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1
Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.
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Reis, Jorge José Manuel. "On becoming a teacher-researcher in an academic context of in-service education : case study of a group of EFL teachers." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/1f62155e-3851-495c-a6ed-4fa720299c98.
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The study in this thesis is a longitudinal case study of a group of overseas teachers involved in research as part of an in-service B.Ed. (Honours) degree in TEFL. It addresses the process of development as teacher-researchers of the group during the course. In terms of outcomes it seeks to investigate the contribution, as perceived by the participants, of involvement in research to their professional development, and the impact of this experienceo n their ways of conceiving of teacher-researcha nd of themselves as reflective, enquiring practitioners. The findings of the study suggest that the adoption of a multi-stranded approach to involvement in research with in-service teachers may be desirable to the extent that it may foster the development of teachers as reflective practitioners, while also providing for their development at an academic level. However, the study also suggests that the particular type of approach to involvement in research undertaken by this group can be problematic, given the difficulties in reconciling the on-going professional development perspective with the certification element. The efforts to include a teacher-researche lement in degreec oursesf or teachersi s not unique to this course, and the conflict between the two aims may be relatively common. The end result is that the approach may require from participants a lot of effort to create a balance between their pedagogical expectations from the course and the criteria of academic certification. The study also provides some empirically-based analytical frameworks which may be of value in attempting to understand what happens when teachers encounter research.
3
Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
4
Hanifin, Pamela Anne, and res cand@acu edu au. "The Role of Reflection in Leading the Professional Development of the Advanced Skills Teacher." Australian Catholic University. School of Educational Leadership, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp208.12082009.
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This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use to create meaning for their practice and to direct their professional learning. The research inquired into how this activity has contributed to their ongoing professional growth by connecting important learning events of the past, to decisions made and action taken when dealing with current problematic curriculum issues. This is relevant as the research was set within Brisbane Catholic Education during a time of system initiated curriculum reform. The theoretical framework for the research was primarily underpinned by critical social theory. It was also guided by an interpretative philosophy, In order to give some consideration to the personal dimension of experience. A case study approach was adopted as it promoted collaborative inquiry. This offered scope and flexibility to extrapolate and to critically explore the embedded values and thinking that underscored the teachers' decisions and actions. Most data were collected through a number of ongoing semistructured and open-ended interviews. The emergent design for the research allowed for systematic, yet flexible and ongoing data collection, analysis and participant feedback. Other supporting data included folio documentation, artefacts, an inquiry project summary sheet and a research diary. The research concluded that reflection plays an important role in enabling teachers to accept moral and professional responsibility for their own personal and professional development. However, this research has attested that there is no single model of what it means to be a reflective practitioner. Reflective practice and teacher professional development are highly idiosyncratic, complex and multi-dimensional phenomena that are clearly influenced by the interplay of a wide range of personal and contextual factors. The research revealed that teachers utilise a variety of reflective forms and processes, through various modes, to serve context specific interests. It also concluded that it was the teacher's explicit awareness of the critical intent behind thinking and subsequent action that appeared to be important to professional growth. This intent was consistently framed around each teacher's moral commitment of care and responsibility to the students as persons and learners. It became the most salient impetus behind professional deliberations and generative efforts to improve practice. Emotion tended to playa powerful, mediating role in this process. Moreover, reflection on the cognitive, affective and social dimensions of knowledge appeared to enable the teachers to consider the values• and ideals that underscored decisions and subsequent actions. The research concluded that reflection involves highly interactive cognitive and sensory processes that enable the teacher to connect with the self, with the students and with others in and beyond the school community. Reflective activity also seemed to enable the teachers to consider the consequences of dealing or not dealing with system initiated curriculum reforms, from the perspective of the students' best interests. The research revealed how the current emphasis on curriculum reform has influenced efforts to create a more holistic curriculum that gives attention to the person of the student. The modelling of reflective processes and the negotiation of aspects of the curriculum with the students provided worthwhile opportunities for these teachers, as well as their students, to articulate assumptions that underscored decisions and actions. The engagement in introspective self-dialogue, social reflection and reflective collaboration with peers and students appeared to enhance personal and professional development. This research also concluded that• administrative recognition and tangible support at the personal, school and system level provided conditions that were conducive to ongoing teacher renewal and development.
5
Ebersold, Fay Ellen. "ACT and GPA as predictors of PPST scores for prospective teachers at UW-Stout." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001ebersoldf.pdf.
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Robinson, Linda Marie McDonald. "Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3316/.
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This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.
7
Cole, Mark Remsen. "An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5001.
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The purpose of this descriptive study was to examine the observations of elementary school music teachers regarding the level of preparation of their most recent student teachers at the beginning of their student teaching experience. Twenty-seven elementary music teachers participated in a survey rating the preparedness of their student teacher in the areas of personal, teaching, and musical skills, and provided free-response feedback concerning the skills and abilities they observed as strong and weak. These responses were compared to the 1997 research completed by David Teachout, where preservice teachers and experienced teachers were asked to list what they felt were the forty most important skills necessary for success in regard to new music teachers. The results of the survey found a shift in emphasis in personal skills toward skills related to relationship quality with the students. Teaching skills surrounding Classroom Management were considered important but were the weaker of the demonstrated abilities. Musical skills showed the closest alignment between what was considered essential and demonstrated strength. Additional skills, both strong and weak were noted, and implications for the music teacher curriculum was discussed.
8
Almethen, Mazen Abdurhman. "SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/448.
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This project assesses Saudi Arabian special education teachers’ perceptions about their competencies and professional development needs on assistive technology (AT). The researcher developed an online self-administrated 27 question survey in order to evaluate special education teachers’ perceived knowledge regarding AT, as well as to investigate their needs for professional development. The survey webpage link was sent via email to 110 special education teachers at General Directorate of Education in Unaizah, Saudi Arabia. A total of 37 teachers participate in this study for a 33.6% response rate. The findings indicate that special education teachers are not confident in their ability to correctly utilize AT in a classroom. The results also show that participants are interested in receiving AT training. In addition, it indicates that special education teachers preferred face-to-face learning methods for AT training.
9
Good, Joyce A. "A modified train-the-trainer professional development program designed to deliver spreadsheet skills to elementary teachers and students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdweb?did=1397911771&sid=14&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Gray, Lundie Spivey. "Enhancing Teachers' Skills and Students' Success in Writing using Elementary Teachers' Experiences in Writing Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1849.
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This study addressed the issue of struggling student writers in a K-5 rural elementary school. This phenomenological study, based on social constructivist theory, investigated elementary teachers' experiences to determine effective writing strategies. Six teachers who had taught writing in the elementary grades for 5 consecutive years volunteered to participate in the study. All teachers participated in a focus group, and 2 teachers provided additional data via individual interviews. Member-checking was used to ensure trustworthiness of data. The data were analyzed; emerging themes developed categories and, through horizonalization and triangulation, gaps in writing instruction were revealed. Analysis from the teachers' perspectives led to key factors which contribute to successful writing instruction, incorporate more writing instruction school-wide, promote unity of teachers for planning and discussion of writing instruction, and use curriculum plans in writing instruction that leads to enhanced student success. This study sought to provide teachers with strategies for developing efficient writing instruction for students using a 9-week curriculum writing guide. This study will improve teachers' skills and lead to enhanced writing instruction and student learning by making connections between enriched teacher experiences; this study will also provide insights into the design and delivery of more effective writing instruction that creates local-to-global changes in student writing success.
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Rahman, Mohammed Atiqur. "Job satisfaction among teachers : an exploration of the effects of perception of professional knowledge, instructional skills, and teacher education program quality /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302882555.
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Graham, Frances. "It's not about the technology : patterns of teachers' ICT skills and classroom usage 1999-2003 : research report." Thesis, University of Canterbury. Christchurch College of Education, 2005. http://hdl.handle.net/10092/3155.
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As Information and Communication Technology (lCT) becomes more
commonplace in New Zealand classrooms, the question arises as to what
teachers are making of the technology. The present study draws on the
responses from some 8000 teachers to a survey repeated over four years.
The survey sought information in teachers' ICT usage and skills prior to
entry into a professional development programme. The study found few
changes for the average teachers' use of lCT in the classroom between
1999 and 2003. Of the changes that occurred, increases in some of the
personal ICT skill levels of teachers are among the most marked. This
includes an increase in skills in file management, word processing,
emailing, and Internet use. For the average teacher, these skills have,
however, remained relatively basic. Within the classroom, these basic
skills are used mainly for administration as well as planning and
preparation, while some increases in skill levels was evident in the areas
of Internet use for accessing lesson ideas, assessment, reading official
documents, and other professional readings. There have been some
increases in the use of lCT for administration, in particular for
records/assessment, and writing reports for parents. Integration of lCT
into classroom teaching and learning remains unchanged and at a low
level during the years studied. Usage of ICT by students of the average
teacher have changed little between 1999 and 2003. Important changes
can be seen, however, in those teachers with a high degree of skills and
usage. Growth in their level of skills is occurring, although the numbers
are small.
That teachers use ICT mainly for administration purposes as well as for
planning and preparation, suggests ICT is currently being 'undersold' as a
tool for teaching and learning. Before ICT can be fully integrated by teachers, literature cited in this report points to the need for professional
development programmes to focus on pedagogical change.
13
Caccavale, Lindsey Wood. "Investigating Professional Development Models that Assist Teachers in Developing High Quality Teaching Skills: An Action Research Study." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449931.
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Teacher effectiveness and collective efficacy are the leading factors in predicting student achievement (Donohoo, 2016; Eells, 2011; Hattie, 2012; Marzano, 2003; Stronge, Grant, & Xu, 2015; Wright, Horn, and Sanders 1997). as students in the United States continue to be out-performed by other nations, schools are charged with investigating ways to strengthen teacher effectiveness and increase the sense of collective efficacy amongst a school staff. This action research study investigated the effects on teacher reflection, teacher pedagogy, and collective efficacy after implementing three different types of peer observation models. Action research was purposefully chosen as the methodology for this study because of the vested interest in the outcomes by all those involved. Teachers were organized by grade level and randomly assigned to one of three intervention groups: lesson study, teaching and learning tours, and instructional rounds. Over a 12-week period of time, teachers engaged in their assigned type of peer observation a total of four times. Qualitative and quantitative data was collected consisting of pre- and post- Collective Efficacy Scales (CE-SCALE), semi-structured focus group interviews, and pre- and post- teacher observations using the Balanced Literacy Form. Findings supported that when teachers engaged in the different peer observation models, they were able to engage in deep reflection about their teaching and improve their pedagogy. There was no change in pre- and post- collective efficacy scores. This study hopes to inspire other groups of practitioners to use the action research process to identify problems that impact their personal learning environments, collect data, and use that data to determine a course for improvement.
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Al, Ghamdi Ahmed Hassan Ahmed. "Designing a continuing professional development programme for enhancing the teaching skills of teachers of the Arabic language." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18288.
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The literature shows that there are limitations in continuing professional development (CPD) programmes that prevent teachers of the Arabic language (TALs) at elementary schools in the Kingdom of Saudi Arabia (KSA) from benefitting fully from these programmes to enhance their teaching skills. To resolve this problem, this study was undertaken, utilising the principles of andragogy as the theoretical framework and employing evaluation research as a methodology. The methodology consisted of four phases. The first (exploratory) phase involved administering a needs analysis questionnaire to 39 male TALs to identify the teaching skills they required, then conducting semi-structured interviews with six male TALs (who would also participate in the second, third and fourth phases), to elicit their views on the characteristics of effective CPD that would help to improve their teaching skills. The outcomes of this exploratory phase were considered in constructing the development phase, in which two experts took part, and the execution phase, which established the procedures for planning and implementing the CPD programme. Finally, the evaluation phase identified the requirements that the CPD programme must meet in order to improve the target group's teaching skills in the next stage of its design. It concluded that the CPD programme designed for this study was capable of addressing the stated problem. Based upon the outcomes of the above four phases, the study resulted in the design of a relevant CPD programme to improve TALs' teaching skills and one that was suitable in the context of CPD in the KSA.
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Alhalawany, Ayman Mohammad. "College Teachers' Implementation of Instructional Strategies to Support Students' English Language Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6160.
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The instructional strategies implemented by the English as a Foreign Language (EFL) teachers in an international technical college in Saudi Arabia did not prepare students at an intermediate level of proficiency on the Common European Framework of Reference. As a result, more than 77% of the first-year students were not progressing to the specialized diploma studies in the second and third years of their learning journey. Thus, the purpose of this exploratory case study was to better understand the instructional strategies adopted by instructors and the barriers to students developing their English skills. Vygotsky's zone of proximal development (ZPD) served as a framework of the study because it is aligned with the purpose and it emphasizes the context of instructional strategies in understanding how knowledge and learning are constructed. Multiple sources of data and interviews with 8 participants were used to investigate the research problem. Data were analyzed using thematic coding based on the conceptual framework followed by open coding to discover any emerging themes. Data analysis revealed that the observed teachers did not implement the student-centered instructional strategies discussed in Vygotsky's conceptual framework or ZPD-informed strategies. By designing a professional development program to train teachers on student-centered instructional strategies such as feedback, scaffolding, and student engagement, the results of this study can be used to lead to positive social change by educating teachers on strategies to help students develop better English skills.
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Andrich, Christelle. "Grade R teachers’ subject knowledge of visual perceptual skills for early reading." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1873.
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Full thesis
Submitted in fulfilment
of the requirements for the degree
Master in Education
in the
Faculty of Education and Social Sciences
at the
CAPE PENINSULA UNIVERSITY OF TECHNOLOGY
2014This study investigates the quality of Grade R teachers’ subject knowledge of Visual Perceptual Skills (VPS). This knowledge includes their competence in visual-training design, which they need in order to give their learners access to early reading. Literature reviewed covers areas pertaining to the knowledge specialization required by Grade R teachers in order to impart VPS to young learners in the pre-reading or pre-alphabetic phase. These areas are: Visual Perception (VP), cognitive development, early reading, teacher knowledge and the Grade R policy framework. The mainly qualitative data collected over a period of ten months was derived from various potential or actual sources of teacher subject knowledge of VP. The most important source was the existing knowledge base of the four Grade R teachers in the sample. The connections between the data provided a picture of the accuracy and explicitness of the VP conceptual-content in the sources. For the Grade R teachers to be competent in visual training design, they would need suitable subject knowledge capacitation in VP. The findings revealed that training undergone by most Grade R teachers is VP deficient; the Grade R curriculum is VP vague; teacher training requires more infusion of Grade R curriculum; the regional Grade R diagnostic test is VP rich, albeit semi-concrete and not concrete in the assessment activities’ learning levels; finally, the Grade R teachers in the sample are highly motivated, and they are hungry for professional development. Key words: subject knowledge; Visual Perceptual Skills (VPS)/Visual Perception (VP); visual-training design; pre-reading/pre-alphabetic phase; professional development.
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Franco, Yvonne. "Novice Teachers' Stories of Solving Problems of Practice." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5948.
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National attention given to heightening the quality of educators, calls attention to the practices used by programs to prepare teachers (CAEP, 2013). The Council for the Accreditation of Educator Preparation (CAEP) requires evidence novice teachers “apply the professional… skills and dispositions preparation experiences were designed to achieve” (p.13). Grounded in reflection, teacher inquiry serves as a pedagogical practice to prepare teachers to systematically learn from their problems of practice (Shulman, 1986; Yendol-Hoppey & Franco, 2014). Despite evidence teacher inquiry leads preservice teachers (PSTs) to focus on student learning with the goal of improving practice (Capobianco, 2007; Dawson, 2006; Taylor & Pettit, 2007), research has yet to identify how beginning teachers approach their problems. Using a narrative methodology, this qualitative study interviewed two first-year teachers to glean insight into the problems of practice they identified, the inquiry related skills and dispositions that surfaced when they approached problems, and the barriers and facilitators to resolving challenges experienced in their elementary school context (Clandinin & Connelly, 2000). Findings include (a) novices identified problems related to instructional methods, collaborating with stakeholders and teaching special need students; (b) inquiry skills and dispositions were most evident when approaching problems related to students’ needs and instructional methods; (c) critical learning and emotional intelligence surfaced, though with varying levels of depth, depended on the identified problem of practice; (d) novices demonstrated awareness their instructional practices impacted students; (e) novices sought ways to drive change in practice; and (f) critical learning and reflective dispositions supported novices to regulate emotions. The study suggests several implications for school administrators, mentors, and teacher educators, such as (a) leading novices to see beyond classroom management; (b) emphasizing essential problem solving skills; (c) supporting novices when the nature of the problem of practice inhibits asking investigative questions; (d) communicating boundaries for novices to drive change; (e) fostering critical learning with reflective focus on student needs; (f) cultivating the symbiotic relationship between emotional intelligence, critical learning, and reflection; and (g) promoting the novice teacher researcher in a traditional novice teacher culture.
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Jamrerkjang, Laddawan. "Teachers' learning in the professional development process : a case study of EFL lecturers in Thailand's Rajabhat University." Thesis, Northumbria University, 2007. http://nrl.northumbria.ac.uk/2676/.
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The thesis presents an investigation into the professional development processes engaged in by lecturers who have taught English as a Foreign Language (EFL) in Thailand's Rajabhat universities. The aim of the study was to explore the Rajabhat EFL lecturers' learning processes, and examine how they related to their classroom practice. In particular, the study looked at: 1. how these lecturers acquired and developed their professional knowledge during their careers; 2. how they integrated their professional knowledge into classroom practice; and 3. the impact of professional development on their classroom practice. Historically, the professional development of the Rajabhat EFL lecturers has been predominantly formal, neglecting the informal mode of learning. Furthermore, teachers' professional learning from the classroom has been disregarded. This study attempts to clarify the roles of the two modes of teachers' learning and of classroom practice. The aim of the study was to explore the Rajabhat EFL lecturers' learning processes, and examine how they related to their classroom practice. The study employed a case study design with a qualitative, ethnographic style approach. Three selected experienced EFL lecturers were the research participants. Data collection methods consisted of life history interviews, classroom observations, semi-structured and student group interviews. Data analysis was based on the emic approach. The findings revealed a significant and continual interplay of three elements: the institutional context, the individual teacher, and the teacher's classroom in generating professional development, and thereby, the professional knowledge of the EFL lecturers. Knowledge is acquired and reinforced from both formal and informal professional development but less so from their practice. This was because their meaning perspectives have been focussed less on the students' context, thus addressing insufficiently the impact of their teaching on students' learning. This study provides a significant contribution to academic development in the area of Teaching English as a Foreign Language (TEFL) in the Thai higher education context. Formal and informal learning, the teachers' personal context, and the role of the classroom as a resource for professional learning all contribute to the development of professional knowledge for these lecturers.
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Sharp, Patricia Ann. "How Do Teachers Learn New Skills for Reading Instruction and Transfer Their Learning into the Classroom?" TopSCHOLAR®, 2009. http://digitalcommons.wku.edu/theses/100.
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Edwards, Melissa Gilbert. "High School Teachers' Perceptions of Developing Critical Thinkers via the Socratic Method." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6555.
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A global concern exists regarding the lack of critical thinking skills in young adults and college graduates. Fortune 500 companies have reported the need for better development of critical thinking and problem-solving skills to prepare employees to be successful in the workplace. This study focused on teacher perceptions of the Socratic method (SM) in developing critical thinking skills in high school students. The purpose of this descriptive qualitative case study was to describe high school teachers' perceptions regarding the development of critical thinkers via the Socratic method. Jean Piaget's theory of cognitive development was used in this qualitative study to explore perceptions of 7 teachers. The central research question and subquestions that guided this study were focused on teachers' perceptions of the SM and its effectiveness in developing critical thinking skills in high school students. Data were collected with face-to-face interviews with 7 teachers and classroom observations. Data were recorded via a systematic approach with chart and diagrams. Themes, patterns, and any identified relationships were categorized and coded to comprise data tracking. Results indicated that a lack of professional development, teacher comfort level, and student participation all played a role in low SM execution. The resulting project was designed to provide teachers with materials and learning opportunities to increase their SM skill level and stimulate teachers to use their new knowledge to increase critical thinking skills in high school students. The online professional development course evaluation provided both summative and formative assessments. The project contributes to social change by helping improve the way teachers teach and students learn the SM, which may result in improved critical thinking skills in students.
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Roberts, Amelia. "Embedding thinking skills in professional practice : can teachers' utilisation of CPD opportunities be explained by a meta-activity framework?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006482/.
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This study sought to understand the processes by which teachers utilise Thinking Skills Continuing Professional Development (CPD) opportunities. A case study in an independent school in London, the research was split into two parts: one-to-one CPD with the researcher, focused on integrating Thinking Skills strategies into the classroom, then small group CPD, part of an Assessment for Learning school initiative. This was included as part of the Thinking Skills approach due to some important overlaps in pedagogical stance. The main data was collected as Field Diary, semi-structured interviews and recordings of the dialogue in one-to-one CPD sessions and small groups. Following a Grounded Theory perspective, themes emerged initially that were linked to a Social Dynamic approach to understanding the organisational influences which impact utilisation of CPD. However, as the study progressed, it emerged that this approach had limited use as a specific analytical tool. A stronger theme emerging was the concept of a Meta-Activity (engaging in the CPD) as well as an Object-Activity (integrating the CPD into the classroom). This was formalised into a framework utilising Vygotsky's Triangle of Mediation, doubled to represent both the Meta-Activity and the Object- Activity. The Meta-Activity Framework explains the process of teacher interaction with the presented opportunity and the way in which dialogue subsequently evolves to characterise the emerging paradigm. The Meta-Activity framework offers an understanding of boundary brokering of the new paradigm, identifying the specific point at which failure or success in embedding Thinking Skills in professional practice occurs. The extent to which teachers engage in the Meta-Activity process forms patterns characterised as Activity Engagement, Activity Refusal and Activity Sabotage. Of particular interest is that teachers who appear to obstruct engagement with the Meta- Activity tend to have unresolved problems in implementing CPD, stemming from systemic priorities and social dynamics of the school.
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Tinnin, Richard K. "The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Petrunin, Kristin Firmery. "The Teaching of 21st Century Skills through Project-Based Learning and Professional Development for Career and Technical Education." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609129/.
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The purpose of this non-experimental, quantitative study is to investigate the relationship between the use of project-based learning (PBL) by secondary business teachers and time spent in professional development of secondary business teachers for the teaching of 21st century skills. The four identified 21st century skills that will be researched include: (1) critical thinking, (2) collaboration, (3) communication, (4) creativity and innovation. A sample of 316 secondary business teachers were surveyed about their classroom practice and reflection of teaching 21st century skills. This study used a modified version of the 21st Century Teaching and Learning Survey. Survey results were analyzed for relationships using correlational and regression analysis. Business teachers reported a statistically strong relationship between the use of PBL and the teaching of 21st century skills. A statistically significant relationship between time spent in professional development and the teaching of 21st century skills was not found. Regression results indicated that the use of PBL had an impact on the teaching of 21st century skills. This research guides teachers, school administrators, and CTE directors at the state and district level towards the creation of professional development and implementation strategies when applying PBL methods in career and technical education settings.
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Traylor, Jessica. "Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.
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Research shows that adolescents with disabilities often lack self-regulated learning skills. Current research further indicates that explicit teaching of self-regulation skills is beneficial to adolescents with disabilities. The site of this study was a local middle school in rural Georgia that did not assess whether or not teachers were explicitly teaching self-regulation skills to adolescents with disabilities. It was unknown, therefore, whether adolescents with disabilities were learning self-regulation skills in school and whether teachers faced problems in teaching these skills. The study sought to explore this gap in knowledge and practice. Zimmerman's self-regulated learning theory and Bandura's self-efficacy theory served as the conceptual frameworks for this study. The research questions addressed middle school teachers' experiences with and perceptions of teaching self-regulation skills to adolescents with disabilities. Purposeful sampling was used to select 8 teachers, including general and special education teachers, who were currently teaching students with disabilities to participate in semistructured individual interviews. Additionally, lesson plans were reviewed to determine the use of planning for self-regulation interventions. Data were grouped into categories using coding and thematically analyzed. The findings indicated that teachers had experience teaching some aspects of self-regulation; however, they reported needing more information about the specific needs of their students with disabilities, ways to fit self-regulation skill instruction into the existing curriculum, and strategies to help their students build self-efficacy and motivation. With an increased focus on self-regulation skills, teachers may see an increase in the academic skills and motivation of students with disabilities.
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Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16079/.
Full textAbstract:
This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly during the first year of the project and were further refined during the second year. Leadership, collegial support, physical infrastructure, teacher self-efficacy, and technical knowledge were identified as the most important factors underpinning the successful implementation of the program. The model addresses these factors and has considerable potential to impact on educational practice involving ICT in the Hong Kong context.
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Parker, Paul Rodney. "The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.
Full text
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Sabado, Kindra Xerez. "Exploring Teachers' Perspective of Digital Literacy Pedagogy: Implications for Future Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5260.
Full textAbstract:
Pedagogy has not addressed the literacy shift from reading, writing, and speaking to include cognitive digital literacy skills. Teachers lack the technological pedagogical content knowledge to integrate digital literacy skills into student learning. Using a digital literacy framework with 6 essentials skills, the purpose of this qualitative case study was to investigate teachers' (a) current understanding, knowledge and skills; (b) current integration of digital literacy skills; (c) challenges they face in integration; and (d) supports needed in shifting pedagogical practices to address change. Participants were 13 teachers from high school content areas. Data were gathered through focus groups interviews, observations, and artifacts. Data were coded with MAXQDA software, compared, organized, and refined based on the 4 research questions. Findings revealed high levels of knowledge for the terms digital literacy and photovisual literacy. Integration levels of digital literacy skills varied with more evidence in photovisual and reproduction literacy. Five minor challenge themes (critical thinking; time; information and technology literacy; infrastructure and access; and behavior and attitude) and 4 minor support themes (professional development; planning and preparation time; observation and feedback; and schoolwide focus and routines) emerged. Analysis of findings revealed 4 major themes: critical thinking, integrated professional development, effective use of time, and infrastructure and schoolwide routines. Findings may affect positive social change by engaging teachers in critical reflection through professional development leading to improvements in teacher pedagogical practices related to furthering the digital literacy skills of youth.
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Qureshi, Saneeya. "An investigation into the evolving professional identities of Special Educational Needs Coordinators (SENCOs) in relation to their impact on teachers' skills." Thesis, University of Northampton, 2015. http://nectar.northampton.ac.uk/7619/.
Full textAbstract:
The research reported in this thesis examines the impact that Special Educational Needs Coordinators (SENCOs) have on the practices of their teacher colleagues. Since SENCOs are central to supporting children’s inclusion and achievement, the research centres around three research questions: whether SENCOs are able to motivate teachers to take the initiative in addressing the needs of children with SEN in their classrooms; whether SENCOs enhance teachers’ abilities to become effective teachers of children with SEN; and how the impact of SENCOs is currently being assessed within primary schools. The project was conducted within an interpretivist framework, and applied a mixed methods approach consisting of two phases: an exploratory questionnaire survey of 223 (responses n=42) primary school SENCOs from the ‘National Award for SEN Coordination’ Course; and semi-structured interviews of 18 SENCOs and 18 teachers, including head teachers. Document scrutiny of school SEN policies and other related documentation was also undertaken. Data triangulation aimed at ensuring the trustworthiness of data was accomplished through a multi-pronged methodological approach. The research was conducted in accordance with an Ethical Code informed by the British Educational Research Association (BERA) and University of Northampton guidelines. Results indicated that SENCOs have a complex role, impacting upon teachers’ practices by utilising a wide range of skills, knowledge and expertise across different contexts. This is influenced by whether or not they are members of their School Leadership Teams. Further, SENCOs’ time management is a constant concern in balancing competing priorities and demands, which include liaising with external agencies and keeping up to date with legislative changes which impact the requirements of the role. There is evidence that the degree to which SENCOs have a positive impact on teachers’ inclusive skills varies, as the SENCO-teacher dynamic is influenced by SENCOs’ training and skills and the dissemination to teachers; SENCOs’ and teachers’ professional identity; SENCO-teacher engagement and perceptions of inclusion; and the interventions and provision made for children with SEN. Implications for further possible research that were identified included the use of contact and non-contact time by SENCOs, the impact of the mandatory SENCO training and also the role of the SEN Governor as a crucial advocate for SEN at management level.
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McKenney, Robyn Sullivan. "The effects of sustained, individualized technology professional development with a classroom teacher on the acquisition of content and technology skills of third grade students engaged in a multi-disciplinary study of the Arctic /." Online thesis, 2004. http://www.geocities.com/bobbyn18/FINALEDITION.doc.
Full textAbstract:
Thesis (M.S.)--Eastern Connecticut State University, 2004.Website for materials: http://www.geocities.com/bobbyn18/Thesis.html?1074876403923 (viewed 12-29-2005). Bibliography: leaves 93-97. Thesis also available via the World Wide Web.
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Sikhavhakhavha, Philemon Marubini. "Didactic-professional inservice training and development needs of secondary school teachers in a region of the Northern Province / Philemon Marubini Sikhavhakhavha." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/8744.
Full textAbstract:
For effective teaching to take place in secondary schools, teachers need to be
adjusted positively towards reality and need to possess a thorough knowledge
of the learning material which they offer. Teachers can be helped to adjust
positively towards reality and also possess a thorough knowledge of the
learning material if their didactic professional needs are being satisfied through
in-service education and training. ln-service education and training aims at
improving teachers' competence and performance in the classroom situation.
This study aims at identifying the didactic-professional in-service education and
training needs of secondary school teachers in the Northern Province. The
following didactic-professional needs are identified:
• The need to improve secondary school teachers' academic competence.
• The need to update teachers' knowledge and skills to be able to cope with
professional technological changes in the classroom.
• The need to appraise secondary school teachers' in the classroom
situation.
The study also aims at determining the shortcomings of the strategies
currently being used in the in-service education and training of secondary
school teachers and also at finding strategies in order to improve the present
situation.
The sample of this study comprises 244 randomly selected teachers, 1 05
randomly selected managers and all subject advisors (n=11) in the former
Venda in the Northern Province.
Data was collected from the above sample, through the use of a
questionnaire. A Likert type scale was used in the questionnaire.
In conclusion, some of the findings of this study are as follows:
• Appraisal of teaching activities in the classroom is fair or poor. It is
recommended that teachers be appraised to help them to identify their
weak points and also to give them advice on their teaching. Principals,
deputy principals and departmental heads need to be involved in this
process.
• Reflective practice of teachers is fair or poor. It is recommended that
principals, deputy principals and departmental heads create conditions
favourable to teachers to collaborate and cooperate in their schools.
• Panel inspection sometimes occurs or rarely occurs. It could be of help to
teachers if inspectors of schools conduct panel inspection to help teachers
to identify the areas they need to improve their teaching.
• Assistance to secondary school teachers by subject advisors sometimes
occurs or rarely occurs. Again here it could be of help if subject advisors
render their assistance to secondary school teachers to enable them to
identify their weak points.
• ln-service training centres only cater for teachers teaching. grade 12. It is
recommended that in-service training centres cater for all teachers in
secondary schools.
• Class visits by circuit managers sometimes occur or rarely occur. It is
recommended that circuit managers visit classrooms to acquaint
themselves with what is happening there.
• College programmes for improving professional competence are average or
below average. It is recommended that college programmes for improving
professional competence be improved in the Northern Province.
• Short courses and seminars at the in-service training centres are fair or
poor. It is recommended that they be improved to help secondary school
teachers with their didactic-professional needs.Thesis (MEd)--PU for CHE, 1999
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Erlangsen, Helen Anetta. "The effectiveness of a professional learning community (PLC) intervention to promote the teaching of critical thinking skills among four grade 6 teachers." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2762.
Full textAbstract:
Thesis (MEd)--Cape Peninsula University of Technology, 2018.Much of today’s classroom learning, particularly in the senior primary phase, focuses on activities whereby learners acquire facts and rules, employing only the lower levels of cognition: knowledge, comprehension and application (Sonn, 2000). In order to bridge the gap between the real and the ideal (Hartley, Bertram & Mattson, 1999) with regards to the development of critical and creative thinking, educators need to be trained and provided with the necessary tools and relevant teaching strategies to better align their teaching to the requirements of the Curriculum and Assessment Policy Statement (CAPS). This research developed quantitative and qualitative instruments to investigate Grade 6 teachers’ understanding of creative and critical thinking before and after a professional learning community (PLC) intervention. The implementation of the PLC involved the Creative Problem Solving (CPS) programme’s generating tools, and was guided by Bourdieu’s social field theory. The aim of the intervention was to consider the shifts and changes that teachers might make in their teaching practices to purposely include the development of creative and critical thinking skills in their pedagogy. A pragmatic paradigm was utilized, focusing on methodological flexibility with the use of an explanatory sequential mixed method approach. Although this small, convenient sample excludes any statistical evidence, it does reflect that given time and support, teachers’ pedagogical habitus (see Feldman & Fataar, 2014) is adaptable. The meaningful, cooperative approach of the PLC and the development of creative and critical thinking skills, through the use of the creative problem solving programme, created the platform for change.
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Mahloane, Kabelo Ben. "Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8244.
Full textAbstract:
The purpose of this research activity was to determine the nature of in-service training as a
mode of capacitating and developing teachers in public secondary schools serviced by the
Matlosana Area Office (AO).
The process of teacher in-service training is constantly faced by challenges, which derail
and stall progress and sometimes negatively affect learners’ performance. Amongst others,
these challenges include: changes in the curriculum, inconsistent monitoring and follow-up
on in-service training programmes, the impact of teacher performance on learners’
attainment, the HIV/AIDS scourge, poor learner discipline, incorrect placement of teachers
with regard to school and subjects taught, and the low participation of key role-players.
The Department of Education (DoE) is divided into the Department of Basic Education and
the Department of Higher Education. A literature study to look into the Department of Basic
Education’s Acts, policies, strategies and other relevant documents aimed at skilling and
developing teachers, was carried out. This assisted the researcher in understanding the
legal parameters that guide teacher in-service training. Upon completion of the literature
study, a brief explanation of the empirical research design, the administration and the use
of the questionnaire as a research tool, are given.
Data were collected from the respondents in the randomly selected secondary schools in
the focus area – by means of a questionnaire. These data gave the researcher an idea of
the situation with regard to teacher in-service training in the Matlosana Area Office’s
responsibility area. To respond to the statements, respondents were required to indicate
their views by ticking on a 5-step Likert scale. Respondents were given the opportunity of
writing down their opinions; and these were summed up and indicated. Data collected were
analysed and presented in the form of tables and histograms. This was followed by the
interpretation of these data.
Chapter 5 of the mini-dissertation presents a summary of the research activities. The
findings, in accordance with the literature review, and the results of the empirical research
with regard to the stated research objectives, are also presented. Finally, based on the
findings, conclusions are drawn and recommendations subsequently formulated. Major findings include the need for more time to be dedicated to in-service training,
thorough monitoring and prompt follow-up thereof. Data collected also indicated that the
DoBE has a number of programmes in place to develop teachers and to put them on a par
with curriculum requirements. Despite these efforts, some schools are still performing
below the required standard.Thesis (M Development and Management)--North-West University, Potchefstroom Campus, 2012
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Rathsack, Carrie E. "A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332162529.
Full text
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Sperry, Shannon Kelly. "The effects of three professional development methods on preschool teachers' use of classroom management skills and the social behavior of at-risk preschool children /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9947983.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 1999.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 156-165). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9947983.
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Salem, Nurit. "Challenges in teaching gifted students with special learning difficulties : using a strategy model of 'Asking, Analysing and Answering Questions' (AAA) to improve the learning environment." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622896.
Full textAbstract:
This study focuses on developing teaching strategies for teachers who teach in classes for students identified as Gifted and Talented with Special Learning Disabilities situated in Israeli secondary schools. The focus is on the challenges teachers meet while teaching Humanities Subjects (HS) to these students and the strategies they need in addressing their dual exceptionalities. The main purpose of this study is to examine how specific strategies may contribute towards both to quality of teaching and to a better learning environment. Research has shown that gifted students who are diagnosed with learning disabilities in writing skills (2ELs) have difficulties especially in HS and achieve less academically than may suggest their high abilities. The combination of giftedness with learning disabilities and underachievement creates special challenges for their teachers to counter, and for which they need specific Continuing Professional Development (CPD) programmes. In my study, I developed a model of teaching strategies which combines three strategies from the field of teaching gifted students and from the field of special education which are helpful in the humanities disciplines. I created a manual for teachers' CPD that includes this model and I conducted a seminar using this manual for the participant teachers in my research. This was followed by an implementation of the manual by these teachers in their classrooms that includes 2ELs. My qualitative research was based on the case studies of two teachers teaching HS in two high school classrooms, totalling sixty 2ELs. The information was collected through observations, interviews, and open questionnaires. I then analysed the information using an inductive approach as pattern recognition and inclusion into categories. The research findings of this study describe the difficulties that teachers may face with 2ELs and my claim to knowledge is the AAA Model of Strategies and the manual for teachers and their contribution to teachers of 2Els and their students. The recent research fills this particular gap in the literature, in the Israeli context, and the findings of this study bear policy implications and indicate the need for the tailoring of relevant teachers’ CPD' programmes to include strategies to better address the needs of 2ELs for optimal success in fulfilling their potential and overcoming their difficulties. Future research may achieve a deeper understanding of how to prepare teachers to use adjusted strategies that meet 2Els teachers in various disciplines in order to improve learning environment.
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Larsdotter, Bodin Ulrika. "Förskollärares yrkeskunnande : Förskollärares erfarenheter av praktiskt handlande i pedagogisk verksamhet." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35246.
Full textAbstract:
The aim of this dissertation was to interpret and analyze how preschool teachers described their professional skills and to deepen understanding about this. Two questions were used to achieve this aim. The first question concerned what preschool teachers talked about regarding their experiences work in praxis. The second question concerned the manner in which preschool teachers' individual and collective reflection could contribute to new insights regarding their professional skills. Based on the three different forms of knowledge that Aristotle inspired: episteme, techne and fronesis skills can be said to consist of both theory and to a high degree, of practice in which the various forms both interact as complementary. Thus it is not enough merely to have scientific knowledge (episteme), or to know how something should be done only by general rules and principles (techne) to possess a skill. Rather professionalism is largely characterized by fronesis, a concept that can be translated as practical wisdom, and it cannot always be put into words. Dewey has highlighted the importance of reflection over every day conduct as an important tool to both broaden and alter the quality of practice work in praxis. In order to fulfill answer the aim of the dialogueseminar method was seen as a viable approach to collect empirical data. The emphasis of the method was to continuously reflect, both individually and in interaction with others and then share stories about their experience of practical work in praxis. The results showed that preschool teachers' professional skills emanated from their own life-world experience. Through this it was possible to focus and link practical action to two prominent themes. The themes were: expectations and approach and they describing the basis for the practical conduct preschool teachers related to and put into various concrete settings from the context they were operating in. Based on the study's second question, reflection was highlighted as both important and central to raising awareness of- and making new insights visible. According to preschool teachers, it had been enriching and energizing to be given opportunity to do this and the reafter to share their thoughts about their profession in dialogue. The results showed that preschool teachers' professional skills, with a focus on practical work, could both be widened and developed. Partly through individual reflection, but above all through collective reflection and conversations.
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Hogan, Sharon. "Being ethical : how process drama assists pre-service drama teachers to reflect on professional ethics." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26436/.
Full textAbstract:
This research thesis focuses on the experiences of pre-service drama teachers and considers how process drama may assist them to reflect on key aspects of professional ethics such as mandatory codes or standards, principled moral reasoning, moral character, moral agency, and moral literacy. Research from higher education provides evidence that current pedagogical approaches used to prepare pre –professionals for practice in medicine, engineering, accountancy, business, psychology, counselling, nursing and education, rarely address the more holistic or affective dimensions of professional ethics such as moral character. Process drama, a form of educational drama, is a complex improvisational group experience that invites participants to create and assume roles, and select and manage symbols in order to create a fictional world exploring human experience. Many practitioners claim that process drama offers an aesthetic space to develop a deeper understanding of self and situations, expanding the participant’s consciousness and ways of knowing. However, little research has been conducted into the potential efficacy of process drama in professional ethics education for pre-professionals. This study utilizes practitioner research and case study to explore how process drama may contribute to the development of professional ethics education and pedagogy.
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Wagner, Karen. "THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSR." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3725.
Full textAbstract:
The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The video was taken in twelve-minute segments every day. Later, the video was coded for specific behaviors. Although there were gains in appropriate intervention strategies from teachers and assistants during the intervention phase, the interventions generally peaked a week or two after the classes ended and gradually declined. Teacher skills were retained however, as most ratios of appropriate interventions maintained at higher rates than baseline. Relationships between student behavior and correct teacher interventions were established and maintained. The intervention resulted in changes in staff behavior, but results did not sustain at high levels over time. The realization that escape maintained some student behavior, and teaching skills to "test" for function, were likely the most important concepts for many of the participants. Further research should include adding a behavior coach to assist in shaping the teaching staffs' emerging skills and to provide a sounding board when developing specific student interventions.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
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Rodrigues, Stella Maria Fernandes Marques. "Professional and pedagogical implications of training in thinking skills interventions : investigating primary school teachers' attitudes and beliefs about teaching thinking in England and in Portugal." Thesis, University of Newcastle Upon Tyne, 2006. http://hdl.handle.net/10443/469.
Full textAbstract:
This small-scale multiple case study is an investigation into the perceptions of primary school teachers in the Northeast of England regarding the impact of training in Thinking Skills interventions. This study also outlines a research that examined the views Portuguese primary school teachers have on teaching thinking in a primary school setting. It attempts to identify teachers' views on how teaching thinking can ultimately improve children's attainment. It also aims at ascertaining the influences, limitations, and pedagogical implications that affect the way teachers perceive their professional development. Data were gathered through semi-structured interviews, questionnaires, non-participant observations and analysis of documentary evidence. Data was collected from 14 English teachers and seven headteachers, and 10 Portuguese teachers, all with different professional experiences. A small group of English children were also interviewed in order to obtain their views on "Thinking lessons". Models of professional development were analysed to investigate how teachers' professional needs are met by existing policies and how teaching thinking slots in. Questions were raised about the impact the theoretical principles of Thinking Skills programmes had on practical teaching and classroom dynamics. The report concludes that the training received by the English participants was considered to be valuable and to make a substantial contribution towards the improvement of the teaching and learning processes in their classrooms. It also shows that there is scope for improvement in Portuguese primary schools, as teachers propose ways in which the implementation of Thinking Skills interventions might be approached. Findings were analysed qualitatively in relation to the relevant literature and inferences were made on the data obtained. Conclusions also raised issues for further consideration.
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Turnwald-Fether, Martha S. "Exploring the Relationship between Professional Development and Improvement on Second-Grade Oral Reading Fluency." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240410067.
Full textAbstract:
Dissertation (Ed.D.)--University of Toledo, 2009.Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Education Leadership and Supervision." Bibliography: leaves 106-121.
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Wium, Anna-Marie. "The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24685.
Full textAbstract:
Various assessments and international studies have shown that learners in South African schools experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. Many young learners in South Africa struggle to develop adequate language skills because of an inherent pathology and/or barriers in their learning environment. Learners who do not develop adequate listening and language skills during their early years are most likely to experience difficulty in acquiring literacy and numeracy skills, resulting in poor academic progress. By supporting learners to overcome their developmental delays as early as in the foundation phase, future learning problems may be prevented. To raise education standards, teachers need to heighten their attempts to facilitate literacy and numeracy in the foundation phase. Teachers currently have to adapt to a new national curriculum statement (NCS) that is based on an outcomes-based education (OBE) approach (Department of Education, 1997:16). Many teachers, especially those in black townships and other previously disadvantaged areas, find this difficult as they have not been sufficiently trained or are not adequately qualified. Educational changes have necessitated the need for high quality staff development and support. Speech-language therapists (SLTs) working within a collaborative approach in the education context can support the learners who need to acquire listening and language skills, as well as the teachers who have to facilitate these skills. This study developed a support programme for foundation phase teachers to facilitate listening and language for numeracy. The multifaceted programme consisted of training, mentoring, and practical components, which aimed at developing the participants’ competence (foundational, practical, and reflective competence). The programme integrated the principles of adult learning within an OBE approach while taking culture and diversity into consideration. The programme was evaluated within a Logic Model framework. The research made use of a concurrent, equal status triangulation design where triangulation was obtained by transforming QUAL data into QUAN data to be compared. In the QUAN strand, data were collected from 96 teacher participants (who were selected by using a convenience sampling method) by means of questionnaires, portfolio assignments, attendance registers, and financial statements. Qualitative data were collected from eight focus group discussions (using a nested design with 12 participants at a time) as well as a research diary, testimonials, and various correspondences. The findings indicated that all the participants have gained knowledge, skills, and confidence, but to varying degrees. Factors that affected the outcomes included aspects related to time, the choice of venue, age, prior support and qualifications, as well as motivation related to the context. Group learning was identified as a suitable strategy for teacher support in these contexts. Provided that specific factors are considered to increase effectiveness, the outcomes indicated that the programme could be used to support foundation phase teachers in these specific contexts.Thesis (DPhil)--University of Pretoria, 2010.
Speech-Language Pathology and Audiology
unrestricted
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Braithwaite, Virginia Ann. "The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6976.
Full textAbstract:
Until 2014, admission requirements for the educator preparation program at a university in the north central United States included a minimum competency level on the Praxis I basic skills writing test and completion of one general education writing course. However, evidence from the university's ETS reports showed that less than 60% of students as first-time test-takers met the required score. The purpose of this study was to assess the effectiveness of the required writing course in assisting students to meet the Praxis I writing competencies. In 2014, the ETS Core Academic Skills for Educators test replaced the Praxis I. Because only 3 years of accumulated data on 88 examinees were available for the new test, the Praxis I writing test was used for this study. The learning theories of Albert Bandura, Jerome Bruner, John Dewey, and Lev Vygotsky guided the study. Utilization-focused program evaluation was used to investigate the problem. Data collected in this study were 5 faculty interviews, 2 student focus groups, and archival institutional data and national student engagement survey data. Data analysis was completed using curricular mapping and Atlas.ti 7 software. Findings indicated that the general education writing course did not provide students with the skills needed to meet minimum competency on Praxis I writing test. The study project, a curriculum plan for an education course, was developed to address test preparation and students' writing competency. The positive social change implications of this project are to increase the number of successful first-time test-takers on the writing test and to initiate collaborative discussions that would drive partnerships regarding the development of smooth transitions of writing expectations across K-16 institutions.
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Jimenez, Bree A., Pamela J. Mims, and Joshua N. Baker. "The Effects of an Online Data-Based Decisions Professional Development for In-service Teachers of Students with Significant Disability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/308.
Full textAbstract:
With the increase in the use of online professional development resources, especially for rural educators, this study evaluated the effects of online training modules on in-service teachers' ability to collect and use instructional progress monitoring data to make instructional decisions for students with significant disability (i.e., moderate to severe intellectual disability, autism). In this randomized control study, 29 teachers across three states participated in online data collection or data collection plus data-based decision making training. In addition, the generalization of teachers' ability to use data-based decisions with their own student outcome data were measured. Results indicated that while the modules did support teachers' acquisition of new information, they were not sufficient to carry over to applied use on their own students' data. Further discussion on the use of module-based professional development will be presented as well as how teachers in rural areas can access this information.
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Samudre, Mark Devdas. "TRAINING PRE-SERVICE GENERAL EDUCATORS TO COLLECT ACCURATE ANTECEDENT-BEHAVIOR-CONSEQUENCE DATA." UKnowledge, 2019. https://uknowledge.uky.edu/edsrc_etds/70.
Full textAbstract:
Functional behavior assessment is a process that should involve all individuals that work closely with a student who is engaging in problematic behavior that impacts their own or others’ learning. General educators are typically involved in this process through indirect or descriptive assessments, such as collecting antecedent-behavior-consequence data (ABC). However, there are many factors that can impact a general educator’s ability to collect accurate ABC data. Inaccurate data can misinform appropriate responses and interventions for challenging behaviors made by a student’s decision-making team, such as an Individual Education Program (IEP) team. Therefore, it is critical that researchers empirically evaluate training interventions that can be used to provide instruction on this skill. The purpose of this study was to evaluate the use of behavioral skills training (BST), with video vignettes used for modeling and rehearsal, to train pre-service general educators how to collect accurate antecedent-behavior-consequence (ABC) data using a structured recording format via a single-case research design. This study also sought to program and assess generalization of the skill to a narrative format. This format is typically used in schools but often yields less reliable and more subjective data. Lastly, four administrations of a pre- and posttest were used to assess incidental learning of non-target information provided via instructive feedback. Results indicate BST was effective for training pre-service general educators to collect ABC data using a structured recording format. Participants were able to generalize the skill to a narrative recording format. Performance on non-target information posttests were variable across participants. These findings extend the literature on BST and highlight a way for researchers to facilitate generalization within the context of an experimental design.
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Hawkins, Keturah Elizabeth. "Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3611.
Full textAbstract:
Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers' knowledge, ability, and confidence level caring for students with food allergies. Bandura's social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.
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Faria, Josimerci Ittavo Lamana. ""Prática docente reflexiva na disciplina de Administração em Enfermagem Hospitalar: uma experiência de desenvolvimento profissional de professores-pesquisadores"." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-07072004-102032/.
Full textAbstract:
Este estudo apresentou como meta contribuir para o ensino da disciplina de administração de enfermagem hospitalar, através de uma experiência de desenvolvimento profissional de professores-pesquisadores, em um processo crítico-reflexivo sobre a sua prática docente. A trajetória metodológica da pesquisa-ação, foi operacionalizada em duas etapas: na primeira, foram identificadas as situações dilemáticas acontecidas no estágio disciplinar, por intermédio da reflexão sobre a reflexão-na-ação feita por uma professora após a supervisão diária dos alunos; na segunda, foram efetuados os círculos de reflexão por todos os professores que ministraram a disciplina no período da coleta de dados, utilizando como ponto de partida as situações dilemáticas identificadas anteriormente. A análise temática dos dados coletados nos círculos de reflexão revelou que a reflexão realizada entre os pares possibilitou a objetivação dos saberes experienciais dos professores, assim como a construção de novos saberes pedagógicos. Os saberes docentes elaborados durante os círculos de reflexão foram utilizados para propor mudanças na referida disciplina.This study aims to contribute to the teaching of the subject Hospital Management Nursing, through an experience of professional empowerment of teachers-researchers, using a critical-reflexive approach to their teaching practices. The study followed the action-research methods, in two stages: first, the dilemma situations teachers faced in the disciplinary training of students, were identified through the reflection about the reflection-on-action process, used by a teacher after daily supervision of students; second, all the teachers responsible for the classes during the data collection period, participated of reflection circles, using as starting point, the dilemma situations previously identified. Thematic content analysis of data obtained on these reflection circles revealed that reflection done among pairs turned objective the experiential knowledge of the teachers, and also made possible the construction of new pedagogic knowledge. This teaching knowledge was used to propose a change on the subject of Hospital Management Nursing for a graduation course.
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Díaz, Suazo Pamela Alejandra. "Análisis de las competencias de los titulados de pedagogía en educación parvularia de la Universidad de Playa Ancha que se desempeñan profesionalmente en contextos educativos vulnerables." Doctoral thesis, Universitat de Girona, 2021. http://hdl.handle.net/10803/672135.
Full textAbstract:
This doctoral thesis develops its research based in the analysis of the graduate
profile skills and their relationship with the professional performances that the
novice professionals graduated from the Early Childhood Teacher Program of
Universidad de Playa Ancha performed at their workplace in contexts of social
vulnerability. A type of mixed methodology was used, with a descriptiveinterpretive
design with the application of a questionnaire and a focus group, to
later use data triangulation.
The results show that the professional performance of the graduates is influenced
by their study plan, indicating motivations regarding job stability in educational
spaces that receive contributions from the state, associating it with a social
commitment of the teaching profession, as well as the social recognition of
belonging to an educational community and ultimately a favorable economic
incomeLa presente tesis doctoral desarrolla su investigación en el análisis de las competencias de egreso de las profesionales noveles de la carrera de educación parvularia de la Universidad de Playa Ancha y su relación con los desempeños profesionales en el ámbito laboral de las egresadas en contextos de vulnerabilidad social. Se utilizó un tipo de metodología mixta, con un diseño descriptivo-interpretativo con la aplicación de un cuestionario y realización de focus group, para luego utilizar la triangulación de datos. Los resultados demuestran que el desempeño profesional de las egresadas esta influenciado por su plan de estudios, indicando motivaciones respecto a la estabilidad laboral en espacios educativos que reciben aportes del estado, asociándolo a un compromiso social de la profesión docente, así como al reconocimiento social de pertenecer a una comunidad educativa y en última instancia un ingreso económico favorable
Programa de Doctorat en Educació
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Rijo, Ana Isabel Estudante. "Promoção de competências em educação ambiental, um estudo com professores e supervisores do terceiro ciclo do ensino básico." Master's thesis, Universidade de Évora, 2005. http://hdl.handle.net/10174/15611.
Full textAbstract:
Os problemas ambientais são actualmente uma das maiores preocupações políticas, económicas, sociais e educativas a nível mundial, de cuja resolução depende, em grande parte a continuidade da vida na Terra. A protecção do meio ambiente, associada ao conceito de desenvolvimento sustentável, implica um tipo de desenvolvimento social que satisfaça as necessidades actuais da humanidade, sem pôr em causa as gerações vindouras. Neste contexto, a Educação Ambiental assume um papel fundamental, não só na resolução dos problemas actuais, mas sobretudo na formação de cidadãos informados e responsáveis, capazes de tomar decisões conscientes em sociedade. Para tal, o ensino por competências, amplamente estudado no cenário educativo internacional, assume um papel de extrema importância, pois nas problemáticas associadas ao ambiente, mais importante do que saber é saber fazer e saber ser. Neste trabalho decidimos investigar a forma como professores e supervisores de Ciências Físicas, Químicas e Naturais encaram a Educação Ambiental no 3° ciclo do Ensino Básico. Para tal, decidimos aplicar um questionário aos referidos professores e supervisores pedagógicos que exerciam a sua actividade em escolas do distrito de Évora, onde, no ano lectivo 2003/2004, existia Estágio Pedagógico da Universidade de Évora. Esta investigação traduziu-se na análise comparativa dos referidos questionários permitindo-nos identificar e comparar o conceito de Educação Ambiental de professores e supervisores, assim como, as suas práticas pedagógicas relativas à Educação Ambiental. Permitiu, ainda, identificar as entidades que mais têm contribuído para a Educação Ambiental ao nível do terceiro ciclo do ensino básico e as principais alterações na Educação Ambiental proporcionadas pela reorganização neste nível de ensino. A partir da análise dos resultados obtidos foi possível concluir que a formação inicial de professores apresenta ainda inúmeras lacunas ao nível da Educação Ambiental, sendo amplamente valorizados os métodos e técnicas mais tradicionais. Para além disso, a maior parte dos docentes continua a demonstrar uma preocupação
excessiva com a dimensão do currículo, não se assumindo, eles próprios, como construtores e gestores do próprio currículo. A Educação Ambiental é actualmente encarada pelos supervisores como uma parte dos conteúdos de uma ou várias disciplinas, o que mais uma vez demonstra a sua visão tradicionalista do ensino. Mais do que realçar as diferenças entre os dois grupos estudados (professores e supervisores pedagógicos) parece-nos de relevar os traços comuns, sem nunca esquecer que, na maior parte dos casos, a visão dos supervisores vai condicionar a dos futuros professores. Desta forma, salienta-se a visão tradicionalista de todo o processo educativo, designadamente no que respeita à Educação Ambiental, aparecendo o currículo como um conjunto inflexível de conteúdos a ser leccionado num determinado período de tempo. Os resultados a que chegámos apontam, de uma forma geral, para a necessidade de uma formação académica articulada com os diferentes graus de ensino e, sobretudo, com os princípios da Lei de Bases do Sistema Educativo e do Currículo Nacional do Ensino Básico. A formação contínua de professores, nomeadamente dos supervisores pedagógicos, assume uma importância vital em todo o processo educativo pois, só desta forma, a inovação educacional poderá efectivamente chegar às escolas e englobar todo o processo de ensino-aprendizagem.
/*** Abstract -The environmental problems are at the present one of the biggest political, economic, social and educational issues in the world, and the continuity of life on earth depends mainly on their solution. The protection of the environment, associated to the concept of sustainable development, involves a kind of social development that can satisfy today's human needs, without putting the future generations at risk. In this context, Environmental Education has an important role, not only in solving today's problems, but especially in training informed and. responsible citizens, who can take conscientious decisions as members of the society. Thus, teaching skills, widely studied internationally, have an important role because, in what concerns environmental problems, more important than knowing is knowing how to do and how to be. In this work we investigate how teachers and pedagogical supervisors of Physics, Chemistry and Natural Sciences deal with Environmental Education in the 3`d Cycle of Basic Education. We decided to apply a questionnaire to teachers and pedagogical supervisors who worked in schools in the Évora district which, in the academic year of 2003/2004, had accepted student placements from Évora University. In this investigation we did a comparative analysis of the questionnaires, which allowed us to identify and compare the concept of Environmental Education of teachers and pedagogical supervisors, as well as their pedagogical approaches in relation to Envirorimental Education. This investigation also identified the entities that have contributed the most in Environmental Education in the 3d Cycle of Basic Education and the most important changes brought to the curriculum after the reorganization of this educational level. The analysis of the result allowed us to conclude that there are still a number of failures in the initial training of teachers in Environmental Education, insisting on traditional methods and techniques. Furthermore, most teachers worry excessively about the extension of the curricular programme, instead of building and managing the curriculum themselves. Additionally, supervisors see Environmental Education as just a part of other school subjects, which shows once again their traditional view of education. Instead of highlighting the differences between the two groups studied (teachers and pedagogical supervisors), we believe it is better to emphasize the similarities, without forgetting that in most cases, the views of the pedagogical supervisors will condition those of the future teachers. This way, we can highlight the traditional view of the whole educational process, namely in what concerns Environmental Education, presenting the curriculum as an inflexible programme of contents that must be taught in a specific period of time. Our conclusions point to a need for academic training articulated with the different school levels and, above all, with the principles of the Law for the Educational System and the National Curriculum of Basic Education. The continuous training of teachers, namely the pedagogical supervisors, is of vital importance for the whole educational process because it is the only way for the educational innovation to reach the schools and involve the whole process of teaching and learning.
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Gann, Amity Fairlight. "DEVELOPMENT OF PROFESSIONAL NOTICING SKILLS IN PRESERVICE TEACHER RESIDENTS: A CROSS CASE ANALYSIS." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/579926.
Full textAbstract:
Math & Science EducationPh.D.
Student achievement is rooted in a teacher’s ability to identify and assess student understanding of material. This is particularly challenging in classroom settings, which are dynamic and full of distractions, especially in science classrooms where discussion and inquiry are paramount. In mathematics education, the concept of professional noticing of children’s thinking refers to a teacher attending to, interpreting, and responding to student content understanding throughout a class period (Jacobs, Lamb, & Philipp, 2010). This skill is equally important when teaching other content, such as science, and is a key component of responsive and reflective practice used by excellent educators as outlined by reform standards for science (National Research Council [NRC], 1996, 2012; NGSS Lead States, 2013). Before a teacher can adapt to student needs, they must first identify critical moments of student sense-making and interpret the student’s ideas. Only then can they respond effectively. This set of teaching skills can be learned, and then later improved upon with practice and reflection. Recent research suggests that preservice science teachers can learn the fundamentals of noticing skills during specialized courses (Barnhart & van Es, 2015) and are able to carry forward this learning into their teaching experiences as full-time teachers (Amador, Carter, Hudson, & Galindo, 2017). However, little is known about the role of different aspects of preservice teacher education program experiences in laying the foundation for life-long development of noticing skills. This study used a multiple case study design to explore the experiences of six preservice science teachers, as related to professional teacher noticing of student thinking about science, during the semester before their full-time student teaching experience. Based on a situated learning framework (Lave & Wenger, 1991), this study centered on the university- and field-based experiences associated with a middle and secondary teacher education program at a large, Mid-Atlantic, urban university. Participants were enrolled in a teacher residency program. Observations, semistructured interviews, and artifact analysis were used to identify opportunities for and experiences with learning professional teacher noticing of student thinking about science content throughout the first semester of this residency program. Analysis of data included the use of a combination of a priori codes about the degree of teacher noticing of student thinking about science (Barnhart & van Es, 2015) and emergent codes of contextual events relating to opportunities for preservice science teachers to notice student thinking during field experiences. Case studies were developed, and a cross-case analysis performed to identify themes and trends in the learning experiences and development of the participants around noticing practices. Broadly, I found that the most access residents have to noticing is in their field experiences, and that their opportunities to learn to notice may be primarily mediated by their mentors’ abilities to “unpack” their own practice, communicate effectively with the resident, and help residents hone in on the content goals of lessons. This study provides a unique examination of preservice science teacher learning opportunities at the interface of education coursework and field experiences. Assertions developed from this multiple case study analysis provide insight into which experiences have the most impact on the development of preservice teachers’ attention to student thinking.
Temple University--Theses
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Durand-Paute, Roland. "L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30028.
Full textAbstract:
Bien des professeurs stagiaires de lycées/collèges (PLC) dont les formateurs ont la charge en période de formation initiale et professionnalisante rencontrent de nombreux écueils dans la relation pédagogique qui les lie à leurs apprenants. Ces enseignants, pour la plupart novices, attendent alors une réponse des centres qui se doivent de leur donner des outils pour pallier leurs difficultés relationnelles diverses et éviter ainsi un mal-être, des attitudes défensives, un épuisement professionnel voire même une forme de désespoir quant à la poursuite de leur carrière. Cependant, on observe encore aujourd’hui que la formation n’accorde que peu d’importance au savoir-être du pédagogue, hormis la mise en place de Groupes de Formation à l’Analyse de Pratiques Professionnelles (GFAPP). Pourtant, l’activité enseignante faite de la dimension émotionnelle au travail suppose des compétences émotionnelles. (Gendron) telles que la confiance, en soi, la maîtrise de soi, l’empathie, savoir gérer des conflits, l’adaptation et le leadership…Aussi, dans cette thèse, nous nous demanderons si les GFAPP contribuent au développement d’un capital émotionnel ad hoc, ce dernier étant constitué d’une accumulation de compétences émotionnelles utiles en pédagogieMany trainee high school teachers (PLC) whose instructors are in charge of initial training and professionalization encounter many pitfalls in the educational relationship that binds them to their learners. These teachers, who are mostly novices, are waiting for a response from the centers, who must give them tools to overcome their various relationship difficulties and thus avoid discomfort, defensive attitudes, burnout and even a form of despair as to the pursuit of their career. However, we still observe today that training gives little importance to the pedagogue's know-how, apart from the setting up of Training Groups for the Analysis of Professional Practices (GFAPP). Yet the teaching activity of the emotional dimension at work involves emotional skills. (Gendron) such as self-confidence, self-control, empathy, knowing how to manage conflict, coping and leadership ... Also, in this thesis, we will wonder if the GFAPP contribute to the development of an ad hoc emotional capital, the latter consisting of an accumulation of emotional skills useful in pedagogy