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Bennie, Marc. "Professionalism and teachers' response to computers in the classroom." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8056.
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During the last twenty years, there have been telling changes in how teachers teach and schools are run. One major reason for this has been the growth of Information and Communication Technologies (lCT). A consequence of the growth of these technologies has been a change in the global economy, which has become increasingly interconnected and dictated by profits. Teachers have had to adapt to this new global landscape. The changes required have not been easy. This study sought to find out more about the implication of these changes in teachers professional lives. The key findings point to a change in the work that teachers do as a result of computer technology and increased attention to market related practices in schools. Teachers have also had to explore different approaches to teaching and learning . These changes have thrust teacher's professional identities into the limelight as the profession adapts to the prevailing circumstances.
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Christian, Desiré. "What OBE did to us!' : the experiences of four Cape Town secondary school teachers." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8058.
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This dissertation is a study of the impact of OBE (Outcomes-based Education) and C2005 (Curriculum 2005) on the professional lives and teaching of a select group of high school teachers. The research was a combination of a case study approach and reflective professional practice. It sought to identify and explain key aspects that had produced such a marked alteration in the position of the teachers within such a short period.
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Sampaio, Marciléia Egidio. "A pedagogia por detrás de múltiplas máscaras [análise dos referenciais de professores universitários e sua relação com o Projeto Pedagógico]." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20198.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The faculty of a Pedagogy course is made up of teachers trained in explicitly educational areas and in several other areas of knowledge. At first, everyone is integrated to form the faculty of a Pedagogy course, represented by a Pedagogical Course Project. Related in the base of the Political Pedagogical Project are Resolution CNE / CP n.1, of May 15, 2006, which established the National Curricular Guidelines for the Graduation Course in Pedagogy, and Resolution n. 2, of July 1, 2015, which prescribed the National Curricular Guidelines for initial training at the higher level. Teachers bring their references - 'masks' from their undergraduate and postgraduate training courses and theoretical references and pedagogical practices stemming from their teaching experiences - into the teaching of the Pedagogy course, creating a variety of masks that form the face of the Pedagogy course. The integration of the teaching knowledge with the pedagogical project of the course requires work of personal adaptations simultaneously as that of a team work. In that scenario, the purpose of this research is to identify in the academic board of a pedagogy course, what their theoretical references and pedagogical practices are and how these references were integrated into the proposals of the Pedagogical Project of the course. Thus, it was intended, at last, to distinguish the intentions of the course of pedagogy, behind the multiple teachers’ masks. The research had two phases: the first, documentary and bibliographical. And, the second, field investigation, by doing a qualitative approach, it was developed in a public institution in the countryside of São Paulo state. It counted with the participation of teachers and managers of Higher Education. The steps of this investigation were: initial survey of the teacher’s profiles who were interviewed (pedagogical training and specific training of several areas of knowledge); and a semi-structured interview with the selected faculty. Among the findings of this study, a mention should be brought up of four references that the university professors said to introduce to the teaching of a pedagogy course, as guides of the training profile: Academic references; Classical references; References of Pedagogical Ideals and Political - Pedagogical references of the Course
O corpo docente de um curso de Pedagogia é constituído por professores formados em áreas explicitamente educacionais e em várias outras áreas do conhecimento. Em princípio, todos se integram para formar o corpo docente de um curso de Pedagogia, representado por um Projeto Pedagógico de Curso. Relacionadas na base do Projeto Político Pedagógico encontram-se a Resolução CNE/CP n.1, de 15 de maio de 2006, que instituiu as Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, e a Resolução n. 2, de 1º de julho de 2015, que definiu as Diretrizes Curriculares Nacionais para a formação inicial em nível superior. Os professores ao trazerem para a docência do curso de Pedagogia seus referenciais - ‘máscaras’ oriundas de seus cursos de formação na graduação e na pós-graduação e referenciais teóricos e de práticas pedagógicas advindos de suas experiências docentes, criam diversas máscaras que formam a face do curso de Pedagogia. A integração dos saberes docentes com o projeto pedagógico do curso exige trabalho de adaptações pessoais, ao mesmo tempo, que um trabalho de equipe. Neste cenário, o objetivo desta pesquisa foi o de identificar no grupo de docentes de um curso de pedagogia, quais são seus referenciais teóricos e de prática pedagógica e de que forma tais referencias foram integrados nas propostas do Projeto Pedagógico do curso. Assim sendo, intentou-se, por fim, caracterizar a face do curso de pedagogia, por detrás das múltiplas máscaras docentes. A pesquisa comportou duas fases: a primeira documental e bibliográfica. E, a segunda, de campo, sob o enfoque qualitativo, foi desenvolvida em uma instituição pública do interior do estado de São Paulo. Contou-se com a participação de professores e gestores do Ensino Superior. Os passos dessa investigação foram: levantamento inicial do perfil de docentes a serem entrevistados (formação pedagógica e formação específica de diversas áreas do conhecimento); e a realização de entrevista semiestruturada junto ao corpo docente selecionado. Entre os achados deste estudo tiveram destaque a menção de quatro referenciais que os professores universitários disseram trazer para a docência de um curso de pedagogia, como norteadores do perfil de formação: referenciais Formativos; referenciais Clássicos; referenciais de Ideários Pedagógicos e referenciais Político Pedagógicos do Curso
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Sarab, Mohammad Reza Anani. "Communication strategies in second language teacher talk with special reference to Iranian teachers of English." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/764/.
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The focus of this study is the use of communication strategies in teacher talk in ESL/EFL classrooms. Communication strategies consist of adjustments made by speakers to the formulation of their talk in order to facilitate communication, and these are clearly a potentially important aspect of teacher talk. Limiting communication strategies to those adaptations evident in the details of the interaction, the study uses a mixed method design to investigates firstly the type and frequency of communication strategies and their patterns of relationship across teachers grouped in terms of language background and teaching institution; and secondly the type and frequency of strategy use in relation to the focus of talk across the different phases of a standard lesson. The participants were three native speaker and six non-native speaker teachers, across three different ESL/EFL instructional settings. The data consist of a total of twenty seven recordings, made up of three lessons with each teacher. The study reports results from three phases of analysis. The categonsation phase leads to an operational definition of communication strategies which integrates conversational modifications with lexical -compensatory strategies. The quantification phase of the analysis shows that the two types of strategy occur with different frequencies and functions. No important differences were found between NS and NNS teachers. However, significant taskrelated differences were detected. Finally a case study of three teachers revealed a relationship between the focus of talk and the incidence of communication strategies across the phases of the analysed lesson. The implications of these results are firstly that communication strategies are indeed a central element of teacher talk; secondly, that lexical compensatory strategies and meaning negotiation strategies both contribute significantly to the construct; thirdly, that their use is important for both native speaker and non-native speaker teachers; fourthly, that they are used with significantly different frequencies and functions; and finally, that their use is influenced by teaching focus and activity type. It is also likely to be affected by factors such as teaching style. The thesis argues that, on the basis of the findings, further research into the use of communication strategies in teacher talk could make a significant contribution to teacher education.
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Marsh, Cecille Joan Anna. "The modification of a computer simulation for use in the professional training of South African secondary school teachers with specific reference to the probationary year." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001442.
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The topic of this thesis arose out of a desire to meet the need for a practical means of supplementing the preparation of Higher Diploma of Education (H.D.E.) students for their future role as first-year teachers. It was established that this need was not adequately filled by conventional university teacher-training methods. The literature about computerised simulation of role-playing and teaching activities was investigated and the investigation indicated that such simulations had been relatively successful. A published American computer simulation, TENURE, in which the student plays the role of a first-year teacher, was selected for modification to meet the needs of South African students. This program is implemented in the TUTOR computer language and runs on the Control Data South Africa PLATO system. In order to determine the needs of South African students, two groups of Rhodes University students worked through the simulation as it was being modified. The modifications were adapted according to the students' responses to a questionnaire. The simulation has been tested by 72 H.D.E. students and several educationists and the response has been positive
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Paulse, Janine. "Sources of occupational stress for teachers, with specific reference to the inclusive education module in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_1706_1180439834.
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The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.
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Tsang, Yvonne Shuk Kuen. "An analysis of teacher-pupil interaction in ESL classroom with reference to native speaking and non-native speaking teachers." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/20.
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Yeung, Siu-hong Aaron. "Environmental education in Hong Kong with particular reference to teacher training /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1994620X.
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Al-Momani, Mamoon. "Fine Arts Teachers' Perceptions and Attitudes to their In-Service Teacher Training Programme with Particular Reference to the Jordanian Education Reform Plan." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369979.
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Silva, Katia Alexandra de Godoi e. "Avaliação de material didático digital na formação continuada de professores do ensino fundamental: uma pesquisa baseada em design." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9742.
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This research analyzes pedagogical interventions in continuing education, in order to promote the choice and evaluation of digital learning materials, aiming to understand the elementary school teachers processes of reflection. The theoretical framework that guides this study comes from the texture of the digital learning material concepts, tools for choosing and assessing these materials, and references that guide the teacher to use ICDT and raise the matter of evaluation of materials in digital format, as well as approaches to teacher training for the use of ICDT in Education. The methodology is focused on four steps of Design-based Research. The first one is about the educational problem. The second lies in the choice of pedagogical artifact. The third is about the interventions in educational context. Finally, the fourth step provides guidelines for building design principles. In order to support the third step, the context and design of educational interventions are described, since it is not possible to understand the pedagogical design alone without taking the context in which it operates into account. The organization and identification of intervention categories was conducted with the aid of webQDA software, and the relational analysis of these interventions in educational context has been performed by using CHIC software, indicating that, in general, teachers participating in the research developed an autonomously reflexive critical posture in the context of choice, use and evaluation of digital learning materials in their teaching
Esta pesquisa analisa as intervenções pedagógicas na formação continuada para favorecer a escolha e a avaliação de materiais didáticos digitais, visando compreender os processos de reflexão dos professores do ensino fundamental. A fundamentação teórica que pauta este estudo provém da tessitura dos conceitos sobre materiais didáticos digitais, dos instrumentos para escolha e avaliação desses materiais e dos referenciais que orientam o professor para a utilização das TDIC e suscitam a questão da avaliação dos materiais no formato digital, assim como as abordagens de formação de professores para a utilização das TDIC na Educação. A metodologia está centrada nas quatro etapas da Pesquisa baseada em Design. A primeira recai sobre o problema educativo. A segunda reside na escolha do artefato pedagógico. A terceira constitui as intervenções em contexto pedagógico. Já a quarta etapa apresenta orientações para a construção de princípios de design. Para dar suporte à terceira etapa, o contexto e o design das intervenções pedagógicas são descritos, já que não é possível compreender apenas o design pedagógico sem levar em conta o contexto em que se insere. A organização e identificação das categorias das intervenções foi realizada com o auxílio do software webQDA, e a análise relacional dessas intervenções em contexto pedagógico foi concretizada por meio do software CHIC, indicando que, de modo geral, os professores participantes da pesquisa desenvolveram uma postura autônoma, crítica e reflexiva no contexto de escolha, utilização e avaliação dos materiais didáticos digitais em suas práticas pedagógicas
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WARNER, L. MARGARET. "THE PERCEPTIONS OF TEACHERS ON THE PICKET LINE AND IN THE CLASSROOM DURING A TEACHER STRIKE (PHENOMENOLOGY, THREAT-ANXIETY, RELATIONAL, REFERENCE GROUPS, SELF-ADEQUACY)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187988.
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This study examined the perceptions of teachers on the picket line and in the classroom during the 1978 Tucson Unified School District teacher strike and the perceptions and relationships they experienced. Literature from sociology, psychology and education was reviewed to develop the theoretical framework. It is recognized in the literature that theory has utility in designing, shaping and organizing research, giving meaning to data and summarizing and interpreting the findings. The theoretical framework was comprised of two sections: the perceptual and the relational. In the perceptual, self-adequacy, self-concept and threat-anxiety were included. In the relational, communication, shared interests and reference groups were included. An interview schedule of twenty-one items based on the theoretical framework was developed and administered to forty selected school district teachers. The twenty-one questions were derived from the two major sections and the six subsections of the theoretical framework. Some demographic data were also collected. Strikers and non-strikers agreed more than they disagreed. There was general agreement among both strikers and non-strikers that human relationships were handled so ineptly by the superintendent and school board that the teachers perceived themselves to be demeaned and held unworthy.
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Ng, Ka-ming. "The impact of prior experience on teachers' perceptions of standards-referenced assessment." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B4003981X.
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Ng, Ka-ming, and 吳家明. "The impact of prior experience on teachers' perceptions of standards-referenced assessment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B4003981X.
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Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.
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The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
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Badenhorst, John Henry. "The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003639.
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Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
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Mack, Esmé Judy. "Experiences of teachers working in a deprived environment, with specific reference to their emotional intelligence." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1017611.
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Against the background of the broad-ranging and significant educational changes introduced in South Africa since 1994, school teachers are challenged to cope with and adapt to difficult working conditions, job stress and large classes. As a result, teaching is now experienced as a more demanding and challenging profession. However, education takes place within the context of a particular community. The role of the environment, as context for education, is therefore also important. As such, a deprived environment can exacerbate the challenges experienced in teaching by teachers. Such an environment is often characterised by high poverty levels, undesirable living conditions, escalating social and health problems, malnutrition, unemployment, parental illiteracy, parental absence or uninvolvement, child abuse, sexual harassment, teenage pregnancies, corruption, crime, conflict, violence, and high TB and HIV infection rates. In schools in a deprived environment, lack of resources and learning materials, overcrowded classes, children dropping out of school, an unattractive, an unsafe physical environment, a lack of electricity, as well as broken windows and leaking roofs, are often the order of the day. These factors increase the burden on the teachers who work in such an unsupportive context. How well teachers cope amidst the broad-ranging transformational changes introduced in post-Apartheid South African education, while teaching in a deprived environment, depends to a large extent on their emotional stability, personal skills and cognitive functioning. Their emotional strengths should enable them to be aware of their own emotions, and the emotions of their learners, as well as to guide those emotions appropriately and form healthy relationships. It should further enable teachers to make provision for the effective learning, development and well-being of the learners in their classrooms. Against this background, the aim of this study was to investigate the following research questions: Primary research question: What are the characteristics of emotional intelligence that teacher is working in a deprived environment display? Secondary research questions: • What is the relationship between the characteristics that the teachers display and the components of emotional intelligence? • What are the implications of the research findings for teacher education? • What guidelines can be provided from the research findings to teachers working in a deprived environment, to further promote their effective teaching? The focus of the study was on the two primary schools and one secondary school located in the Walmer Gqebera Township in Port Elizabeth, Eastern Cape Province, South Africa, which are in close proximity to the Nelson Mandela Metropolitan University, being the University’s neighbouring township. Constructivism and interpretivism formed the philosophical foundation of the study, while critical theory and pragmatism also applied.
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Dolhan, Haili Bin. "Various features' impact on secondary school students' interest in science in Malaysia with specific reference to Sarawak." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367672.
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Yeung, Siu-hong Aaron, and 楊兆康. "Environmental education in Hong Kong with particular reference to teacher training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31254159.
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Wassermann, Johannes Michiel. "Secondary school geography teachers' perceptions of the role of environmental education in geography with particular reference to Natal Education Department teachers." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003646.
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Environmental Education (EE) as a development cannot be ignored by Geography or Geographers particularly since South Africa, as the rest of the world, is confronted by a looming environmental crisis. Geography is an environmental science concerned primarily with man-environment relationships using an environmental approach to develop the skills, knowledge, values and attitudes necessary for sustainable living. Geography has a vital role to play in addressing environmental issues. In formal education Geography teachers will be responsible for the implementation of such an approach. This study therefore investigates the perceptions of Natal Senior Secondary School Geography teachers regarding the role of EE in Geography. Questionnaires and semi-structured interviews were used to determine this. The study revealed that although these teachers are well qualified and motivated they had a limited grasp of the theory underpinning current EE and Geographical thinking. Recommendations are made for the development of an environmental approach in the teaching of Geography.
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Parker-Jenkins, Marie. "The shifting status of teachers in the United Kingdom with reference to the European Court and Commission of Human Rights." Thesis, University of Nottingham, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330114.
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This thesis focuses on the shifting status of teachers in the United Kingdom which results from the findings of the European Court and Commission of Human Rights on cases involving corporal punishment. Teachers have traditionally held a right to administer corporal punishment to pupils with whom they stand "in loco parentis" and providing that it was moderate and reasonable, they have been provided with a defence against a charge of assault. The position began to alter when education became compulsory in the 1870's, but there was no effective legal remedy until 1949. At this time, Britain joined the Council of Europe and became a party to the European Convention on Human Rights, subsequently recognising the competence of its chief enforcement agencies, the European Court and Commission of Human Rights. A number of important decisions have been provided by these bodies regarding the use of corporal punishment in British schools which imply an unwillingness to endorse its use. Moreover, as the only Member- State, prior to 1987, which still employed this disciplinary sanction, Britain appeared to be clearly out of step with the rest of Western Europe. The Government moved some distance towards rectifying the problem by enacting the Education (No. 2) Act (1986). This statute contains a number of shortcomings, however, in that some categories of pupils are still liable to receive corporal punishment. What also remains unclear is the new status that teachers will occupy as a consequence of this legislative enactment. Indeed, the teacher's right to inflict physical punishment has now been severely fettered and whilst the notion of "in loco parentis" is not rendered defunct as an educational doctrine, there is a pressing need for redefinition of the concept. The thesis employed six methods of research: (a) a literature review examining the growth and development of the teaching profession; the historical relationship between teacher and pupil; judicial interpretation of the Common Law right to administer corporal punishment within the context of the "in loco parentis" doctrine; and the origins and workings of the European Court and Commission(b) monitoring and analysing the legal transcripts of British corporal punishment cases adjudicated by the European Court and examination of cases pending; (c) a review of European cases taken to Strasbourg pertaining to education; (d) fieldwork which involved in-depth focussed interviews with parties concerned with the educational, legal and political concerns of the litigation both in the United Kingdom and in Strasbourg; (e) examination and analysis of primary source information made available by the Council of Europe regarding the jurisprudence of the Court; and (f) related secondary source material, reflecting contemporary developments in education, especially those of a legislative nature precipitated by the Court's judgements. The legal arguments emerging from the United Kingdom corporal punishment cases centre on the issues of "the right to education", respect for parents' "philosophical convictions" and the "degrading" nature of physical chastisement. Observed from a broader perspective, the litigation also raises concerns about the very essence of the British educational and political systems, namely: the authority of the teacher; the concept of corporal punishment; and the doctrine of parliamentary sovereignty. Further, the human rights of pupils in the school system are highlighted and the limitations they may present to the teacher's authority, together with the interaction between British education law and the European Convention. Finally, the implications of the Strasbourg findings demand critical analysis, since, alternative sanctions to corporal punishment may ultimately require support, both legislative and financial, in order to be effective. Accordingly, the consequences for educationalists, politicians and administrators are far-reaching, necessarily precipitating a significant change to what can hitherto be considered a relatively "in stasis" profession.
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Dzumba, Joel. "An analysis of educator development in praxis with specific reference to the Department of Economic and Management Sciences of secondary schools in Mamelodi /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04102007-111625/.
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Al-Halwachi, Salman Radhi. "Professional development of teachers of English as a foreign language in Bahrain : with particular reference to in-service provision for secondary school teachers." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/35529/.
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The notion that an effective teacher is more likely to be able to bring about effective learning has led the writer of this thesis to investigate the characteristics of 'the effective' teacher and how they can be enhanced by means of INSET arrangements. It is assumed that these arrangements have to take care of the development of not only the personal qualities, professional awareness and pedagogical abilities of the teachers, but have also to take into account the learners, the curriculum and the learning context which are necessary for any teaching-learning process. It is suggested that these arrangements can be delivered through an eclectic approach which consists of, e.g. reading programmes, discussions, classroom visits, formal long-term and short-term courses as well as self and colleague evaluation. It is argued that in order to be fully aware of their rights, duties and commitments to their profession, teachers have to be involved in curriculum development, syllabus design and material selection. It is suggested that teachers are encouraged to consider that INSET provision is a continuous process of professional development of both successful and unsuccessful teachers. It has been recommended that teachers' morale and self-esteem have to be raised by granting them the support and respect which they appear to need in order to maintain positive attitudes towards their profession, their pupils and towards INSET. Recommendations are also made for the improvement of INSET provision in Bahrain and the organisation of an administrative system to ensure that such improvement takes place.
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Kyriakidēs, Leōnidas. "Primary teachers' perceptions of policy for curriculum reform in Cyprus : with special reference to mathematics." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/36105/.
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The thesis reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to teaching and assessment in Mathematics. Questionnaires were sent to three samples of teachers: a 10% sample of Cypriot teachers randomly selected from the total population (n=257); all teachers in five primary schools (n=51); all beginning teachers (n=123). The latter sample was compared with a sample of English beginning teachers. A response rate of 70% was obtained and statistical analysis was carried out by SPSS-X. Semi-structured interviews were conducted with 20 teachers, mainly as a form of triangulation. There were seven main findings. First, curricular purposes concerning pupils' ability to solve investigations, and to gain mathematical knowledge were seen as equally important; and ability to talk about Mathematics the least important. Second, formative purposes of assessment were accorded most, and summative purposes least importance. Third, teachers agreed with active pedagogy and with the application of mathematics to other subjects. Fourth, they conceptualised assessment as natural part of teaching but paradoxically favoured formally structured techniques of assessment. Fifth, classroom organisation rarely met policy requirements for a balance of whole class, group and individual activities. Sixth, cluster analysis revealed the absence of a collective professional view of the process of curriculum change. Seventh, statistically significant differences in perceptions were associated with characteristics of the class taught but there was no whole school effect. Other influences on perceptions were professional and political. Implications for the implementation of curriculum policy in Cyprus are discussed drawing on the theories of Nias and Fullan. It is argued that a revised policy, emphasising teacher participation and school-based development is needed and this would require a new conception of teacher professionalism. A heuristic model of curriculum change and a short term strategy for curriculum change are outlined.
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Basheer, Akram Al. "The role of the mentor in teacher education programmes with particular reference to the teaching of Arabic in Jordan." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250362.
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Nwaokolo, Pius Onuwa Elo. "Social perception of the status of teachers in Nigeria with particular reference to vocational teachers : a case of Edo and Delta States of Nigeria." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332812.
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Mhundwa, P. H. "An analysis of the classroom language of primary school student-teachers with reference to its interlanguage forms, communicative activities and instructional strategies : with implications of these for teacher training in Zambia." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10020168/.
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This study was designed to analyse and to describe the language of non-native student-teachers who use English as a medium of instruction and who also teach it as a subject. The aim was to describe the formal and functional features of the variety of English they use and to discover whether it constitutes a language system that applies identifiable and descriptively adequate sets of rules. In his analysis, the researcher discussed definitions and 'general properties' of communication to establish criteria within which communicative activities were described in terms of information structuring by student-teachers and information processing by learners. He observed that student-teachers' language generally consists of systematically occuring features that constitute a spoken interlanguage that can be described as a language in its own right. He also observed that the interlanguage variety consists of syntactical and stylistic features some of which are identical to those that characterise native-speaker discourse. At the level of communication, the reseacher observed that student-teachers' and pupils' communicative utterances tend to be defective in situations where higher order thinking processes and ideas need to be articulated in the L2. Another important observation was that student-teachers do not adequately use their interlanguage to realise the important pedagogical functions of explaining, elaborating and classifying key concepts and issues that arise in teaching/learning situations. On the basis of these findings, the reseacher proceeded to suggest course guidelines for a Language and Communication Course which he hopes will improve student-teachers communication skills in Zimbabwean ESL classrooms.
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Òdena, Caballol Oscar. "Creativity in music education, with particular reference to the perceptions of teachers in English secondary schools." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10019251/.
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This study is an investigation into six teachers' perceptions of creativity in music education. Adopting a qualitative approach, videotaped extracts of teachers' lessons on composition and improvisation were used as a basis for discussion with them during in-depth interviews. Three research questions were examined focussing on (a) how participants characterised creativity in their discourse, (b) the differences of their perceptions compared with the literature and (c) the influence of their musical and professional experiences in their perceptions. The study is divided into four parts: Part One is the theoretical orientation. The research questions are outlined in Chapter 1. Chapter 2 is devoted to an examination of the meanings attached to the word 'creativity', drawing on writings in the fields of psychology, education, philosophy, aesthetics and musicology. Different approaches taken by several studies on general creativity are examined and a four-fold framework for researching the teachers' perception of creativity in music education is put forward (Pupil-EnvironmentProcess- Product). In Chapter 3 specific music education literature is reviewed. Chapter 4 includes an examination of previous research on teachers' perceptions of creativity. Part Two focuses on the methodology. Chapter 5 is a review of the methodological assumptions underpinning the research with discussion of issues relating to ethics, data collection and analysis using the software programme NVivo. In Chapter 6 a pilot study with three teachers is described, explaining how this helped to refine the research methods used. In Part Three the findings are examined. Twenty-eight categories and subcategories that complemented the original framework emerged from the analysis of the interviews. In Chapters 7, 8, 9 and 10 these categories are discussed with reference to the opening chapter's three research questions and the four-fold framework: the creative pupil, the appropriate environment for creativity, the creative process and its products. These teachers' perceptions indicate that there is frequently a substantial difference between their views and the recognised literature on various aspects of creativity. Findings also show that these teachers' comments on practical issues, such as the pupils' different learning styles and the problems related with under-resourced music departments, are to be rarely found in the music education literature. It is apparent that each teacher's musical background has a marked influence on his or her attitudes towards creativity in music education. Part Four deals with the implications and conclusions. Chapter 11 focuses on the relationship between theory and practice, curriculum documentation and practice, and teacher education. In Chapter 12 the main findings are summarised together with further methodological issues and suggestions for future research.
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Taylor, David John Liddle. "A critical assessment of the De Lange report with particular reference to teachers and other groups." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670376.
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Jimenez, Marleny. "In-service teacher training : policy and practice with particular reference to the United Kingdom." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/548.
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This research explores the course of and teachers' access to In-service Training (INSET), principally in the United Kingdom (England and Wales), and to a minor extent in Colombia. Within the UK context, a first focus concerns the history, developing theories and policies behind the Continuing Professional Development (CPD) of teachers. It concentrates especially on the period after the Educational Reform Act (ERA) 1988 and the introduction of the National Curriculum (NC). A second focus targets cases in various regions, at both, institutional (Local Education Authorities (LEAs), schools, etc) and individual (advisers, etc) levels. It explores how INSET works in practice. A multi-method approach consisting of questionnaires, interviews, observation and documentary analysis help to give a detailed picture of the situation of INSET/CPD for teachers (e. g., Modem Foreign language, and other subject areas. ) during the period covered by this research (1995-1999). The institutions (e. g. LEAs, etc. ) as providers of INSET, and the schools and teachers as clients of the service makes the relationships between providers, clients, and the Central government a principal theme. Some relevant issues arose from this, e. g., some implicit tensions between LEAs and University Departments of Education (UDES) as competitors in the provision of INSET. Some apprehension was also identified among some of the providers of the service (e. g., LEAs and HEI especially)) concerning the Teacher Training Agency's (TTA) administration and INSET, etc. Also, teachers appeared to feel threatened by strict regulations and surveillance as a consequence of the NC and the ERA 1988. The findings show, among other things, an increasing number of opportunities for teachers' access to INSET in the UK. Parallel to this, the profession faces some diminished local flexibility regarding allocation, funding, and actual provision of CPD, given that the indicators and criteria are sometimes established at a distance, e. g., by the TTA, or by the politicians. Teachers' freedom to determine their own preferred INSET has been progressively limited by bureaucratic and financial constraints, which allow for rare secondment and little sponsorship to undertake award bearing courses. On the other hand, a more school-based training has become available. This important development, however, can put teachers, middle and senior management in schools under pressure due to a lack of funding, heavy workloads, lack of professional input from outside speakers, etc. SBI can leave them out of context (e. g., scientific knowledge and advances as schools do not deal with this focus themselves. The thesis concludes with a brief discussion of the situation of INSET in Colombia after the 4 latest reforms occurredi n the last decade. Somep ossiblef uture developmentsfo r INSET are derived by implication from the UK study and will be possibly implemented at two different stages and levels through top-down (T), bottom-up (B), and interactional (I) modes, i. e., a possible Colombian Teacher Training Agency (TTA), and the structural reform of the Office for Enrolment and Promotion (OFEREP) towards a General Teaching Council (GTC) at a first stage; a widespreadi ntroduction of School-basedIN SET (SBI) coupled with an emerging developmental( bottom-up (B)) mode of INSET involving AR, at a second stage. Discussion of these proposals takes account of difficulties of adaptation and cultural transfer.
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Galvin, Conor. "The Licensed Teacher Scheme 1990-93 : a study in school-centred initial teacher training with specific reference to the nature of the licensed teacher / mentor relationship and its supporting structures." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319787.
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Moyo-Robbins, Margaret. "The experiences and perceptions of mature student teachers : a study with particular reference to gender and ethnicity." Thesis, Birmingham City University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298450.
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Williams, Frances Carey. "An investigation into partnerships between professional orchestras and schools with particular reference to the perception of teachers." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/10020529/.
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The purpose of this study was to investigate how partnerships between professional orchestras and schools worked with particular reference to the perceptions of teachers. Much has been written about the effects of these partnerships on orchestras and orchestral musicians, however, there has been little research regarding teachers' perceptions of the work and the effect it might have on them. At a time when orchestras are fighting for survival and there is a shortage of music teachers in schools, collaboration is seen to be beneficial to all parties. But what do teachers think? A historical survey of the work of orchestras in education provided a context for the research. A sample of schools representing different phases which had experienced projects from a range of orchestral collaborations during 2002/2003 provided three cases as contexts for investigating the teachers' perceptions. A multi-method approach was used employing both quantitative and qualitative techniques. A small-scale survey using self-administered questionnaires with closed and open questions was undertaken, followed by semi-structured interviews based on the questionnaire. Although teachers overall viewed professional orchestral musicians working in schools positively they identified a range of issues. These included the lack of value placed on the role of the teacher, and a lack of recognition of protocols such as Child Protection. Some projects left teachers feeling sidelined and deskilled. When projects worked well they were seen as an excellent resource. 3 It was seen as important to leave a legacy and maintain an on-going relationship with the orchestra. Good practice was identified and implications for further practice and research discussed with suggestions for the development of the professional musician/ music teacher partnership.
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Morris, Gay. "A critical biography of Rosalie van der Gucht : investigating her contribution to education in South Africa with special reference to speech and drama." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/21993.
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Bibliography: pages 279-292.This study attempts to explore the ways in which Rosalie Van der Gucht influenced and contributed to Speech and Drama education during the second half of this century in the Cape. The writer takes the view that although Van der Gucht was not particularly original in her work - dramatically, socially or politically - she had an impact which is still felt in the Cape Province and beyond, because of her outstanding qualities as a leader, teacher and play director; effected through her special skills as a communicator. The chosen form is a critical biography, which makes it possible to investigate the impact of Van der Gucht's initiatives within the contemporary context. Given that there are only a handful of books which deal with the theatre of this period in the Cape, and they contain few specific references to Van der Gucht; the chief sources for this topic were unpublished written material, and interviews with Van der Gucht's past students, colleagues, friends and relations. Of special importance were Van der Gucht's unsorted collection of papers (bequeathed to the Human Sciences Research Council), the Little Theatre Press Cutting books and the University of Cape Town Archives. In Chapter One the formative influence of her parents, her education, and her first working years in England prior to the Second World War are traced. The following six chapters cover, decade by decade, the period from 1942 to 1971 when Van der Gucht was at the University of Cape Town, training aspirant Speech and Drama teachers, actors, and students taking general Arts degrees. Her influence upon the teacher and actor training courses, including a scrutiny of curriculum developments, is examined; as is her membership of the South African Guild of Speech Teachers and her foundation and leadership of Theatre for Youth which aimed to reach young people beyond the University. Chapter 8 covers the years after her retirement from the University, when she launched upon a second career as a play director, and attempts to pinpoint the chief characteristics of her directing. Chapter 9 deals with the events leading to her death in 1985 - which shed new light on Van der Gucht as a person. The conclusions drawn from this study pertain to Van der Gucht's quality as a person and teacher. The writer takes the paradoxical view that this woman of British origin and education; was, first and foremost, an educator of the traditional kind found in Africa: an oral educator, who used oral material, verbal communication and social situations to inspire and direct those with whom she worked to greater efforts for the benefit of their society, themselves and the discipline of drama. The study is intended to be a useful historical resource for students of drama and the theatre in South Africa.
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Pucheu, Paula Marie. "An Investigation of the Relationships Between the Scoring Rubrics Inventory and the Metacognitive Awareness Inventory as Reported by Secondary School Core-Subject Teachers." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/663.
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The promise of increased student achievement through educational reform is delivered still-born if teachers do not know how to implement complex instructional practices and sophisticated analysis of student performance. Metacognitive awareness is crucial to the adoption and application of proven educational initiatives. Teachers who successfully implement criterion-referenced assessment instruction, scoring rubrics, transfer to their students the metacognitive knowledge and skills of how to learn. This study is predicated on the research assumptions that metacognition and its attendant skills are critical to the successful implementation of scoring rubrics. A researcher-developed instrument, the Scoring Rubrics Inventory (SRI) and the Metacognitive Awareness Inventory (MAI) were distributed to core-subject teachers from three large public schools in Southwest Louisiana. From a population of sixty-eight (N=68) voluntary participants, eighteen teacher-participants self-reported as high implementers of scoring rubrics, thirty-nine as mid-level implementers and eleven as low-level implementers. From this population, twelve subjects were randomly selected (four high, four mid-level, and four lowlevel implementers) by an outside rater for double-blind observations and interviews. Pearson Product Moment correlations of the SRI and the MAI revealed five significant pairings using an alpha level of .05. The statistical results, coupled with the observation and interview findings from the sample-subjects established the consistency and stability of the Scoring Rubrics Inventory. Further, the totality of the results reported here support the research hypothesis of the study: H1: There is a significant correlation between the metacognitive awareness of secondary school core-subject teachers and the successful implementation of scoring rubrics. The results of the study indicated that secondary school core-subject teachers who successfully implement scoring rubrics possess a metacognitive awareness that transcends professional development training. The findings also suggested that teacher-participants who do not implement scoring rubrics either cannot or lack commitment to the innovation. Implications for teacher educators and school leaders indicated the need to: identify those persons who require additional professional development training; include operational strategies and modeling of successful implementation during training; and maintain a consistent training program in scoring rubrics. Recommendations for future research were offered.
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Peverati, Costanza. "Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/292368.
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L'estudi se centra en l'ensenyament de la traducció en els plans d'estudi de llengües estrangeres a la universitat. Després de considerar la reavaluació acadèmica recent d'aquesta eina d'ensenyament d'idiomes i la seva reconceptualització, s'examinen alguns dels canvis i reptes que s'han derivat en l'àmbit de l'organització del currículum i l'ensenyament en classe . La identificació d'elements de complexitat, a partir d'un problema de conceptualització, condueix a una discussió de les possibles formes en què les tensions que es deriven podrien abordar-se i tal vegada mitigar-se, és a dir, les pedagogies que aprofiten el potencial de transferibilitat de l'aprenentatge que sorgeix de les activitats de traducció . Es posa l'accent principalment en el concepte de "competències genèriques transferibles" i la seva relació amb els enfocaments d'ensenyament de formació professional. A la llum d'aquestes premisses , l'estudi es proposa investigar com la comunitat docent conceptualitza i utilitza la traducció, quines raons formen la decisió de no incorporar-ho? hi ha una presa de consciència i inclinació a acceptar les nocions d'habilitats transferibles? Les dades es van recollir a través d'una anàlisi de seguiment de l'enquesta internacional de traducció i aprenentatge d'idiomes, realitzat en 2012-2013 per la Direcció general de la Comissió Europea per a la Traducció . Els resultats indiquen una àmplia variació qualitativa en la comprensió de la traducció i les seves funcions pedagògiques i una noció única d'ús/concepte, com a exercici de llenguatge contrastiu formalista. L'anàlisi de dades també suggereix la persistència d'un antagonisme latent, sobre la base de l'adhesió a les metodologies monolingües i concepció estricta de la traducció. Hi ha poca consciència explícita de les nocions de transferabilitat.El estudio se centra en la enseñanza de la traducción en los planes de estudio de lenguas extranjeras en la universidad. Después de considerar la reevaluación académica reciente de esta herramienta de enseñanza de idiomas y su reconceptualización, se examinan algunos de los cambios y retos que se han derivado en el ámbito de la organización del currículo y la enseñanza en clase . La identificación de elementos de complejidad, a partir de un problema de conceptualización, conduce a una discusión de las posibles formas en que las tensiones que se derivan podrían abordarse y tal vez mitigarse, es decir, las pedagogías que aprovechan el potencial de transferibilidad del aprendizaje que surge de las actividades de traducción . Se hace especial hincapié en el concepto de "competencias genéricas transferibles" y su relación con los enfoques de enseñanza de formación profesional. A la luz de estas premisas , el estudio se propone investigar cómo la comunidad docente conceptualiza y utiliza la traducción, ¿qué razones forman la decisión de no incorporarlo? ¿hay una toma de conciencia y inclinación a aceptar las nociones de habilidades transferibles? Los datos se recogieron a través de un análisis de seguimiento de la encuesta internacional de traducción y aprendizaje de idiomas, realizado en 2012-2013 por la Dirección General de la Comisión Europea para la Traducción . Los resultados indican una amplia variación cualitativa en la comprensión de la traducción y sus funciones pedagógicas y una noción única de uso/concepto, como ejercicio de lenguaje contrastivo formalista. El análisis de datos también sugiere la persistencia de un antagonismo latente, en base a la adhesión a las metodologías monolingües y concepción estricta de la traducción. Hay poca conciencia explícita de las nociones de transferabilidad.
The study focuses on the teaching of translation in university foreign-language curricula. After considering the recent scholarly reappraisal of this language-teaching tool and its attendant reconceptualization, it examines some of the changes and challenges that have ensued at the level of curriculum organization and classroom instruction. The identification of some elements of complexity, based on a problem of conceptualization, leads in to a discussion of possible ways in which the deriving tensions could be addressed and maybe mitigated, i.e. pedagogies that capitalize on the transferability potential of the learning emerging from translation activities. Special emphasis is placed on the concept of “transferable generic skills” and their relation to vocational teaching approaches. In light of these premises, the study sets out to investigate how the teaching community conceptualizes and uses translation, what reasons inform the choice not to incorporate it, and whether there is awareness of, and openness to, notions of transferable skills. Data are gathered through a follow-up analysis of the international survey Translation and Language Learning, carried out in 2012-2013 for the European Commission’s Directorate-General for Translation. The findings indicate a qualitatively broad variation in the understandings of translation and its pedagogical functions alongside a quantitatively significant concentration of data around a single conception/use, i.e. that of formalistic, contrastive language exercise. Data analysis also suggests the persistence of a latent antagonism, largely informed by adherence to monolingual methodologies and narrow, often misconceived translation concepts. Explicit awareness of transferability issues is modest. Implications of these findings for future action and research are discussed.
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Halawani, Mohammad Hani. "Developments in the Jordanian system of education with special reference to in-service education and training of teachers." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4583.
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The research leading to this thesis fills a gap in the examination and literature of the Jordanian education system. It has been undertaken for that purpose, and also in coincidence with recent major reforms of education in Jordan.Before moving into an empirical study of certain aspects of the in-service education and training of teachers, the writer examines a number of important contextual and analytical areas relating to the field in question. So, after setting out the problem in question, there is an extensive but selective review of relevant literature. This includes documentation from a wide variety of national origins and hopes to provide a theoretical basis for the original fieldwork undertaken in Jordan and reported in later chapters.Clearly, as elsewhere, the socio-economic context of education in Jordan is important to understand, and especially so in a country with few natural resources and a consequent heightened significance for the quality of its human resources. Likewise, the historical development of the total system of education within which the teacher education sector resides has to be analysed and discussed. This forms Chapter Four. After this, the sector in question is examined in some detail.The sixth chapter comprises a discussion of the design and methodology of the empirical dimension of the thesis, dealing with such aspects as validity, reliability, sampling and other technical matters. This is followed by two chapters of empirical results, their presentation and analysis. This part of the thesis derives from field visits made to Jordan by the writer and is central to the research. The design and analysis were carried out with the supervision and advice of the Computer Centre.
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Garcia, Acacia Maria Costa. "The preparation of primary school teachers with special reference to Paraiba State in the North East of Brazil." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10020167/.
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This work is concerned with the quality of Primary Education and Teacher Education in Brazil, and particularly the State of Paraiba. Quality of education is an elusive concept to measure, and Brazil is not the only country in the world where one can find critics of the educational system who believe that the quantitative expansion of the system has necessarily brought about a reduction in quality. Chapter 1.0 sets out the basic problems which are viewed as related directly to the internal and external efficiency of the educational system. A number of problems which face primary education in Latin America are identified in Chapter 2.0. These problems were mainly produced by the rapid expansion of the system to meet increased social demands and to satisfy important human rights of the people of Latin America. Chapter 2.0 also reviews conferences, especially those held in Latin America, which have suggested solutions to these problems. Chapter 3.0 looks at teacher education in Latin America and Brazil, focusing on its internal and external aspects. Chapter 4.0 shows a number of features of the educational system of Brazil which were obstacles to the effective implementation of the proposed reforms. These obstacles were the result of the historical development of the system of education, and the traditions which had been developed since colonization. Chapter 5.0 sets out the problems which have been raised by the policy adopted after 1964, when a military regime took power. It is against this background of national policy that the teacher preparation policies in the various states of Brazil must be understood. Chapter 6.0 deals with some of the determinants of teacher education development in Paraiba State, including a brief summary of the socio-economic situation and its implications for the educational system. Through these early chapters three major shortcomings of teacher preparation in Brazil have been identified: 1) The number of teachers prepared, 2) The unsuitability of the training for conditions internal to the schools (curricula/teaching methods etc.), and 3) The unsuitability of the training for conditions external to the schools (the social condition of entrants to the schools). Chapter 7.0 seeks to investigate how the trainee teachers in Paraiba perceive the training they receive, from these various aspects. Finally, Chapter 8.0 summarises the findings of earlier chapters, and sets out recommendations for the revision of teacher education to improve the quality of teacher education, and hence of education at the primary level, in Paraiba specifically, and more generally in the whole of Brazil.
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Moreira, Cândida Maria de Almeida Paupério Queiroz. "Primary teachers' attitudes towards mathematics and mathematics teaching with special reference to a Logo-based in-service course." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006571/.
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This thesis investigates primary teachers' attitudes towards mathematics and mathematics teaching, and whether or not they are amenable to change. As used in the study, the term focuses on people, objects and issues, and brings together thought, action and emotion. The purpose of the research was threefold: • to investigate primary teachers' attitudes towards mathematics and towards mathematics teaching, and as a subsidiary aim to examine factors that might account for these attitudes; • to examine ways in which primary teachers' attitudes towards mathematics and mathematics teaching, along with other factors, influence their participation in a Logo-based mathematics in-service course; • to ascertain the degree to which primary teachers' attitudes towards mathematics and its teaching are influenced by their participation in a Logo-based mathematics in-service course. A two-country "zoom lens" design was adopted. It consisted of two qualitatively distinct but related sub-studies: (1) an attitude survey making use of a self-administered questionnaire; and (2) a developmental study of attitude change based on a Logo-based mathematical in-service course. These issues were investigated by adapting a vantage point which spans two educational cultures: England and Portugal. The attitude survey was administered in England in the Autumn term of the 1987/88 academic year and involved all the primary teachers of Suffolk County Council. In Portugal, it was administered in the Spring term of the sane academic year and involved all the primary teachers in the district of Viseu. The attitude questionnaire used in the survey included several Likentype scales aimed at mirroring different aspects of primary teachers' attitudes towards mathematics, as well as questions which sought to gather information about the teachers' background. The second sub-study was carried out in Portugal in the Summer term of the academic year 1987/88, and in England in the Autumn term of the following academic year. It involved ten Portuguese primary teachers and seven English primary teachers who volunteered to attend the Logo course. The methodology used in this sub-study combined ethnographic methods and concepts with principles akin to an action research paradigm. Considering the two sub-studies as a whole, the two most important conclusions were the following. First, the study indicated that the attitudes towards mathematics and mathematics teaching of the English primary teachers differed considerably from those of the Portuguese ones, along with their interactions with the Logo course, thus implying that cultural, social and even political factors are relevant to teachers' attitudes. Second, when the participation of the teachers in England and Portugal were compared (not in absolute, but in relative terms), there was a fair degree of similarity as to the conclusions reached in the two countries. The following conclusions were drawn: (a) Shifts in the teachers' attitudes towards mathematics and mathematics teaching were more likely to occur when they were already committed to change at the beginning of the course; (b) Shifts in the teachers' attitudes towards mathematics and mathematics teaching were closely related to the sense of personal achievement they derived from the course.
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Chang, Chiung-Wen. "Oral language assessment : teachers' practices and beliefs in Taiwan collegiate EFL classrooms with special reference to Nightingale University." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421585.
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Moulding, Louise Richards. "An Evaluative Argument-Based Investigation of Validity Evidence for the Utah Pre-Algebra Criterion-Referenced Test." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/6162.
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This study collected evidence to address the assumptions underlying the use of the Utah Core Assessment to Pre-Algebra (UCAP) to (a) measure student achievement in pre-algebra, and (b) assist teachers in making adjustments to instruction. An evaluative argument was defined to guide the collection of evidence. Each of the assumptions in the evaluative argument was addressed using data from a suburban northern Utah school district. To collect the evidence, test content was examined including item match to course objectives, reliability, and subtest intercorrelations. Analyses of correlations of the UCAP with convergent and discriminant measures were completed using student test data (N = 1,461), including an examination of both the pattern of correlations and tests of statistical significance. Pre-algebra teachers (N = 12) were interviewed to ascertain the degree to which UCAP results were used to make necessary adjustments to instruction.
It was found that the UCAP was technically sound, but measured only 65% of course objectives. Correlation coefficients were analyzed using pattern comparisons and tests of statistical significance. It was found that the pattern of correlation coefficients and the distinction of convergent and discriminant measures supported the UCAP as a measure of mathematics. Teacher interview data revealed that teachers did not make substantive adjustments to the instruction of pre-algebra based on test scores.
Based on these results it was concluded that the underlying assumptions concerning the use of the UCAP were not fully supported. The lack of complete coverage of the pre-algebra course objectives calls into question the ability of the UCAP scores to be used as measures of student achievement, in spite of the technical quality of the test. There was support for the assumption that the UCAP measures mathematics. There was little evidence that teachers use the UCAP score reports to make meaningful and appropriate adjustments to instruction. More evidence is needed to understand the factors that may have led to this lack of use.
The evaluative argument framework defined in this study provides guidance for future research to collect evidence of the validity of decisions based on UCAP scores.
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Filho, Manoel Martins de Santana. "A educação geográfica escolar: conteúdos e referências docentes." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-29112010-092800/.
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A tese investiga a distinção da Geografia no contexto da educação básica, considerando que a geografia escolar permite que se entenda a espacialidade do mundo, da sociedade. Contudo, pelo fato de muitas vezes a aula de Geografia ser tomada como uma apresentação de curiosidades, uma prática de decorar informações só para fazer as avaliações, o efeito desses saberes na educação das pessoas não aparece de forma sistematizada e clara. A pesquisa procura contribuir para o enfrentamento de dificuldades que marcam a aula de Geografia na escola, entre elas a imprecisão de sua identidade e de sua marca educativa. Para isso foram investigadas as referências de professores sobre os conteúdos das aulas, conforme suas compreensões conceituais da ciência geográfica e da pedagogia que é presente na escola. Quais referências balizam as escolhas dos conteúdos de suas aulas? Nesses profissionais observou-se uma compreensão, tanto da função da aula de Geografia na escola quanto da sua contribuição educacional, orientando-se ora em noções próximas a um senso comum docente e frases de efeito, ora em expressões como localização, mapa, orientação e leitura de mundo sinalizando uma base na Geografia acadêmica e uma considerável distância dos conceitos geográficos do ponto de vista metodológico. Essas referências esbarram em limitações de ordem teórica, metodológica e didática que dificultam a ressignificação dos conteúdos escolares para ler a paisagem, além de limitar a autoria do professor e a aprendizagem do aluno. A exigência fundamental é que tanto os geógrafos educadores da escola básica quanto da academia precisam atentar para a efetiva contribuição da educação geográfica, dando-lhe fundamentação teórica e metodológica, ressaltando-lhe o caráter ético-político no desenvolvimento de um raciocínio espacial por parte dos alunos, e claro, por seus professores.The thesis investigates the distinction of Geography in the context of basic education, considering that the geographic education at school allows you to understand the spatiality of both the society and the world. However, because too often Geography classes are considered to be a mere presentation of curiosities and due to the practice of memorizing facts for an exam, the effect of such knowledge in general education does not appear in a systematic and clear way. The research aims to contribute to coping with difficulties that make a Geography lesson in school, including the inaccuracy of its identity and its brand of education. For this, I have investigated the references of teachers about the content of their classes, according to their conceptual understandings of Geographical Science and Pedagogy. What references guide the choices of the contents of their classes? Among those professionals there was a common understanding of both the functionality of Geography classes at school and its educational contribution, sometimes guided by notions of a common-sense teaching and catchphrases, and sometimes by expressions like location, the map, orientation and reading the world signaling a base in the academic field and a considerable distance from the geographical concepts from the methodological point of view. These references are hindered by theoretical, methodological and didactic limitations that interfere in the way one reads and understands the landscape, as well as limiting the teacher itself and the students learning. The fundamental requirement is that both Geography teachers and academic geographers must attend for the effective contribution of geographical education, giving to it a theoretical and methodological foundation, emphasizing its ethical-political character during the development of a spatial reasoning by students, and of course by their teachers.
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Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.
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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.
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Macaro, Ernesto. "An analysis of interaction in foreign language classrooms with particular reference to teacher recourse to L1." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285987.
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Nthulanyane, Malefa Regina. "Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/378.
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The purpose of the study was to investigate teacher receptivity of a new curriculum, in particular, the new integrated curriculum of South Africa. As the New Revised national curriculum Statement is starting to be operational this year, Curriculum 2005 was used as a model of an integrated curriculum in this study. The study focused on the following sub-problems: the meaning of an integrated curriculum; teacher receptivity of an integrated curriculum; and the extent to which teachers are receptive of the new integrated foundation phase curriculum. The review of relevant literature provided a conceptual framework for the study. Six dimensions of a curriculum that were regarded as critical in classroom practice for practicing teachers were identified and used to describe an integrated curriculum. These were: platform, learning outcomes, content, instructional materials, teaching and learning strategies and assessment. The conceptual framework for teacher receptivity was also identified by means of review of relevant literature. Teacher receptivity was conceptualised as comprising of attitudes and behavioral intentions. The empirical part of the study was undertaken to determine the attitudes of teachers towards an integrated foundation phase curriculum and the extent to which foundation phase teachers were receptive of the new curriculum. The sample for the empirical part of the study included 63 foundation phase teachers randomly selected from 21 schools in Herschel District. The schools were randomly selected from 3 zones which had been randomly selected from 7 zones that make up Hershel Educational District in the Eastern Cape, South Africa. Empirical data on teachers’ attitudes towards an integrated curriculum indicated that the majority of teachers were viewed the curriculum in an extremely positive light/somewhat positive light. There were responses which indicated that some teachers regarded the curriculum as complicated, restrictive, and idealistic. This situation is highlighted in their responses to the semantic differential on the attitude objects of the curriculum. Data on teacher receptivity indicated positive responses but vi there were some area of concern such as, for example, support from the district manager, school and the community. Data indicated that teachers were not so positive abut learning outcomes and assessment as a basis of teaching an integrated curriculum. Based on the empirical part of the study, conclusions and recommendations were made.
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Peters, Richard G. "Judgments of academic achievement by teachers and standardized, norm-referenced tests revisited : an issue of educational and political policy." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/832995.
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The purpose of this study was to investigate the degree of concurrence between teachers' judgments of the academic achievement of students and the results of standardized,norm-referenced achievement tests. Although this issue had been addressed before, results reported in the literature lacked a sensitivity to the informational needs of educational policy makers and were obfuscated by significant differences in research design and analytical techniques. This study attempted to address the potential moderating effect of teachers' pre-established notions of students' knowledge, academic subject area, grade level, and student gender on the agreement level between teachers' judgment of student achievement and test results, while focusing on the ever increasing use of test scores to make decisions regarding student readiness for promotion/graduation and overall school accountability.Approximately 670 teachers were asked to rate their students as "not ready to succeed at the next grade level without remedial assistance" (non-masters) or "ready to succeed without additional instruction or intervention" (masters). Ratings were obtained in both English/language arts and mathematics for 15,935 students in grades 1, 2, 3, 6, and 8. The sample utilized was representative of the demographics of the state of Indiana. While appropriate statistical tests of significance were performed when appropriate, this study focused on effect size as the final determinant of "educational significance."Analyses revealed no practical reason to believe that teachers' judgments were influenced by their initial ratings of students as masters or non-masters, student gender, grade level, or subject matter. On the average, teachers' mastery/non-mastery ratings were found to agree with "cutscores" established through discriminant analysis in about 78% of the cases. These results were seen as encouraging, in that test results could be used to support teacher judgment, which seemed unaffected by moderating variables, while not offering information completely redundant with pre-existing teacher knowledge of student achievement.Department of Educational Psychology
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Morris, Brad Lawson. "A Countertenor's Reference Guide to Operatic Repertoire." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1554918197976462.
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Morgan, Christine. "The applicability of Herzberg’s two-factor theory of motivation to teacher productivity with special reference to Jamaica." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/3615.
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This study was conducted to identify the factors which were affecting teacher motivation and productivity in Jamaica, applying Herzberg's motivational factors. The following variables were used to examine the problems of teacher productivity: (a) Style of supervision, (b) Teacher Achievement (c) Interpersonal Relationship, (d) Recognition, (e) Responsibility, (f) Status, (g) Advancement and Growth, and (h) Working Condition. The hypothesis was that there was no statistically significant relationship between each of these variables and teacher productivity. A survey questionnaire, developed for the purpose of collecting data reflecting the perceptions of teachers from secondary high and technical schools in Jamaica, was sent to 350 participants randomly selected from eight schools in Middlesex County. The data were analyzed in the following ways: 1) Correlation Matrix of all variables, 2) Stepwise multiple regression to identify those variables causing the problem, using productivity as the dependent variable, 3) Factor analysis of all variables to group variables, 4) T-test to determine difference in perception of teacher productivity by sex (demographic data), and 5) ANOVA of demographic data of teacher productivity by a) Type of School, b) Age, c) Qualification, and d) Years of experience. The results of the analysis revealed that a significant correlation existed between teacher productivity and all the independent variables except status; and that the variables were grouped together in the factor analysis except for growth and development and status. There was a significant difference at .05 level of significance between teacher productivity by sex. All the biographic variables except for years of experience, yielded non-significant results. The regression analysis revealed that teacher productivity in Jamaica could be explained by two of Herzberg's motivational factors, namely, Achievement and Responsibi1ity. It is recommended that the Ministry of Education together with principals 1. Develop a promotional ladder to enhance remuneration, improve conditions, provide opportunities for greater responsibilities and curricular autonomy to teachers at all levels in the system. 2. Extend opportunities for teacher achievement through projects, conferences and committee services for curriculum development.
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Bull, Roger. "Managing quality assurance and enhancement processes in higher education with special reference to initial teacher training provision." Thesis, Middlesex University, 2002. http://eprints.mdx.ac.uk/6462/.
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My intention in carrying out this project was to examine the relevance of developing refined approaches toward quality assurance in order to accommodate external demand under a common system. Each area of critical analysis established sources of conflict of interest amongst academics in the School and provided an indication of the way in which these might be resolved. The academic provision in the School is diverse and is subject to external scrutiny through the Quality Assurance Agency (QAA) and Teacher Training Agency (TTA) the latter of whom works alongside the Office for Standards in Teacher Education, OfSTED. Throughout this time the University has operated an internal quality assurance and enhancement process based on the QAA quality assurance methodology whereas Initial Teacher Training programmes within the School have been subject to the inspection methodology of OfSTED. Three areas of critical analysis formed the basis of my research methodology conducted through case study and primary document analysis. The self assessment document is a product of QAA demand and contrasts with OfSTED inspection demand, the subject specification raises questions about knowledge and its control in higher education when compared with the TTA Standards for the Award of Qualified Teacher Status, and the School Annual Monitoring Report represents the internal dichotomy of demand that sometimes exists for members of academic staff who engage in the process of writing such reports. My main finding suggests that the 'self imposed burden' of quality assurance can be reduced within the University and School in order to facilitate a more coherent and effective QA process.
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Sahin, Cigdem. "Teachers' beliefs and practices in the teaching of literacy and numeracy at Key Stage 2 : with particular reference to questioning." Thesis, University of Bath, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393794.
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Glover, Judith. "French and British women in employment : domestic circumstances, employment patterns and occupational achievement, with particular reference to teachers and officeworkers." Thesis, University of Surrey, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.291613.
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