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Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua InglesaThis thesis reports on a study focused on teaching listening micro-skills to EFL Chilean students. The present study aims to examine the effects of teaching listening micro-skills on EFL students´ listening comprehension performance. This study looks to give insights in the area of second language acquisition, as well as proposing a strategy for teaching listening comprehension through the use of listening micro-skills. The participants of this study were 26 high school students from a private school located in Peñalolén, Santiago de Chile. Participants were divided into two groups of 13 students. One of the groups was given awareness about listening micro-skills while the other did not receive any treatment. The treatment consisted of 10 sessions of teaching and practicing 10 listening micro-skills in order to enhance listening comprehension. Both groups were tested at the beginning and end of the research intervention. The data obtained from the participants’ tests was analyzed in order to determine the effects of teaching listening micro-skills on EFL learners’ listening comprehension.
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Wong, Sau-ngan, and 王秀銀. "The effectiveness of unit design of teaching micro-novelsthrough genre theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50179366.
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The ineffectiveness of language teaching, the declining level of language proficiency of students, and a lack of motivation to learn, have always been of great concern to the society and the education sector.
With the implementation of the 334 New Senior Secondary School System, self-designed elective unit of Chinese Language curriculum is launched. It could eliminate the shackles of public examination pressure. Teachers can have a larger space to try to use different materials and teaching approaches. They can design and implement school-based curriculum based on the interests and abilities of students which could be beneficial to students. With this Chinese Language Curriculum Reform, the researcher has carried out a unit design teaching experimental study in which micro novels are used as teaching materials and genre theory is used to design pedagogy.
The subjects of the study are the Form Five students of the researcher’s school. The students are divided into two groups, control group and experimental group. Students from the control group were taught with traditional teacher-centred pedagogy, while students from the experimental group were taught with a pedagogy which is based on genre theory. Through analyzing questionnaires and interviews for all students, and interviews for teachers involved, the researcher could find out the appropriateness of using micro novels as teaching materials. After implementing the new pedagogy, the researcher compared the micro novels written in pretest and posttest by students from the control and the experimental groups and recognized the effectiveness of this new pedagogy.
The research results show that most of the students and all the teachers involved thought that micro novels are suitable Chinese Language teaching materials and are useful in improving students’ interest in learning Chinese language. According to comparative analysis of the students’ works, the performance of the experimental group students' in posttest is significantly better than that in the control group. The students being taught with the newly designed pedagogy have significantly higher writing ability than the students being taught with traditional pedagogy.
Micro novels can meet the needs of the students, arouse students’ motivation, and also meet the requirements of the new Chinese Language Curriculum. They are ideal Chinese Language teaching materials. Furthermore, using genre theory to design pedagogy to teach micro novels enable students to systematically grasp the characteristics of micro novels. On the other hand, using explicit method to teach students the function, generic features, register and mode of micro novels could strengthen students’ stylistic awareness of micro novels. Besides, group discussion, joint construction and cooperative learning could help provide a scaffold for students to consolidate their learning. By using marking checklist for peer assessment, students could have immediate feedback and thus enhance their interest and ability in writing.
In a nutshell, using micro novels as teaching materials could arouse the students’ interest in learning Chinese Language and reduce individual differences of motivation in learning. Using genre theory to design pedagogy could reduce the individual differences in students' abilities. Even students with low abilities can have great improvement. Both the new teaching materials and new pedagogy can meet the needs and reduce individual differences of the students. This is exactly the essence of school-based curriculum.
語文教學成效不理想，學生語文能力水平不斷下降與及缺乏學習的動機，一直以來都是社會和教育界極為關注的問題。
隨著三三四新學制新高中中國語文科課程的推行，尤其是選修「自擬單元」的出現，消除了師生在公開考試壓力的束縛，教師能有較大的空間嘗試使用不同的教材和教學處理方法，可根據學生的興趣和能力，設計及推行更切合學生需要的校本課程，讓學生有更多的得益。研究者嘗試配合中國語文科的課程改革，以微型小說為教材，以「文類教學理論」設計的教學法，進行單元教學設計實驗研究，並對教學結果進行研究分析，以了解新的教材和新的教學法的成效。
研究者以所任教學校中五級學生為研究對象，學生分為控制組和實驗組，控制組用傳統以教師為主導的一般小說教學法教授微型小說，而實驗組則採用根據「文類教學理論」設計的教學法。通過對全體學生的問卷調查和訪談，與及對任教老師的訪談，研究者得以了解「微型小說」作為教材的適切性，通過對控制組和實驗組在進行微型小說教學單元前後寫作的前測和後測作品比較分析，可了解新的教學法的成效。
研究結果顯示，絕大部分的學生和所有任教老師都認為微型小說是適合作為中國
語文科的教材，亦能提高學生學習中國語文的興趣。而通過學生作品比較分析可見，實驗組學生後測作品的表現都明顯優於控制組，且差異亦顯著，接受以「文類教學理論」設計的教學法教授微型小說的學生在寫作微型小說方面的能力明顯高於接受一般教學法的學生。
微型小說能符合學生的需求，能引起學生的學習動機，亦能符合新高中中國語文科課程的要求，是中國語文科理想的教材。而運用「文類教學理論」設計的教學法來教授「微型小說」，可以讓學生有系統地掌握微型小說的特點，在教學過程中，以明示式的方法教授「微型小說」的功能、文類結構、語域和語式等知識，可加強學生對微型小說的文體意識，此外使用小組討論、集體創作的合作學習形式，能在師生互動、生生互動的情況下，為學生提供支架，鞏固所學，使用評改量表、同輩互改的評改方式，能通過互動的模式，讓學生得到及時的回饋，提高寫作的興趣及能力，因此運用「文類教學理論」設計的教學法會較一般傳統的教學法更有成效。
總括而言，以「微型小說」作為教材，可提高學生學習中國語文的興趣，能減少學生學習動機的個別差異。運用「文類教學理論」設計的教學法，能讓學生有系統地掌握文類的特點，成效顯著，能減少學生能力的個別差異，即使低水平的學生也可有很大的進步，而無論新的教材和新的教學法都能切合學生的需要，能更有效地「照顧學生的個別差異」，這亦正是「校本課程」的精要所在。published_or_final_version
Education
Doctoral
Doctor of Education
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Kelsay, Karla Lynn Fisher Robert L. Heyl Barbara Sherman. "The process of relfection [sic] in teaching as utilized by enablers a micro-ethnographic study of teachers of the gifted /." Normal, Ill. : Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901465.
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Thesis (Ed. D.)--Illinois State University, 1988.Title from title page screen, viewed Sept. 15, 2005. Dissertation Committee: Robert L. Fisher, Barbara S. Heyl (co-chairs), Paul J. Baker, John V. Godbold, Larry D. Kennedy. Includes bibliographical references (leaves 161-167) and abstract. Also available in print.
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Omolere, Okuntade Japhet. "An Exploration of Micro-Teaching skills with digital technology (cell phone) in B.ED Programmes at a Western Cape University." University of the Western Cape, 2020. http://hdl.handle.net/11394/7510.
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Philosophiae Doctor - PhDMicro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.
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Reis, Priscila Camargo. "O onirismo ativo da libertação animal: contribuições para olhares não-especistas na Educação Ambiental." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/6087.
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Partindo-se de reflexões que envolvem a exploração animal com os três aspectos da ecologia e com o onirismo ativo vivenciado e propagado pelos defensores dos direitos animais, procurou-se criar dispositivos com micro-intervenções urbanas que foram realizadas em diversos espaços. Objetivou-se sensibilizar as pessoas através da Educação Estética para a condição que impomos aos demais animais. O trabalho apontou a importância do movimento de Libertação Animal para o contexto da Educação Ambiental, enquadrando-se nos estudos que relacionam ética, estética, saúde e educação. Buscou-se mostrar que a instrumentalização dos animais não-humanos perpassa por quase todas nossas atividades e não raras vezes, essas práticas estão igualmente associadas à exploração humana e ambiental. As intervenções foram capturadas em fotografia e filmagem e transformadas em um recurso áudio-visual. Procurou-se, desta forma, contribuir com a Educação Ambiental Não-Formal disponibilizando-se um material didático a ser utilizado enquanto fomentador de espaços de diálogo para problematizar a situação dos animais não-humanos e como ela também nos afeta, abrindo, assim, caminhos para que seja possível desenvolver uma Educação Ambiental com perspectiva da inclusão da consideração moral pelos animais. Esta pesquisa qualitativa apresenta cunho experimental e se propõe a ser produtora de reflexão a cerca do especismo e como ele se reflete em nosso corpus social, individual e educacional.
Beginning with reflections that involve animal exploitation with the three aspects of the ecology and the active oneirism lived and propagated by the animal rights defenders, we created urban micro interventions accomplished at many different places. Aiming to sensitize people through Aesthetic Education to impose the condition that the other animals this work indicated the contribution of Animal Liberation to the Environmental Education context. It is framed in studies that relate ethics, aesthetics, health and education. Search to show that the nonhuman- animals instrumentalization permeates almost all of our activities and not infrequently, these practices are also associated with human and environmental exploitation. The interventions were photographed and filmed and became an audio visual resource. This way, we intended to contribute to Non Formal Environmental Education providing an educational material to be used while developers forums for dialogue to discuss the plight of nonhuman animals and as it also affects us, thereby opening avenues to be able to develop an Environmental Education perspective with the inclusion of moral consideration for animals. This qualitative study presents experimental nature and aims to be producing the reflection about speceism and how it is reflected in our social, individual and educational corpus.
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Aubrey, Adele. "Investigating enquiry-based learning in higher education : dimensions, dissonances and power." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html.
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The purpose of the thesis is to explore excellence in Enquiry-Based Learning (EBL), its philosophical underpinnings, pedagogical implications and possibilities. How pedagogic devices can be used to encourage tutors' reflections on EBL, and is concerned with producing and sharing knowledge in relation facilitating student-centred teaching and learning practices. The study is in the tradition of practitioner research, where my role was that of an educational developer at the Centre for Excellence in Enquiry-based Learning. It is centred around the development of EBL models as pedagogic instruments to facilitate tutors' reflections on their practice. The thesis investigates how to facilitate the incorporation of more student-centred approaches into tutors' practice in a UK university through employing EBL models as a tool for reflection, how these models were introduced to tutors, and the findings from the process. A critical action research approach was undertaken for the educational development practitioner research journey. The primary methods of data collection consisted of interviews with students and tutors, and data obtained during individual reflections and group discussions in a series of workshops that involved tutors studying EBL models. Thirty-one tutors were involved in these workshops and interviews where they quantitatively and qualitatively explored multiple dimensions of teaching and learning. Content analysis of the results was conducted on the data with an emphasis on dilemma analysis to gain insights into tutors' decisions about their practice, and an empirical abductive strategy was employed to inform the development of new EBL models. In the course of the action research phases two new EBL models were iteratively developed informed by the literature and stakeholders. Finally, a new Student Involvement in Learning and Teaching Model was proposed, empirically abducted from student narratives derived from photo-elicited interviews. This Model constituted the development of a new conceptual framework for thinking about EBL within the context of broader teaching and learning practice. This study articulates new student involvement dimensions which conveyed the nature of power within the proximal processes of teaching and learning. The thesis contributes towards the practice of educational development by documenting both the process and outcomes of introducing EBL and learning and teaching models to tutors as reflective instruments, and by proposing a new perspective on excellence in EBL where student involvement is enhanced when reciprocal power relationships exist in the proximal processes between tutors and students. Tutor decisions were framed as a series of dilemmas created by external contextual influences (the University social micro, meso, exo and macro-systems); and internal factors (the tutors' personal force-resource characteristics) which affected tutors' reported actual and espoused ideal practice. The data demonstrated that most tutors espoused including more EBL, but they preferred an incremental change in their practice.
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Carvalho, Felipe de Araújo. "Natureza da ciencia no ensino básico : perspectivas, desafios e limitações imbricados em uma rede de ações." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/164905.
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O uso de elementos da Natureza da Ciência (NdC) nas salas de aula da Educação Básica é, cada vez mais, um objetivo presente na literatura especializada e nos documentos oficiais que regem a educação em seus diferentes níveis, em diversos países. Apesar do grande volume de pesquisas e esforços no sentido de oferecer subsídios teórico-epistemológicos aos professores, a NdC ainda não alcança os bancos escolares, mesmo entre aqueles professores que demonstram possuir concepções informadas referentes ao tema. Fundamentado nos referenciais epistemológico e metodológico de Bruno Latour, este trabalho propõe-se a (1) investigar as potencialidades do uso de microepisódios de ensino como estratégia didática em uma disciplina de História da Física e Epistemologia de um curso de Licenciatura em Física de uma universidade pública, no sentido de oferecer oportunidades para os estudantes – potenciais futuros professores – conceberem estratégias para a inserção da NdC em aulas de Física e (2) acompanhar esses mesmos estudantes por um período (cerca de um ano) após a conclusão da disciplina, no intuito de investigar suas impressões sobre o uso dos microepisódios de ensino, suas compreensões acerca a importância de abordar a NdC em sala de aula e os obstáculos que identificam a essa inserção. Através da análise de gravações das apresentações durante a disciplina e de entrevistas semiestruturadas, foi possível identificar que apesar de ser necessário oferecer situações práticas para que os futuros professores explorem formas de abordar a NdC nas salas de aula, os obstáculos não se resumem à dificuldade de instrumentalizar a discussão, mas também envolve fatores muito mais profundos, como a própria compreensão individual sobre a justificação do Ensino de Física na Educação Básica, o meio profissional no qual o professor está inserido e a possibilidade de retorno financeiro proporcionado pela docência. Tudo isso forma uma rede complexa que precisa ser melhor entendida para vislumbrar possíveis avanços.Using the Nature of Science (NoS) in Basic Education classrooms is an objective increasingly present in the specialized literature and in the official documents that rule education at its different levels in many countries. Despite the great volume of researches and effort to offer theoretical-epistemological subsides for teachers, the NoS still does not reach the classroom, even among teachers that appear to have informed conceptions of the subject. Grounded on the epistemological and methodological references of Bruno Latour, this dissertation intends to (1) investigate the potentialities of the use of micro teaching episodes as a didactic strategy in a History of Physics and Epistemology subject from a Physics Education program from a public university, with the intent of offering opportunities for students - potential future teachers - to conceive didactic strategies to insert the NoS in the teaching of Physics and (2) follow the same students for a period (about an year) after the conclusion of the program for the purpose of investigating their impressions in regards of the use of the micro teaching episodes, their comprehensions of the importance of addressing the NoS in classes and the obstacles that they identify in this inclusion. Through an analysis of lecture recordings from the program and of semi structured interviews, it was possible to identify that in spite of offering practical situations in order for the future teachers to explore ways of approaching the NoS in class being necessary, the obstacles are not limited to the difficulty of instrumentalizing the discussion, but also involves deeper factors, such as the individual comprehension of the justification of Physics teaching in Basic Education itself, the professional environment in which the teacher is inserted and the financial return possibilities provided by teaching. All of these forms a complex network that needs to be better understood so that possible advances can be glimpsed.
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West, Tore, and Anna-Lena Rostvall. "Interaktion och kunskapsutveckling : en studie av frivillig musikundervisning." Doctoral thesis, Stockholms universitet, Centrum för musikpedagogisk forskning (MPC), 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-73704.
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In a joint dissertation project, 11 brass instrument and guitar lessons, with 4 teachers and 21 students aged 9-35 years, were videotaped, transcribed and analyzed. Two were group lessons and 9 were private lessons. The object of the project was to study how music teaching and learning can be understood from an institutional perspective by describing, analyzing and interpreting musical instrument lessons. The lessons were viewed as social encounters in which the action of participants creates and re-creates social orders at different institutional levels, by means of communication routines using speech, music and gesture. Data were derived from micro-ethnographic transcriptions of speech, gesture and music of a total of five hours of videotape, supplemented by text analyses of 14 method-books. The transcripts were analyzed as text from the perspective of critical discourse analysis. At the analytical level the study applied the cognitive concepts of experiencing and learning music, as well as those of educational genres of speech and music use. The analyzed data were interpreted and discussed from the perspectives of interaction-theory and institution-theory. The results show how the music during the lessons was broken down into separate notes, as read from the score. Music was not addressed as phrases, rhythms, or melodies. Expressive qualities of music performance were not addressed. The characteristics of the interaction were found to be asymmetric, with the teacher being the one controlling the definition of the situation. Student attempts to take initiative were ignored by teachers. This asymmetric pattern of interaction had negative consequences for students’ as well as teachers’ opportunities to learn. The organization of the teaching situation as well as teaching methods is discussed from the perspective of institution-theory. A major conclusion is that the way instrument teaching is organized leaves little room for students and teachers to discuss and reflect on the teaching process.
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Ryan, A. "Adult learner strategies in foreign language grammar learning : A task-based study of approaches to the learning of grammatical structure in a micro-language, with a discussion of their implications for language teaching and materials." Thesis, University of Edinburgh, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375802.
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Evans, Robert Scott. "Development of a micro-fabrication laboratory section based upon micro-cantilever array fabrication and experiments." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/19989.
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Pereira, Vicente Isabela, Cristiane Aparecida Baquim, and Heloisa Raimunda Herneck. "«Who would not want your school get up there?»: Voices that echo on the Brazilian external evaluations applied in the micro-region schools of Ubá / MG." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117126.
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The purpose of this article is to present the results of a survey that examined theimpact of external evaluations in teaching in public schools of micro-region of Ubá(MRUbá), Minas Gerais. The methodology included an investigation into threeschools, on-site observations, semi-structured interviews with teachers, literatureon the subject and qualitative data analysis. The «voices» that echoed the schoolssignaled to the logic of accountability, accountability, the pressure for results, the(dis) belief in IDEB, of aspects relating to competition, among others. The dataenabled us to realize that teachers are greatly affected by the current evaluationmodel, whose measurement mechanisms the blaming and also to school, besidesgenerating rankings that are increasingly reinforcing a competitive environment.El objetivo de este trabajo es presentar los resultados de una investigación queanalizó el impacto de las evaluaciones externas en el trabajo docente en escuelas públicas de la microrregión de Ubá (MRUbá), Minas Gerais. En la metodología se incluyen la investigación realizada en tres escuelas, observaciones in loco, entrevistas semi-estructuradas con profesoras, la literatura sobre el tema y el análisis cualitativo de los datos. Las «voces» que resonaron de las escuelas señalaron a la lógica de la rendición de cuentas, de la responsabilidad, de la presión por resultados, de la (des)creencia en el IDEB, de los aspectos relativos a la competición, entre otros. Los datos nos posibilitaron darnos cuenta de que los profesores se ven muy perjudicados por el actual modelo evaluativo cuyos mecanismos de medición los culpabilizan a ellos y aún a las escuelas, además de generarse rankings que refuerzan cada vez más un ambiente competitivo.
O objetivo do artigo é apresentar os resultados de uma pesquisa que analisou oimpacto das avaliações externas no trabalho docente em escolas públicas damicrorregião de Ubá (MRUbá), Minas Gerais. A metodologia contou com uma investigação realizada em três escolas, observações in loco, entrevistas semiestruturadas com professoras, pesquisa bibliográfica sobre o tema e análisequalitativa dos dados. As «vozes» que ecoaram das escolas sinalizaram para a lógica da prestação de contas, da responsabilização, das pressões por resultados, da (des) crença no IDEB, dos aspectos relativos à competição, dentre outros. Os dados nos possibilitaram perceber que os professores são muito afetados pelo atual modelo avaliativo, cujos mecanismos de mensuração o culpabilizam e também à escola, além de gerarem rankings que estão cada vez mais reforçando um ambiente competitivo.
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Marks, Lori J. "Teacher Candidates Earn SIM Micro-Credentials." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3519.
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Ó, Cathalláin Seán. "Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.
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This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroom the teacher and pupils co-construct their own particular models, understandings, and definitions of literacy through their actions and the events they engage in. In the present study literacy is theorized as a performative accomplishment co-constructed by the participants in the event including those not directly present such as authors and illustrators. A micro-ethnographic case study approach was used to examine literacy practices in infant classes in all-Irish schools. Taking a phenomenological approach data were gathered using video-recording, observation, and pupil and teacher interviews and data were analysed using inductive analysis and interpretive discourse analysis. Key findings from the study are that (1) local norms, filtered through teachers' intentions and motivations, shaped the storybook reading events; (2) classroom literacy practices constructed during the Irish events were being transferred to the English events; and (3) children selected from their first and second language linguistic resources during storybook reading events to support their reading development. These three processes together were part of how children negotiated their socially situated identities as bilinguals and bilingual readers. Parental support for speaking Irish as well as social proximity to the Gaeltacht community, were factors closely associated with positive attitudes to speaking Irish and to reading in Irish. One implication of the findings is that teachers in all-Irish schools will need to make explicit their views of knowledge and of what it means to be a reader in an all-Irish school as they consider young children's agency in constructing their interpretations of texts.
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Van, der Mescht Caroline. "Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004333.
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This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining micro-interactions within the literacy event. Hymes’s work on the ethnography of communication provided categories for the investigation. Using an ethnographic approach, I entered the sites of the study as a participant observer. There I focused on the central literacy event, in which a group of children and the teacher sit in close proximity. I made field notes, video recordings and audio recordings in three sets of visits spanning the full school year. These were supplemented by teacher interviews, consideration of reports and assessments, and an analysis of the text types used on the Mat, for example, graded readers, flash cards and phonics primers. Beginning with Hymes’ S.P.E.A.K.I.N.G. mnemonic, cycles of analysis using multiple instruments foregrounded the data. The central finding of this research is that in Reading on the Mat children are offered identities through strong normative work and embedded practices. Teachers promote positive identities for children as successful readers and create positive affect for reading activities. This positive positioning work is however undercut by three factors: first, the fact that activities on the Mat focus on decoding text fragments rather than interrogating whole texts. The resultant identity offered to children is one of code breakers alone. A finding subsidiary to this, but important for pedagogic practice, is that teachers’ choice of text types is the most powerful determinant of children’s code breaker identity. A second factor that undercuts children’s identity as successful readers is that, although they are active, they have little agency. This derives from the strong assessment focus of teachers on the Mat and their questioning practices. A third factor which undercuts the positive identity children are offered in this literacy event is that, by focusing primarily on decoding fragmented text and on assessment opportunities, teachers avoid engaging with issues of differentiation and disregard cultural and linguistic differences. Teachers’ choices, therefore, while creating a positive climate in the classroom and developing emergent readers who are effective decoders, construct children as limited literate subjects. The same choices enable teachers to ignore learner diversity.Adobe Acrobat 9.54 Paper Capture Plug-in
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Mian, A. Hafeez. "A micro-analysis of collocation in the interlanguage of Pakistani adults learning English as a second language." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28174.
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A micro-analysis of the interlanguage (IL) employed by Pakistanis learning English as a second language (ESL) is performed on ten subjects' speech samples in order to gain insights into their second language acquisition. Only one aspect of ESL — collocation is studied. Collocation is idiomatic in nature and has single-lexemic function; it is assumed therefore to present some acquisitive and productive difficulties for second language learners, who would tend to fail to recognize collocations as "fixed" expressions and to view each word within them as independent and therefore replaceable. The objective of this study is to analyze the conversational collocation errors that Pakistani-Canadians make in ESL.
This study addresses the following three hypotheses: 1) that in the English variation in collocation across discourse domains;
speech of Pakistani subjects correctness will be found
2) that a continuum will be found for this variation, running between more Target-like collocations in the Work Talk Domain / Exposition Activity and fewer Target-like collocations in the Life Story Domain / Narrative Activity;
3) that formally educated subjects will show more Target-like use of collocations than informally educated subjects.
The results of this study show that there exists an IL in Pakistani-Canadians' use of the English language. The IL of Pakistani-Canadians' English seems to indicate that: 1) IL collocations are domain specific; 2) Non-target-like collocations occur most often when referring to quantification; in T-unit initial position; and adjacent to parallel contextual and/or structural forms; and they often contain article ellipsis; 3) In addition, this study shows that formally educated subjects produce more Target-like collocations than informally educated subjects.
Furthermore, this study has generated some questions and highlighted areas that merit further research.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Hollige, Oliver. "The influence of laws, regulations and policies on the development of micro-small and medium enterprises :the case of the coastal region of the Benguela Province, Angola." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5239_1308128074.
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The study was undertaken in the coastal area of the Benguela Province in Angola. The research question can be formulated as follows: How do laws, policies and regulations influence the development of MSMEs in the coastal area of the Benguela Province? The theory of transaction cost as developed by the new institutional economists will provide the framework for the study.
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Cordeiro, Carina de Souza. "Utilização de mapas conceituais como ferramenta para a construção de conhecimentos em biologia com foco na articulação da micro e macrobiologia." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-04122018-150228/.
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A prática de ensino dos conteúdos da Biologia como disciplina do Ensino Médio apresenta muitos obstáculos à aprendizagem, entre eles o de não desenvolver no estudante a visão holística e articulada quando se trata da abordagem da micro e macrobiologia. Isso favorece a construção de uma visão fragmentada de um sistema complexo e interdependente. Como forma de superar essa dificuldade, propõe-se a utilização dos mapas conceituais por alunos do 1º e 3º Ano do Ensino Médio de uma escola da rede particular de ensino de Pindamonhangaba - SP, objetivando oferecer uma prática pedagógica que, aliada à exploração dos mapas conceituais, crie condições para que o aluno construa o conhecimento de Biologia, desenvolvendo uma visão holística dos fenômenos com suas entidades e processos. A pesquisa foi aplicada em quatro etapas e realizada pelos alunos organizados em grupos. Inicialmente, foram desenvolvidas atividades para a familiarização com a ferramenta, utilizando-se o programa CmapTools. Em seguida, os alunos completaram mapas previamente construídos, inserindo conceitos e relações disponíveis em estacionamento, além de construírem um mapa a partir de texto do material didático adotado e completaram esse mapa a partir de pesquisa, o que buscou, entre outras coisas, o desenvolvimento da autonomia na busca do conhecimento. Finalmente, foram construídos quatro mapas a partir de questões-focais, elaboradas com intuito de buscar a reconciliação integrativa na construção de conhecimento dos alunos. Os resultados revelam que a maioria dos alunos conseguiu integrar os conceitos e relações necessárias para responder a questão focal, permitindo o protagonismo dos estudantes, a aprendizagem significativa e a construção colaborativa do conhecimento.The practice of teaching the contents of Biology as a discipline of High School presents many obstacles to learning, among them the non-developing of the student\'s holistic and articulated vision when dealing with the approach of micro and macrobiology. This favors the construction of a fragmented view of a complex and interdependent system. As a way to overcome this difficulty, it is proposed to use the conceptual maps by students of the 1st and 3rd Year of High School in a private school in Pindamonhangaba - SP, aiming to offer a pedagogical practice which with the exploration of conceptual maps, creates conditions for the student to build the biology\'s knowledge, developing a holistic view of the phenomena with their entities and processes. The research was applied in four stages and carried out by the students organized in groups. Initially, activities were developed to familiarize with the tool, using the CmapTools software. Next, the students completed maps previously constructed; inserting concepts and available relations in stagnation, besides constructing a map from text of the didactic material adopted and completed this map from research, which sought, among other things, the development of autonomy in the pursuit of knowledge. Finally, four maps were constructed based on focal questions, elaborated with the purpose of seeking the integrative reconciliation in the construction of students\' knowledge. The results reveal that most of the students were able to integrate the concepts and relations necessary to answer the focal question, allowing the student\'s protagonism, meaningful learning and the collaborative construction of knowledge.
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Mokoena, Pavla Phitlhelelo. "Community perceptions of the impacts and benefits of a service learning project for small, medium and micro enterprises in a department of tourism management at a university of technology." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2361.
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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2016.Community engagement in universities of technology is evolving to become a game-changer in addressing the economic challenges of the country (Erasmus, 2005:4). Service learning (SL) as a form of community engagement is promoted in higher education, as a learning paradigm. Conway, Amel and Gerwien (2009:238) encourage enquiry into the benefits of this pedagogy and the partnerships involved, as faculties curriculate and adopt the service learning model into current programmes (Lazarus, Erasmus, Hendricks, Nduna & Slamat, 2008:60-61). The SL project of the Tourism Management Department at the Cape Peninsula University of Technology (CPUT) is distinctive in design from the generic social-change focussed projects within Universities of Technology (UoTs). Its outcomes are based on the development of business plans for small and medium enterprises for implementation. The assessment of this interactive learning process was essential to determine whether it yielded any positive change in the participants. Thus the aim of the study is to determine the success or otherwise of the service learning project, so as to ensure that the small, medium and micro enterprises (SMMEs) community and students benefit from the Tourism Management project. The study sample included nine small and medium tourism entrepreneurs (SMTEs) and 178 third year tourism management students. From the sample two SMTEs participated in one-on-one interviews and six students participated in a focus-group interview. Action research was undertaken for this study, and census sampling was adopted to collect quantitative and qualitative data from project participants. The ATLAS.ti 7 data analysis programme was employed to process the qualitative data, and SPSS 22.0 software was utilised to develop frequency tables from the quantitative data. All data was triangulated to obtain conclusions. Fifty-two percent (52%) of student participants learnt leadership skills, with 64% indicating essential benefits on business skills. Company visions were shared throughout the collaborative process, and 76% of SMTE responses, directed to the students’ solutions, being highly innovative for their businesses; and these were implemented to improve business processes. The findings of the study attested to the SL model improving reciprocal learning, and having positive benefits for all partners involved. In continuing the essential dialogue on implementation of SL in higher education, sustainable partnerships in SL projects are essential to ensure continued positive results. The majority of participants responded positively to a willingness to participate in a similar project, which is a positive indicator of the benefits of the project. Implications for future studies point towards a need for continued monitoring of growth performance in the participating small and medium enterprises.
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Butwin, Angela Nicole. "Teaching a Series of Mind-Body Techniques to Address the Risk of Work-related Musculoskeletal Disorders Among Sonography Students: A Pilot Study." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460898220.
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Tseng, Kuo-chang, and 曾國章. "The Study on Practicing Micro-teaching Technique in the Micro-learning Classroom." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/37065804056724782798.
Full textAbstract:
碩士國立臺南大學
數位學習科技學系碩士班
101
Many countries have proclaimed the guidance that the university should establish teacher performance evaluation system. Teaching, researching, servicing, and counseling aspect should be taken into consideration while evaluating teaching performance and teaching quality. For the study of practicing micro-teaching technique in the micro-learning classroom, “teaching evaluation questionnaire” completed by students is used as the data to support the findings. According to the teacher''s performance score of the “teaching evaluation questionnaire” conducted from a university in southern Taiwan, three to six teachers from each department are categorized into high performance score group, medium performance score group, and low performance score group. Each group contains one to two teachers. A total of fifty teachers participated in the study. Teachers gave students lessons with micro-teaching technique in the micro-learning classroom according to the scheduled time. All lessons were video-recorded for utilizing “video analysis” on coding sequence analysis and quantitative research method. The research analysis is discussed in three parts: 1. The analysis on whether high or low performance score has any relation with teaching skill sequence structure and information density. 2. The analysis on whether school of different field has any relation with teaching skill sequence structure and information density. 3. The analysis on whether difference in sex has any relation with teaching skill sequence structure and information density. The study result shows that teachers with high performance score are tactful using the stimulus variation skill in their teaching. After giving explanation with examples repeatly, teachers with high performance score would rephrase and reinforce the idea such that the students can get more understanding on the lessons and pay more attention to the essential points. The teaching skill of "P2-3 changing sensory channels" possesses data coding information density above 34%. Difference in performance score and sex do not have significant difference with data coding information density. However, school of different fields has significant difference, approximately 34.87% for school of social science and humanity. As of the teaching step sequence structure, changing “P2-2 body movement” to “P2-1 gesture” step and changing “P5 question and correction” to “P3 answer and provide information” step are noticeable on difference in performance score, school, and sex.
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Naik, Dalaganjan. "A study of the effect of different models of integration exercise of teaching skills learned through micro-teaching upon teaching effectiveness and teacher attitude." Thesis, 1989. http://hdl.handle.net/2009/3628.
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Tsai, Ya-Hui, and 蔡雅卉. "Micro-political Analysis on Teaching Problems and Coping Strategies of Community University Teachers." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/95j4vm.
Full textAbstract:
碩士國立中正大學
成人及繼續教育研究所
105
Awareness of lifelong learning has attracted increasing concern in modern society, among which the community college is considered as one of the important adult education institutions in Taiwan. Community college provides courses that can raise public consciousness and it also yearns for creating civil society and seeking emancipation knowledge. Teachers of community college who take charge of planning courses and teaching play a key role in imparting knowledge. If teachers cannot cope with troubles in teaching field, they will have direct impact on courses and the interests or developments of students, administrative staffs and the whole community college. Organizations in community college tend to be more open and free, so teachers of community college should have the ability to communicate and medicate in the course of dealing with teaching troubles. The conflicts of interests, communication and interaction involved in teaching troubles can be described in details, or the research can provide reference for similar situation in days to come, if it analyzes the course of coping with teaching troubles with view of micro-politics. The purpose of this research includes two parts. The first part discusses the teaching troubles which teachers may encounter in community college and teacher’s process of dealing with troubles. And it will be narrated in the second part, which is how to communicate or negotiate with people involved by adopting the strategy of micro-politics to deal with teaching troubles. Researchers select the topic by adopting qualitative research methods for the purpose of study, then inviting seven teachers of community college who were once trapped in teaching troubles to participate through purposive sampling and snowball sampling methods. Later on, researchers interview them in depth according to the interview outline for collecting information. The contents of interview have been transcribed into transcripts. And researchers analyze the interview from the perspective of Grounded Theory and analysis procedures, then structuring out gradually the teaching problems and the process of coping with troubles encountered in community college with the strategy of micro-politics. Research conclusions go as follows: 1. Since community college by its nature is open and free, it can be found with view of micro-politics that power involved is complex, intricate and extensive. (a)The competition is fierce in the educational talent market, so only by conducting more aspects in political, community college can seek benefits and take a place in the market. (b)Community college puts emphasis on members’ participation so that various characters can be seen in the organization. The richness of character leads to frequent interaction among members and more intricate viewpoint of micro-politics. 2. Community college will run successfully if teachers, administrative staffs and students are closely connected through communication with each other. 3. The course of coping with teaching troubles in community college can be divided into 4 stages, including formative period, derived period, strategic response period and outcome evaluation period. 4. Teaching troubles facing by teachers of community college mainly consist of two types, they are conditions of delivering courses and problems encountered in teaching. 5. Teachers should be able to resolve problems or should have adequate literacy of micro-politics when coping with different teaching situations. 6. It can be concluded that the interest of teaching in community college (including job interest, career interest and other interest) is extremely important to teachers of community college from the perspective of micro-politics interests. (a)Most of the community college teachers of continue to work just for main reason that community college can satisfy their job interests, career interests and other interests. (b)Teaching troubles may do damages to a number of interests of community college teachers, sometimes they can be triggered as well as by conflicts of interests. Both teaching problems and interests are reciprocal and relevant. (c)The more damages the job interest affected by teaching troubles, the more active the measures or the strategies of micro-politics adopted by the teachers can be. 7. Students play an important role in market-oriented adult education. (a)Students are important who play the role of customer in market-oriented adult education. (b)Students can be considered as one of the great assistance for teachers of community college to cope with the teaching troubles. 8.The administrative staff plays a passive role in assisting teachers of community college when suffering teaching problems. 9. There are many difficult but lasting teaching troubles which are mainly caused by mechanism and tendency. 10.Teaching conditions provided by community college often have influence on teaching. Finally, the research supply some suggestions on ways of coping with teaching troubles, teachers and administrative staffs of community college, subsequent studies and so on. (1).suggestions on teachers of community college (a)Teachers should possess adequate micro-politics literacy； (b)Teachers should have interpersonal connections; (c)Teachers should establish good relationships with members of community college. (2).suggestions on community college (a)Community college ought to provide sufficient teaching resources and conditions to support teachers; (b)Community college ought to play a positive role in resolving teaching troubles; (c)Community college ought to organize communication group for students. (3).suggestions on future researches (a)Research objects: Scope of research can be restricted within a community college, then doing research based on the beginning and end of an event and members involved; research can be done according to the classification of community college, while the participants are teachers of each group, which benefits analyzing in depth and contextually. (b)Research methods It is suggested that ethnography methods can contribute to conducting researches. Moreover, to have an actual visit to community college is helpful for observing and analyzing. (c)Research methods This research is based on the subject of teaching problems. And it is suggested that the future researches can analyze the course of making decision with micro-politics method. Micro-politics can be applied to analyzing interest, power and interaction of each object in the case of specific events. Keywords: community university, community university teachers, micro-politics, teaching problems, coping strategies
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KU, PING, and 谷冰. "The Comparison of Design Experimental Course and Micro Teaching of Prediction - Observation - More Explanation Teaching Strategy by Different Background Graduate Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3z467m.
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碩士國立臺北教育大學
自然科學教育學系
106
This study with adopted mixed methods of quality and quantity research explores the effect of Prediction - Observation - more Explanation (PO+E) method learned by graduate students of different backgrounds on the ability of experiment design, micro teaching, scientific explanation, and scientific inquiry. 14 graduate students (including 7 in-service teachers and 7 non-service teachers) taking the course of Advanced Entomology in the Department of Science Education were selected. During the course, graduate students first study the general concept of entomology and PO+E and observe teaching demonstrations, and then progress into the first stage of imitation experiment and micro teaching and the second stage of self-designed experiments and micro teaching. The researcher performs the analysis with the collection of the data of PO+E study sheets and written interviews, combined with designed experiment evaluation form and scale, Micro Teaching Assessment of PO+E (MTAP), Assessment of Scientific Interpretation ability (ASI), and Science Inquiry Competence Test (SICT). The research result indicated that after completing this course, graduate students can utilize PO+E teaching strategy with great obvious progress on the ability of designed experiments, micro-teaching, scientific explanation, and scientific inquiry.The comparison between in-service teacher group and non-service teacher group is as follows: First in the designed experiment with PO+E explanations in-service teachers scored higher but the non-service teachers made substantial progress; secondly, in the field of micro-teaching, the in-service teachers are superior to the non-service teachers in terms of scoring and progress; third, the ability of scientific interpretation can be gradually growing, the in-service teachers scored higher, but the non-service teachers has made great progress; fourth, in the scientific inquiry ability aspect, the in-service teachers’ score is high, but the non-service teachers have a large progress. Moreover there is no statistically significant difference in the scientific inquiry ability between in-service teachers and non-in-service teachers before or after class. In a word, graduate students with different backgrounds learning the PO+E teaching method can improve their ability of experiment design, micro-teaching, scientific explanation ability, and scientific inquiry ability. The results of this study can be used for reference in future research.
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Hung, Wei-Chien, and 洪維謙. "The Research of the Effect of Micro Film Teaching Strategy on Elementary 5th Graders’ Creativity in Technology." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/09925321097281574743.
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碩士國立臺東大學
教育學系(所)
102
This study aims to explore the effects of micro film teaching on 5th graders’ creativity in technology. In this study, we adopted the method of pretest-posttest quasi-experimental design. The research samples were fifth-graders from two classes of one elementary school in Kaohsiung City. One of these two classes was experimental group and the other one was control group. The experimental group applied micro film teaching strategies, and the control group applied traditional teaching strategies. The whole experiment lasted for sixteen weeks, and each week contained eighty minutes of teaching hours. As for the research tools, we adopted Yu-Chu Yeh’s(2005) Technological Creativity Test, and the test contained two subtests—“word association” test and “schoolbag design” test. Sample students were examined at the beginning of the semester as pretest and by the end of the semester as posttest. All the experimental data were analyzed with Mean, Standard deviation, t-test, ANCOVA, and ANOVA for comparing the differences among variants. The main conclusions are as follows: 1. Both the experimental group and the control group had significant differences in the pretest and subtest of Technological Creativity Test. The experimental group had significant differences in the pretest and posttest of“word association” and “schoolbag design” subtest. However, the control group did not have significant difference in “schoolbag design” subtest. 2. The experimental group performed significantly better than the control group in the posttest of Technological Creativity Test, “word association” subtest, and “schoolbag design” subtest. 3. When the experimental group was making micro films, students with different roles such as the director, actors, or audience showed significant differences in technological creativity. 4. Students showed positive attitudes toward micro film teaching. Keywords: Micro film, Technological creativity, Innovative instrution
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Fong, Chon UN, and 方駿遠. "Design a micro demonstration activities of Learning by teaching A case for Mathematics in fourth and fifth grade." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/gwddpc.
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碩士國立中央大學
資訊工程學系
103
A great number of online learning resources are available nowadays. Among these online resources, video lecture is one of the important learning approach, which grows rapidly and receives more and more attention. However, previous studies indicated that a main disadvantage of videos lecture is that learners might not keep paying attention to the lecture. Thus, this study tried to design a new activity model to improve the defect. Base on the advantages of micro lecture and Kizilcec’s video lecture method (Kizilcec et al., 2014), this study developed a “mirco demonstration” learning system to meet learners’ needs. On the other hand, traditional math instruction paid little attention to students’ comprehension, reflection and application, which, in turn, hindered learners’ abilities of solving math problem and concept comprehension. Therefore, this study aims at improving students’ abilities of interpreting math concepts, solving math problems, math communication by applying the “micro demonstration activity,” which integrates video lecture, learning by teaching, and cooperating learning. The participants in this study were two classed of elementary school students (N=45). A pre- and post-test were conducted to verify the effect of the “micro demonstration activity” on students’ math performance, math learning motivation, and attitude toward math. In addition, qualitative observation was conducted to explore the improvement of learners’ expression and cooperation abilities. The results indicated that the “micro demonstration activity” could not only improve students’ mathematical problem solving skills and communication abilities but also facilitated teachers’ instruction. Moreover, the “micro demonstration activity” also brought positive effect on students’ math learning interests and motivation, learning anxiety, and cooperative learning abilities. Keyword: Micro lecture, learning by teaching, cooperation learning, video lecture, Micro demonstration
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Wang, Sin-Yi, and 王馨怡. "Applying Micro-film to Teaching Chinese as a Second Language : Take Taipei-My Mini Tour as an example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/yk3e87.
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碩士國立臺灣師範大學
應用華語文學系
104
It is not a new issue to apply audio-visual media in the Chinese classroom. Recently, there is a new media pattern, that is, micro film that is suitable for watching while in moving situation and in a short free time. Besides, the story plot, of which the production is for marketing, is tight and easy to understand. Based on the advantages stated above, researcher started to do a study whether micro film is an appropriate instructional media in Chinese class. The research integrated the recent audio-visual education theories with the result of the recent studies of micro film and connected it with the field of Chinese for tourism to discuss the feasibility of applying micro-film in language teaching classroom. Therefore, the researcher take one of the micro film titled Taipei-my mini tour as a research text to design six reasearch instructions based on the ARCS model of motivational design theory developed by Keller in 1983. The topic contents related to Chinese for tourism enable learners to acquaint with the Taipei attraction and its cultural and historical background. The researcher expected that the micro film source may expand Chinese learning diversity by inserting it the Chinese learning material or be one of the teaching proposal in Chinese classroom activities in the future. At the same time, through the instructional design reference and the fun of the micro film itself, it may arouse learner’s learning motivation to do numerous of practical practice in listening and speaking.
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Ratumbuisang, Keith Francis, and 拉克斯. "The Effect s of Video-based Reflection on Preservice Teachers' Micro Teaching Focusing on Meaningful Learning with ICT." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/897xav.
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碩士國立中央大學
網路學習科技研究所
106
Abstract This study tried to analyze the preservice teacher performance in teaching practice while joining the teacher education program using developed system called i-Critical Reflection on Teaching (iCRT) video-based reflection and using traditional way which is paper-based reflection. The objects of this research are preservice teachers in Manado State University, Faculty of engineering, department education of information communication and technology who are in the third year of the teacher education program. Quasi-experiment method was used in this study. Totally, 60 preservice teachers were assign and they were divided into two groups, 30 preservice teachers in video-based (VB) reflection (experiment group) and 30 preservice teachers in paper-based (PB) reflection (control group). The VB-Reflection group was used iCRT reflection system and paper-based reflection used by PB-Reflection group. The result show that, there were significant differences between these two group in terms of how they doing the reflection (Self-Reflection, Peer-Reflection and Meta-Reflection) from round one to round three using meaningful learning with ICT framework. This finding indicated that preservice teacher in video-based reflection group contribute more reflection than preservice teacher in paper-based reflection. In addition, the analysis result of preservice teacher teaching practice performance from self-reflection during round 1, round 2 and round 3, there were extremely positive changes showed in VB-Reflection group as well as those in paper-based reflection group with small changes. It also noticed that peer responses helped to encourage the growing awareness of teacher to change themselves in classroom teaching to be better. Therefore, it strongly recommends that the iCRT system use in teacher education program especially in micro teaching course to enhance the quantity and quality of reflection in order to produce qualified prospective teachers who are ready to face the real situation of teaching. Keywords: Teaching Practice, Video-based Reflection, Paper-based Reflection, Preservice Teacher, Meaningful Learning with ICT.
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Rosenberg, Gillian R. "Portrait of Moral Agency." Thesis, 2013. http://hdl.handle.net/1807/35945.
Full textAbstract:
Over the past several decades, secular schools in North America have been expected to impart moral education to students. An array of approaches, strategies, methods, and philosophical and theoretical orientations for doing so are promoted in education literature. Two, in particular, have also been politically endorsed in Ontario, Canada—character education and community service. Yet, there remains discrepancy among teachers’ practices, knowledge, awareness, and intentions. Anecdotal reports indicate that relatively few teachers provide a consistent and comprehensive moral education, and those who do, act primarily on their own initiative and at their own discretion. Previous empirical evidence suggests that teachers who are moral agents conceive of, enact, and reflect on a personally developed form of moral education, which is embedded in the moral and ethical dimensions of school and classroom life, curriculum, and pedagogy. This single-case study aims to broaden and deepen the scholarship of moral agency as moral education, by exploring the question How does a teacher, who prioritizes the moral education of students, envision, enact and reflect on that moral education.
Positioning myself as a conduit, within what is often considered to be a closed-door culture of teaching, I metaphorically opened one teacher’s classroom door and exposed her practices. The result is a uniquely comprehensive and genuine portrait of moral agency, which details the use of a variety of strategies and methods for imparting morality. These include intentionally modelling moral behaviours, conduct and dispositions; fostering relationships with and among students; creating a classroom community; delivering virtues lessons and messages; encouraging discussions of a moral nature; nurturing self-discipline in students; providing opportunities for community service; and assessing students’ social and moral development. The harmonious co-existence of these strategies and methods within one classroom and one teacher’s practice; the complementary and supportive way in which the teacher makes use of them; and their independence of any particular philosophical or theoretical orientation for moral education, represent the main insights of this study. These insights suggest that moral education in a secular classroom might be more comprehensively understood and promoted as moral agency.
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Bugel, Talia. "A macro- and micro-sociolinguistic study of language attitudes and language contact : Mercosur and the teaching of Spanish in Brazil /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3250213.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0545. Adviser: Anna Maria Escobar. Includes bibliographical references (leaves 128-137) Available on microfilm from Pro Quest Information and Learning.
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Liu, Yun-An, and 劉芸安. "A case study on employing a micro-teaching system to support pre-service teachers’ self- and peer-assessed learning to teach." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/a4wrkb.
Full textAbstract:
碩士國立交通大學
教育研究所
105
This study applied a micro-teaching system which includes the characteristics of self- and peer-assessment to supporting the process of pre-service teachers’ learning to teach. This application was implemented in two teacher-education courses called “the instruction of high school computer subjects” and “the teaching practice of high school computer subjects.” This study intends to understand (1) how the pre-service teachers who experienced this technology integration in the two courses changed their knowledge, (2) what factors influenced the pre-service teachers’ knowledge change, and (3) what attitudes the pre-service teachers held toward the micro-teaching system. The author conducted the two-year case study by collecting and analyzing data from participation observation, interviews, and system logs. Yet, the major data were collected from 14 interviews with the seven pre-preservice teachers (interviewing each participant twice) and 4 interviews with the instructor who taught the two courses. This study found that the pre-service teachers actively used the micro-teaching system to support their learning to teach in the beginning, and that they inclined to accept opinions from the instructor to improve their micro-teaching performance. Through the micro-teaching processes supported by the system, the pre-service teachers self- and peer-assessed their teaching performance and actively participated in the discussion and idea-sharing with peers, and four pre-service teachers who took the courses together even voluntarily formed a learning community to strengthen their teaching abilities. Therefore, this technology integration was beneficial for the pre-service teachers to enhance their teacher knowledge. Moreover, the teacher knowledge change of the pre-service teachers focused on content knowledge and pedagogical knowledge about high-school computer subjects. The key factors encouraged the-pre-service teachers’ knowledge change were guidance and feedback provided by the instructor, reflection and self-directed learning of the pre-service teachers, peer feedback and discussion in the learning community, and the visits and observation in the field. However, some obstacles such as the time limitation and other studies prioritized by the pre-service teachers hindered the pre-service teachers’ knowledge change. Because only few pre-service teachers took the courses the instructor could give comments on each pre-service teacher’ teaching performance during the class meeting. The pre-service teachers thought the instant feedbacks from the instructor right after their micro-teaching in the class were more efficient and effective considering their busy schedules after class. Thus, they reduced their logging on the micro-teaching system for self- and peer-assessing their teaching performance after class, and the comments recorded in the system became fewer and fewer. It is suggested the instructor consider the self- and peer-assessed comments on micro-teaching as a part of the course grade. Also, the instructor’s teaching modeling and feedback-giving could also be videotaped so the pre-service teachers could be more willing to watch the video clips on the system after class. Also the system functions and interface could be revised according to the instruction design and micro-teaching activities so the system could better support pre-service teachers’ learning to teach. Finally, future research could integrate this system to other bigger teacher-education courses or to courses of other subjects to confirm its usability and usefulness in teacher education.
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Hsue, Dsin-Mu, and 徐錦木. "A study of the influence of creative problem-solving teaching strategy on the learning micro-controller for vocational high school student in Taiwan." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/55814007863532129490.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
89
The purpose of this research is to investigate the possibility of using creative problem-solving teaching strategy, to enhance the result of vocational school students’ learning of micro-controllers, for reference of micro-controller teaching. Based on the theory of the structure of “Creative Problem-Solving,” the researcher developed the micro-controller teaching plan, assisted by the “microcomputer control” and “electronics engineering creative problem-solving training” texts, developed by the researcher independently, to be experiment materials. The experiment adopts the “unequal teams of pre-and-post measuring experiment design,” using senior vocational school students who major in electronics engineering as experiment subjects, and assign them into experiment group and control group randomly, numbering 78 students in total. Subsequently, using the group as a unit to conduct over-week teaching for a semester for 11 hours per session, with 88 hours in total. The experiment group will adopt the integrated creative problem-solving teaching strategy, and the control group will be taught with traditional teaching methods. The measuring tools used include Williams Creativity Test, Creative Thinking Test New Edition, Micro-controller Accomplishment Test, and Course Evaluation. At the same time, in consideration of conducting a thorough experiment, the researcher’s teaching observation and findings, as well as information on the students’ responses will be compared with and analyzed against each other for completeness and accuracy. The test on experiment results will be: 1.Test creativity, creative inclination, and the differences between the microcontroller accomplishment test with two factor covariance, 2.Use the average number t to test the differences of problem-solving ability and learning attitude between students. 3.Use the Kolmogorov-Smirnov one sample test to further understand the student’s opinion differences concerning the course. 4.Use valuated and quantified data to perform cross-reference analysis. Summary and categorization of the research findings are as follows: 1.In creativity, students in the experiment group that were subjected to creative problem-solving teaching methods, had better performance in graphics interchangeability than students in the control group. As for results in items of graphic fluidity, graphics originality, graphics progressiveness, language fluency, language interchangeability, and language creativity, no obvious differences could be distinguished between students in the experiment group and students in the control group. 2.For creativity in terms of classes, the performance of the experiment group students in class B is better than the control group students in graphics fluidity, graphics interchangeability, language fluency, language interchangeability, and language creativity. class a did not attain a significant level in the aforementioned items. In other words, a more animated class has better performance in creativity than a more restrained class. 3.In creativity inclination, the experiment group students that were subjected to the creative problem-solving teaching methods performed better in ambition, imagination, the courage to take on challenges, and creativity than control group students. As for curiosity, the experiment group students had higher average grade points than the control group students, but did not reach the level of an obvious difference. 4.In the ability of solving problems, the experiment group students that were subjected to the creative problem-solving teaching methods performed better than control group students in the overall performance of problem solving ability. 5.In micro-controller learning results, the experiment group students that were subjected to creative problem-solving teaching method had better performance in program design logic than control group students. As for performance results in items of relative knowledge, program design, and case production, no obvious difference could be discerned between the experiment group students and control group students. 6.In micro-controller learning results in term of the high mark group and the low mark group, in the test item of program design, the performance of experiment group students was obviously better than control group students. In other words, students with higher learning accomplishment would have better results in learning program design when subjected to creative problem-solving teaching methods. 7.In learning attitudes, experiment group students that were subjected to creative problem-solving teaching methods had an obvious higher satisfaction than control group students. In satisfaction of learning content, learning attitude, learning confidence, and cooperative attitudes, no obvious difference could be seen between the performance of the experiment group students and the control group students. In observing learning records, the experiment group students have better positive reactions than control group students, for example in opinion expression during discussions, relaxing and friendly class atmosphere, attitude in knowledge finding, and absentces.
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Chang, Shih-Ming, and 張世明. "The Effectiveness of Using Micro-Blog for The Problem-Based Teaching - An Example ofThe Information Ethics Course in Junior High School of Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/43879761748863768333.
Full textAbstract:
碩士國立臺中教育大學
數位內容科技學系碩士班
98
ABSTRACT This paper will focus on the outcomes junior-high school student’s information and ethics learning through microblogging teachings. By using Quasi-experimental design with 1st year junior-high school students from certain Nantou junior high school as research subjects, the current widely-used microblogging will be used to investigate problem-based learning styles and microblogging. Information and ethics class will include 3 units including speeches and friend-making over the internet, privacy, and intellectual property rights. Contributions of this research include: (1) students accepted different teaching methods in information ethics courses in junior high school have significant differences. The effectiveness of using micro-blog for the problem-based teaching are better than using blog. The effectiveness of using micro-blog for the problem-based teaching are better than traditional problem-based teaching. The effectiveness of using blog for the problem-based teaching are better than traditional problem-based teaching; (2) different students accepted different teaching methods in information ethics courses in junior high school have significant differences. Low achievement group: The effectiveness of using micro-blog for the problem-based teaching are better than using blog. The effectiveness of using micro-blog for the problem-based teaching are better than traditional problem-based teaching. The effectiveness of using blog for the problem-based teaching are better than traditional problem-based teaching. Middle and high academic achievement group: The effectiveness of using micro-blog for the problem-based teaching are better than traditional problem-based teaching; (3) students used micro-blog for the problem-based teaching, in response to the analysis of frequency and time, which use micro-blogging to the problem-based teaching group in response to the frequency and response time on the blog for the use of problem-based teaching compared , performance differences. Research result will propose suggestions related to teaching to serve as a reference for related domestic researches and practical educators.
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Liu, Wei-Kuo, and 劉為國. "A study on the teaching experiment of problem based learning (PBL)on one-chip micro computer design curriculum at industrial vocational high school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/76318489683089642994.
Full textAbstract:
碩士國立彰化師範大學
工業教育學系在職進修專班
91
ABSTRACT The purpose of the experiment was to explore the effect of the teaching method “Problem Based Learning PBL” to the learning achievement, designing ability and learning atmosphere of the course “Problem Based Learning” was based on humanism, and students are the main part of learning, Teachers help students to find problems , collect information , study the issues , and solve the problems . Consequently , the control of teaching circumstance and positive participation of the teachers and students are important factors of teaching effect. The results of research were: Among the different teaching methods of the curriculum of one chip microprocessor controlled design at vocational high school, PBL dose a better job in “learning achievement “. (1.) In designing ability, “PBL” dose better than “traditional teaching method. Analyzing all differences, there are six aspects that have obvious differences, they are creativity, using the basic ability freely, confidence, analyzing ability, communicating skills and theory basis, In practicality, thoroughly there are no obvious differences. (2.) Different teaching methods used in “ learning motivation “ “ mutual activities of teachers and students “, “ class is better than traditional teaching method. PBL policy ‘s main target is to solve true science problems, to cooperate rather than competitor between colleagues. In the discussion, using personal creative thinking to support multiple problem-solving policies. And using critical thinking to examine learning results . view points , thoughts and policies of each other , Choose the best way to solve problems , to get achievement , and to “develop —personal science design ability confidently for students . That’s the main reason why “Problem Based Learning PBL “is better than “traditional teaching method “
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Nevhutanda, Ntshengedzeni Alfred. "A subject-didactical analysis of the music syllabus (1991) for teacher training colleges in Venda." Diss., 1995. http://hdl.handle.net/10500/15621.
Full textAbstract:
South African teacher education is confronted by educational problems of a
vast magnitude and complexity. In view of students' needs, society's
expectations and improvement of teaching, problems need to be critically
investigated.
In order for the subject didactics curriculum to meet these needs and demands,
a critical analysis was done of the current music syllabus (1991) for teacher
training colleges in Venda. Against the background of the structure and
components of didactics, subject didactics in general and of music in
particular, criteria were formulated for the analysis. As a result of the
analysis deficiencies such as the lack of suitable aims and objectives,
content with a Eurocentric emphasis disregarding African music, a lack of
teaching methods which could be applied in the classroom, etc., were
discovered. In conclusion, recommendations and guidelines were formulated in
order to address these problems.Educational Studies
M. Ed. (Didactics)
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Godziashvili, Nino. "Micro‐activities for C programming learning." Master's thesis, 2016. http://hdl.handle.net/10198/14058.
Full textAbstract:
Programming introduction disciplines have been subject of concern, discussion and study
between teachers in many meetings of the courses of Information Technology in the institutions of
higher education. This work was created to contribute to the success of these disciplines, seeking to
increase motivation and autonomy of students in solving programming exercises. The proposal consists
of making micro‐activities based on Webquests where the student has access to a carefully selected
content that will give support for a second phase, the development of a set of increasingly complex
tasks. This thesis is focused in C Programming Language classes and discuss how to implement webquest
on those classes in order to improve the pedagogical project. This document will also describe the
structure of WebQuest and discuss the experiments conducted with students in a classroom.As disciplinas de introdução à programação têm sido objecto de preocupação, discussão e estudo entre professores, em muitas reuniões dos cursos da área das Tecnologias da Informação nas Instituições de Ensino Superior. Este trabalho foi criado para contribuir para o sucessodestas disciplinas, procurando aumentar a motivação e autonomia dos alunos na resolução de exercícios de programação. A propostaconsiste em fazer micro‐atividades baseadas em Webquests onde o estudante tem acesso a um conteúdo cuidadosamente selecionado que vai dar suporte a uma segunda fase de desenvolvimento de um conjunto de tarefas com complexidade crescente. Esta tese está focada nalinguagem de programação C e discute a implementação de um webquest nas aulas de programação a fim de melhorar o projeto pedagógicoda disciplina. Este documento descreve a estrutura do WebQuest implementado e discute as experiências realizadas com os alunos em sala de aula.
პროგრამირების შესავალი დისციპლინები იყო დისკუსიის საგანი მასწავლებლებს შორის საინფორმაციო ტექნოლოგიების კურსებს შორის უმაღლეს საგანმანათლებლო დაწესებულებებში. თეზისი შეიქმნა იმისთვის, რომ ხელი შეუწყოს ამდაგვარი დისციპლინის წარმატებას, ცდილობს გაზარდოს მოტივაცია და ავტონომიურობა სტუდენტებს შორის პროგრამირების ამოცანების გადასაჭრელად. თეზისი მოიცავს მიდგომის შექმნას, რომელიც ეფუძნება Webquest-ის ტექნოლოგიას, სადაც სტუდენტს ხელი მიუწვდება მისთვის სპეციალურად შერჩეულ მასალაზე, რომელიც მეორე ფაზაზე უზრუელყოფს მის მხარდაჭერას განვითარდეს შედარებით რთული ამოცანების ამოხსნის დროს, ორიენტირებულია C პროგრამირების ენის სწალებაზე და იხილავს, თუ როგორ გაკეთდეს webquest-ის იმპლემენტაცია იმისათვის, რომ გააუმჯობესოს პედაგოგიური მიდგომა. თეზისი ასევე აღწერს WebQuest-ის სტრუქტურას და განიხილავს სტუდენტებთან ექსპერიმენტის ჩაატარებას.
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Mhlahlo, Lumka Precious. "The role of mentorship in transference of entrepreneurial learning: Johannesburg exempted micro enterprises and practitioners' perspectives." Thesis, 2017. https://hdl.handle.net/10539/26196.
Full textAbstract:
A research report submitted to Wits Business School May 2017Low levels of entrepreneurial activity and success have led to calls for mentorship as a support mechanism to increase the success rate of entrepreneurial ventures in South Africa’s economic landscape. Mentoring is a crucial aspect of entrepreneurial training and education (Sullivan, 2000; Regis, Falk, & Dias, 2007) and it is entrepreneurial education that is perceived as the solution that will transform South Africans from job seekers into job creators (North, 2002). It is also hoped that entrepreneurship education will contribute to the ideal of empowering as many people as possible in order to unleash the previously stifled human potential of all South Africans (Hanekom, 1995). Unfortunately, South Africans suffer from a ‘dearth of entrepreneurial acumen’, and this has resulted in the frequent lack of growth and high failure rates of businesses (Nieman, 2006; van Aardt & van Aardt, 1997). A two-phase qualitative research approach was utilised with semi-structured mentor and mentee interviews. This study found that mentorship was mutually beneficial to both the mentors and mentees. The latter experienced immense personal benefits on a business and emotional level whereas an increase in revenue and improved operational systems were identified as being positive impacts on business growth. Previous entrepreneurial experience, trust and empathy were stipulated as vital factors in the establishment of a successful relationship.
MT 2018
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Kim, Kyu Tae. "A multifocal analysis of Korean educational policies on the teaching profession." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2714.
Full textAbstract:
Korean education policies were derived from the 5.31 Education Reform oriented
to the increase of autonomy and accountability for school effectiveness and the quality
instruction through teacher professionalism enhancement. The policies are related to the
influences of historical events and contexts embedded in the interactions of policy players
who have their own arguments, particularly professionalism versus managerialism. The
policies have been driven by right-wing perspectives. As a result, the roles, powers,
functions, and structures of teaching profession have gradually changed. From the
structural analysts, Basil Bernstein and Michel Foucault, teaching profession has become
a system of supervision, compliance, normalization, isomorphism related to the collection
code. The dynamic, complex and multilevel policy implementation need to be analyzed
from a multifocal approach coupled with historical institutional, political, and structural
analysis. This analysis contributes to understanding the changes of teaching profession
resulted from intricate and dynamic interactions embedded in policy environments
causing or influencing policy implementation directly and indirectly. Korean educational
policy analysts, generally, tend to use one of the institutional, the political, and the
structural perspective. Most policy analyses are concerned with the political analysis focused on exploring the political interaction between policy players, presenting policy
issues and alternatives, analyzing the new institutionalism of education policy formation
and implementation process, and influencing of policies on school organization and
teachers apart from the political environment and the political interactions. In this respect,
the multifocal policy analysis will be beneficial to shed light on a multifocal analysis of
Korean educational policies.text
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Makam, Zanele Nancy. "A gender based micro analysis of information technology skills development among undergraduate students." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001600.
Full textAbstract:
M. Tech. Busines AdministrationWhile the use of computers and information technology (IT) is becoming ubiquitous in everyday life, IT is also an integral part of a successful economy. The South African government, in its National Policy Framework for Women's Empowerment and Gender Equality, stipulates that science and technology are fundamental components of development, and that the government must devise mechanisms to engage women with these skills. The objective of this study was to evaluate, using the theory of planned behaviour, the difference between female and male students' perceptions about this important field. It aims to explore how prevalent the gender imbalance is in terms of students already studying IT at university with regard to their attitudes towards IT courses.
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Welthagen, Denise Anne. "Urban township students' reading : micro-genetic studies in an academic support school." Thesis, 2014. http://hdl.handle.net/10210/10758.
Full textAbstract:
M.Ed. (Educational Linguistics)This study focuses on the reading proficiency in English of black students who are attending an academic support school. From observations made on the difficulties experienced by many students in successfully completing reading tasks in the classroom., it appeared that many of these students were not proficient readers. As reading is a multi-dimensional research phenomenon, various dimensions of reading, which include bottom-up proficiency, top-down proficiency, metacognition, and affective and socio-cultural factors, have been investigated. While reading proficiency is the focus of the study, the relationship between reading and language proficiency as well as the influence of the sociocultural and educational background of the student on his reading have also been investigated. The research design for investigating the problem included a review of literature on the various reading models and on reading pedagogy, as well as on the relationship between language proficiency and reading proficiency. Literature on the influence of a disadvantaged sociocultural and educational background on reading proficiency was also reviewed. From these readings it was evident that reading is a complex process, the nature of which is still being investigated by reading theorists. Furthermore, the literature reviewed seemed to indicate that there is a relationship between language proficiency and reading proficiency, as well as a relationship between the sociocultural and educational background of the student and reading proficiency. The literature review was followed by a micro-genetic investigation of the research problem by a full participant researcher. Data were collected from nine students and processed. The findings indicate that most of the students are not proficient readers even though their bottom-up proficiency is adequate. Furthermore, it was found that a relationship between language proficiency and between sociocultural status and educational disadvantage and reading proficiency, does appear to exist. To conclude the investigation, suggestions for teacher training in reading pedagogy and for the teaching of reading in secondary schools to English Second Language readers were made. Finally, a model for reading pedagogy, which includes various aspects of the reading process, was devised.
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Maré, G. F. (Gerhard Francois) 1964. "Entrepreneurskapsgerigte onderwys : n voorligtingsopgawe." Thesis, 1996. http://hdl.handle.net/10500/18127.
Full textAbstract:
Summaries in Afrikaans and EnglishHedendaagse onderwys staan voor 'n omvattende voorligtings- en opleidingsopgawe om die jeug toe te rus om die arbeidsmark as entrepreneurs te betree. Onderwysers word toenemend voor die eis gestel om as fasiliteerders op te tree om leerlinge te begelei om beter by die eise van veranderende omstandighede, nuwe tegnologie en inligting aan te pas. In hierdie konteks vorm entrepreneurskapsgerigte onderwys een van die mees eietydse temas wat die onderwys moet aanspreek. Hoewel die voorsiening van entrepreneurskapsgerigte onderwys reeds in die nuwe Norme en standaarde vir onderwyseropleiding as 'n kruiskurrikulere aangeleentheid beskryf word, is die behoefte aan 'n omvattende entrepreneurskapsontwikkelingstrategie nog nie voldoende aangespreek nie. In 'n antwoord op hierdie leemte word 'n voorgestelde implementeringstrategie vir entrepreneurskapsgerigte onderwys in hierdie studie ontwikkel. In die verloop van die ondersoek moes daar deeglik rekening gehou word met aspekte soos: • die rol en betekenis van entrepreneurskap in die Suid-Afrikaanse skolekonteks; • faktore wat entrepreneuriese sukses of mislukking onderle; • die ontwikkeling van 'n positiewe entrepreneuriese ingesteldheid en entrepreneuriese vaardighede en • plaaslike en oorsese inisiatiewe om entrepreneurskap m die skoolkonteks te bevorder. In die empiriese ondersoek is die uitgangspunt gehuldig dat onderwysers se menings van deurslaggewende belang is om 'n entrepreneurskapsontwikkelingstrategie te rig. Onderwysers se menings is in elk van die volgende ondersoekvelde nagevors: • Onderwysers se toegerustheid om entrepreneurskapsgerigte onderwys aan leerlinge te voorsien; • Onderwysers se eie implementering van entrepreneurskapsgerigte onderwys; • Die behoefte by leerlinge aan entrepreneurskapsgerigte onderwys; • Onderwysers se geslaagdheid om entrepreneurskapsgerigte onderwys te implementeer; • Die aangewesenheid van entrepreneurskapsgerigte onderwys as 'n onderwyseropgawe. Die navorsingsresultate is aangewend om binne die raamwerk van die Suid-Afrikaanse skolekonteks en onderwysbeleid 'n strategie voor te stel om entrepreneurskapsgerigte onderwys te implementeer. Die onderwys kan hierdeur 'n aansienlike bydrae lewer om die jeug voor te berei om as volwaardige en verantwoordelike landsburgers hulle plek in die samelewing vol te staan.
Education today stands before the comprehensive task to empower our youth through appropriate guidance and training to enter the job market as entrepreneurs. Teachers are increasingly put to the task to act as facilitators in their guidance of the youth to adapt more effectively to changing circumstances, new technology and information. Within this context, education directed to entrepreneurship forms one of the most timely issues that education should address. Although the provision of education directed to entrepreneurship has been described as a cross curricular concern within the new Norms and standards for teacher education it does not provide in the need for a comprehensive strategy to develop entrepreneurship in education. In an answer to this deficiency, this study is directed to develop a proposed implementation strategy to enhance entrepreneurship in education. In the course of this investigation it was needed to thouroughly account with concerns such as: • the role and significance of entrepreneurship within the South African school context; • factors which underlie entrepreneurial success or failure; • the development of a positive entrepreneurial attitude and entrepreneurial skills and • local and foreign initiatives to enhance entrepreneurship within the school context. In the empirical investigation the v1ew is held that teachers opm10ns is of crucial importance to give direction towards a strategy to enhance entrepreneurship. Teachers views are examened within each of the following fields of investigation: • Teachers empoweredness to provide education directed to entrepreneurship to students. • Teachers own implementation of education directed to entrepreneurship • Students need for education directed to entrepreneurship. • Teachers sufficiency to implement education directed to entrepreneurship. • The appropriateness of education directed to entrepreneurship as a teacher concern. The results of the research is applied to propose an implementation strategy to enhance education directed to entrepreneurship within the framework of the South African school context and policy of education. The conclusion was reached that educators can greatly contribute to prepare our youth so that they can take up their positions in the community as responsible and able citizens.
Psychology of Education
D. Ed. (Psychology of Education)