathematics educators to keep abreast with the current knowledge explosion and rapid rate of technological growth, they are under serious obligation to improve their expertise, knowledge and skills in mathematics teaching and learning through INSET. Pre-Service Education and Training (PRESET) serves only as preparation for entry into the teaching profession and cannot last the who

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Graven, Mellony Holm. "Mathematics teacher learning, communities of practice and the centrality of confidence." Thesis, 2015. http://hdl.handle.net/10539/17941.

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Labrecque, Rachael Jeanne. "How Prepared Are Pre-service Early Childhood Teachers to Integrate Mathematics Software in the Classroom?" Thesis, 2015. https://doi.org/10.7916/D8RJ4HRZ.

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Technology has long been viewed an important tool in education and instructional software offers unique affordances that when designed well can help improve teaching and learning. However, for software to effectively impact education, teachers must be prepared to effectively incorporate it into the classroom. This is a task that involves many factors, three of which explored in this study include the abilities to integrate, find, and evaluate quality of educational software. With the increasing support for the use of educational software with young children, it is imperative to understa

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Pournara, Craig. "Mathematics-for-teaching in pre-service mathematics teacher education: the case of financial mathematics." Thesis, 2013. http://hdl.handle.net/10539/18836.

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Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2013<br>Mathematics-for-teaching (MfT) is complex, multi-faceted and topic-specific. In this study, a Financial Mathematics course for pre-service secondary mathematics teachers provides a revelatory case for investigating MfT. The course was designed and taught by the author to a class of forty-two students at a university in South Africa. Eight students, forming a purposive sample, participated as members of two focus tutorial groups and took part in individual and group interviews. As an instance o

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Mkhize, Sabelo Andrias. "The design and implementation of a classroom-based support programme in trignometry for use by underqualified educators." Thesis, 2005. http://hdl.handle.net/10413/3655.

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The main purpose of the study was to show the necessity of a classroom-based educator in-service support programme. Educators have unique problems being derived from the uniqueness of their school situations. Thus, the feeling that this kind of support could improve the quality of mathematics teaching and learning.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.

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Harle, Carol Berg. "The lesson study professional development process : exploring the learning experiences of elementary and middle school teachers." 2008. http://hdl.handle.net/2152/18237.

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Lesson study has been introduced in the United States as a collaborative professional development process focusing on improving teachers’ content knowledge and instructional skills as teachers plan a research lesson, teach and observe students’ thinking and learning behaviors and then revise and re-teach the lesson. The origin of lesson study in the United States began shortly after, The Teaching Gap by James Stigler and James Hiebert was published in 1999. The researchers attributed Japanese students’ high achievement scores in mathematics and science to their teachers’ participation in the l

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Owusu-Mensah, James. "A critical investigation into the nature and quality of in-service Education and Training programmes for Further education and training (FET) mathematics teachers in the Greater Taung area." Thesis, 2008. http://hdl.handle.net/10500/2422.

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The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major resear

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Bowden, Jennifer Tara. "Engaging with change: investigating strategies of professional learning in a Victorian school." Thesis, 2007. https://vuir.vu.edu.au/1458/.

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In the current climate of educational change and with the implementation of new initiatives within the Victorian Education Department, such as the Victorian Essential Learning Standards (VELS) and the Principles of Learning and Teaching (PoLT), educational leaders have begun to reassess the forms of professional learning that teachers and staff members are involved in. This is not isolated to schools as the education industry world wide is developing new outlooks for staff training and development. With researchers such as Cuban, Hargraves and Fullan investigating different forms of profession

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Smith, Karen Clark. "The relationship of teacher role characteristics, staff development, and school climate to the use of manipulatives in primary grade mathematics." Thesis, 1990. http://hdl.handle.net/1957/37448.

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A review of the literature revealed that there are many variables that influence teachers' instructional practices. These influential variables fall into three categories: those related to the teacher, which are referred to in this study as teacher role characteristics; those related to the inservice education activities of teachers, referred to as staff development variables; and those related to the teachers' individual teaching situations, referred to as school climate variables. It was hypothesized that there may be variables that are related to the use of manipulatives for mathematics ins

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Van, Staden Christina Johanna. "Sosiale netwerk analise as metode om die deurlopende professionele ontwikkeling van wiskundeonderwysers van ‘n sekondêre skool te bevorder." Thesis, 2012. http://hdl.handle.net/10210/8046.

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Ph.D.<br>The purpose of this study was to investigate the ways in which Social Network Analysis can be used to enhance the conitinuous professional development of the Mathematics teachers of a secondary school. With this in mind a literature study was first undertaken in order to clarify exactly what is meant by a Social Network Analysis perspective, online social networks and the continuous professional development of teachers. The study was framed in a Multi Method Mixed Methods framework to enable the integration of a Design Based (DBR) study and Social Network Analysis (SNA) in different p

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Van, Laren Linda. "Starting with ourselves : addressing HIV and AIDS education through integration in a South African pre-service teacher mathematics education curriculum." Thesis, 2008. http://hdl.handle.net/10413/839.

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Ramaligela, Manto Sylvia. "Effective preparation of mathematics and technology education pre-service teachers : a case of a university of technology in South Africa." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001829.

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D. Tech. Education<br>The aim of the study is to explore the extent to which a University of Technology prepares pre-service teachers to teach the school Mathematics and Technology curriculum in South Africa. The study employed a combination of a qualitative method and case study approach. Participants were ten (10) Mathematics and nine (9) Technology pre-service teachers, totaling nineteen (19) participants. Data collection were done through an exploratory approach of document analyses, semi-structured interviews, and non-participant observations. The study was guided by two (2) conceptual fr

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