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Dissertations / Theses on the topic 'Teachers Training of Victoria Case studies'

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Published: 10 December 2022

Last updated: 31 July 2025

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1

Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.

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2

Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.

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3

Hauser, Doreen Ann 1961. "Teacher learning via video instruction: Five case studies." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/291883.

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This research was conducted to study how five home economics teachers learned three new teaching techniques through an in service distance education project. The researcher looked specifically at: (1) How effective were video assisted self-instructional packets for teaching individual learners new methods of instruction? (2) How do teachers transfer knowledge of a particular method to actual classroom use? (3) Is there a relationship between one's learning style and style of teaching? Each case study draws upon data from the participant's background, test scores, interviews, self-reports, staf

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4

Hill, Stacy Lee. "Teacher cognition| Four case studies of teachers in low-SES schools." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640030.

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<p> This qualitative study examined the cognition and practices of four teachers teaching in low-SES schools. The four case studies were comprised of three elementary teachers and one middle school teachers in the state of Columbia*. The study explored how the teachers' schooling, professional coursework, classroom practices, and contextual factors affected their teaching practices. The conceptual framework for the study came from Borg's (2003) representation of teacher cognition for language teachers.</p><p> Data were triangulated and collected from interviews, documents, and classroom obse

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5

Varah, Carolyn Julie. "Teachers' collegial consultation : a case study of dyadic interaction." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31216.

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This study was an exploratory case study which examined the process of collegial consultation in relation to teacher development in two dyads of elementary teachers. The purpose of the study was to understand the manner in which participants collaborate and mutually negotiate understandings in a conference following data-based classroom observation. The research questions addressed were: 1.0 How do the partners negotiate shared understandings in the consultation process? 2.0 How does context influence the consultation process? The primary data sources were fieldnotes from classroom observat

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6

Chin, Chien. "Mathematics teachers' beliefs, their classroom practices and influences on student learning : four case studies." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319762.

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7

Husk, Michael John. "Case studies of school-based conference mentoring of trainee teachers by cotutor mentors." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302634.

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8

Pang, Yin Mei. "Professional growth of English language teachers : case studies from an in-service training course." Thesis, University of East Anglia, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423785.

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9

Ye, Yue. "A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2551204.

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10

Milne, Robert Mitchell. "Case Studies on the Changing Roles, Skills and Competencies of School Sport Managers." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365977.

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The quality of the school sport experience is critical if the educational objectives of school sport are to be achieved. This study has identified that there are many variables that affect the outcomes of the school sport experience. None considered more important and integral than that of the person(s) who ‘shapes and steers’ the school sport experience; the School Sport Manager. This case study examined the roles, skills and competencies of School Sport Managers (SSMs) and how the employment of these traits is influenced by the recognition and vocational preparation of SSMs. The research par

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11

Calderone, Cynthia Dianne. "Case studies of trainers' and selected teachers' perceptions of an early reading intervention training program." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002063.

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12

Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.

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Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need

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13

Ilukena, Alex Mbonabi. "A needs analysis for the implementation of a complementary course in mathematics education for teachers of mathematics in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003560.

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After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematic

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14

Chan, Yuk-fai Ronald, and 陳玉輝. "Building a collaborative culture in teaching practice." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960698.

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15

Ip, Chuen-chip, and 葉存楫. "A case study on teachers' perception of school-based staff developmentactivities: implications for schooldevelopment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960194.

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Kwong, Sau-chee Carolina, and 鄺秀芝. "Concept and practice of leadership in staff development: a case study of a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960224.

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17

Fernandez, Anita Elizabeth. "Autobiography as a method for preservice teachers to analyze their expressed beliefs of multicultural, anti-racist education: Three case studies." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279777.

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Recently, teacher preparation programs have called for an increased awareness of issues surrounding the teaching of linguistic and cultural minority students. As the majority of preservice teachers are white and female, and with the growing diversity of incoming students, there is a noticeable need for discussions of race, privilege and power in teacher preparation programs. One way to open up this dialogue is with the use of narratives and autobiographies connected to courses in antiracist, multicultural education. In this qualitative study, a case study methodology was used to demonstrate th

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18

Rowan, Andre. "Teachers as curriculum developers : a case study of natural sciences teachers in a school district." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2566.

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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.<br>This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers w

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Campbell, Carol L. "Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.

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School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010). The problem ad

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Kranz, Carol A. "A qualitative case study of novice Kenyan primary school teachers what messages transmitted by the teacher training colleges are internalized and applied?" Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4956.

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The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of in

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21

Hill, Lynn T. "Mentoring partnerships in early childhood education: three case studies." Thesis, Virginia Tech, 1994. http://hdl.handle.net/10919/40731.

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This study examined the partnerships of three mentor/protege teacher dyads in early childhood education. Particular attention was paid to the impact of the relationship on the job satisfaction and teaching practices of the participants. Quantitative data were gathered through the Early Childhood Job Satisfaction Survey and through the Teaching Practices Observation Scale. Qualitative data were gathered through the use of in-depth interviews and teacher journals. Findings support the conclusion that mentoring partnerships can provide for enhanced professional development for all participants wh

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22

Brooks, Clare M. "Enhancing science teaching in an elementary school : a case study of a school-initiated teacher professional development program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34534.pdf.

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Leask-Smith, Lyn Ann. "A picture's worth a thousand words: a case study of grade 10 English language educators teaching visual literacy." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003585.

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The aim of this research was to better understand teacher's beliefs about visual literacy and to explore how their beliefs influence their teaching practice. In order to investigate this, a case study was conducted that comprised of lesson observations and semi-structured interviews with two secondary school English home language educators. The backdrop to the research was the implementation of the new national curriculum for grade 10. The participants, though well educated and experienced teachers, felt their training had been inadequate in the area of teaching visual literacy and although th

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Zhu, Mila, and 朱米拉. "School-based staff development of Shanghai children's palaces: a case study of No.2 Children's Palace ofJinshan District." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177242.

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Although school-based teacher developmental activities have been launched for years in general education system, such comparatively systematic and effective work have yet been thoroughly adopted by most of the out-of-school educational institutions. Studies on Children’s Palaces education and school-based teacher development are extremely limited, not only because the overall management of out-of-school education system is not as complete as that of general education system, but also the features of Children’s Palace education made the study hard but more and more necessary. Guided by the

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Waters-Adams, Stephen Laurence. "The relationship between teachers' understanding of the nature of science and their science practice : four case studies from an urban primary school." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/750.

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This thesis explores the relationship between a teacher's understanding of the nature of science and her practice. The idea that teachers' understanding of the nature of science is a powerful determinant of their actions in the classroom has a strong intuitive appeal. Research over the last forty years has provided inconclusive results; however, there is a clear implication within recent central policy on teacher education that such knowledge should translated directly into practice. This has led to the identification within teacher training, materials of specific expectations regarding unders

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26

Allen, Deborah Miller. "African American Teacher Recruitment: a Case Study in Oregon." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3622.

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The public school teacher population of the United States is predominantly White, while the demographics of P-12 student population continue to grow increasingly diverse. Across the nation, there has been a call for the recruitment and retention of culturally and linguistically diverse teachers. The state of Oregon passed the Oregon Educator Equity Act, originally called the Oregon Minority Teacher Act, in 1991, and with recent renewed attention, the preparation of more culturally and linguistically diverse teachers in the state has gained prominence. Refocused consideration to the lack of div

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Exton, Virginia Norris. "A Qualitative Case Study of Developing Teacher Identity among American Indian Secondary Teachers from the Ute Teacher Training Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/181.

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The purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed context. Three overarching patterns emerged during the process of analyzing the data: (a) solidarity and independence, (b) habit and change, and (c) tradition and invention. From these patterns, six factors were id

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Talbert, B. Allen. "The first year of an agriculture teacher : a case study of three beginning teachers /." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-05092009-040439/.

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29

Mbango, Karolina Naango. "Investigating the role of portfolios in developing reflective practice : a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003477.

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The purpose of this study was to investigate the purpose and role portfolios are playing in developing reflective practice in student teachers and to assess the degree to which this role is being achieved in practice. This study was a interpretive small scale case study. The target groups were 3 student teachers in their final year of study, 3 teacher educators and the vice-rector of the college. Data were obtained through interviews and document analysis. The findings indicated that the students had no meaningful orientation to both the role of portfolio development and reflective skills. The

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Bindreiff, Dustin. "A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3640.

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There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increase

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31

Mettler, Edwina Michelle. "Science teachers' experience of the transition process from general education and training to further education and training : a multiple case study." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86568.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers ar

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Haycock, Carol-Ann. "The role of content and process in principal's supervisory intervention on the classroom management practices of teachers : three case studies." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26836.

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This study examined the effects of the supervisory process on classroom teaching. Through examination of the supervisory conference setting, this study examined whether effective supervision required supervisors who practiced certain strategies as they dialogued with teachers in the conference, or whether discussion of research-verified knowledge about teaching and learning alone was sufficient to bring about an improvement in classroom teaching practice. This study also examined the effects of an intervention on school principals in their performance of the supervisory task. That is, the stu

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Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.

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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics

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Hilferty, Fiona M. "Teacher professionalism defined and enacted : a comparative case study of two subject teaching associations." Phd thesis, School of Policy and Practice, 2004. http://hdl.handle.net/2123/7908.

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35

Brown, Leann. "'I can be this' : Image, identity and investment in physical education." Thesis, University of Ballarat, 2004. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/32399.

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This study investigated how student expectations, experiences and involvement in physical education teacher education impacted upon and shaped identity development. The research focused on student social interactions and identified a range of behaviours and practices which reinforced student notions of what it means to be a physical educator. [...] The research itself was conducted within a creative analytical practice framework resulting in the following research products: the thesis text; a collection of one act plays titled, 'Plays from the identity playground', written about student social

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Haingura, Rudolph. "Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003391.

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Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of env

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Ausiku, Charity M. "An investigation into the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu : a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004461.

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I embarked upon this study to investigate mathematics teachers' practices that have led to the persistence of traditional teaching methods in grade 9 mathematics classrooms in Rundu. The study was conducted from a learner-centred (L-C) perspective or reform approach in the Namibian context. It is a qualitative study oriented in the interpretive paradigm- a paradigm that seeks to understand the meanings attached to human actions. The participants involved in this study were purposively selected and they are composed of two mathematics teachers and their grade 9 learners. This study was conducte

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Laricchiuta, Nelly. "A description of four high school physical education teachers from the perspective of disciplinary mastery and ecological integration value orientations /." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21230.

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The purpose of this study was to identify and describe the teaching tasks used by disciplinary mastery (DM) and ecological integration (EI) oriented teachers. Specifically, this case study of four high school physical educators examined (a) the types of instructional tasks used, (b) the extent to which the instructional tasks were reflected in their teaching, and (c) the extent to which their articulated goals translated into action. Primary data sources involved the Value Orientation Inventory-2 (Ennis & Chen, 1993b), class observations (TSOBS; Jones, 1992), interviews with the teachers, and

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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.

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Levingston, Earl Ray. "The Double Down: The Autoethnography of Navigating as Black American Male Instructing Preservice Teachers Methods of Teaching Social Studies." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404520/.

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This inquiry is an autoethnography of my experiences as a Black American male serving as a methods of social studies instructor to preservice teachers. Although some may deem this study as subjective, I have embraced that designation to provide insider information to others that face intersectionality and to inform institutional practices in teacher education programs.

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Mak, Yau-kay Winnie, and 麥幼姬. "The roles and training needs of staff in the Hong Kong Polytechnic: perceptions and implications for staffdevelopment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955861.

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De, Vries Heleen. "Professional development in environmental education : case studies in primary schools." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50429.

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Thesis (MEd)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: This study was contextualised in the broad process of change and transformation in education in South Africa In this study I investigate how SWAP (Schools Water Project) as a resource could possibly enable teachers to use the local environment as a means of promoting environmental learning in their classes: a professional development process for teachers. The purpose of this study is to understand and give meaning to the processes of professional development that might be made possible through using SWAP as suggestion

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Reddy, Christopher Paul Samuel. "Teacher responses to education policy reforms : case studies of in-service processes in the Western Cape Province of South Africa." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52477.

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Dissertation (PhD)--University of Stellenbosch, 2001<br>ENGLISH ABSTRACT: In South Africa the transformation process in education has placed tremendous pressure on teachers, redefining roles, functions and imposing new levels of accountability on education professionals. This thesis is based on research examining teachers' experiences of and responses to the recent policy changes and their implications for teachers' work at primary school level. The research captures a small selection of the diverse views and reflections of teachers in case studies of in-service teacher education process

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Chan, Pui-wah, and 陳佩華. "A case study on the induction of novice expatriate English teachers ina caput secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958497.

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Roos, Lyndsey. "The Cognitive Development of Expertise in an ESL Teacher: A Case Study." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2395.

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This case study investigated how an English as a Second Language (ESL) teacher's cognition has both changed and stayed constant over a period of eight years and the factors to which the teacher attributes changes or lack of changes. The study followed the teacher over the course of a 10-week period and compared videos of the participant's teaching from eight years ago to her current teaching. Interviews, observations, and stimulated recall were used to investigate development over the eight year span. It was found that the teacher did indicate several areas in which she demonstrated change: Te

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"Pre-service EFL teacher education in Mainland China: case studies of BA/TEFL curriculum development." Thesis, 2005. http://library.cuhk.edu.hk/record=b6073952.

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Following a constructivist paradigm, the research employed a case study approach combining qualitative and quantitative research methods to explore the process of curriculum development of two BA/TEFL programs in Mainland China. Research data sources included questionnaire responses, interview data, university archives and documents, and field notes from case-site visits. The questionnaire survey was completed by 137 graduating student teachers and 86 past graduates teaching in secondary schools, from both programs. Altogether 54 stakeholders in the programs, i.e. program heads, teacher educat

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Tubianosa, Teresita-Salve R. "Constructing teacher communities for professional development in a Filipino setting." Thesis, 2000. http://hdl.handle.net/2429/11180.

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This study of science teachers in a Philippine state school explored the potential of group discussions as a learning landscape considering, in particular, how sharing of teaching experiences may contribute to professional growth. The study was conducted from July 1997 to January 1998. The main objectives were to gain an understanding of the influence of social interactions in improving the practice of individual teachers; and to explore how Filipino culture affects the interaction process. The setting of the study was the science department at a state school (K-10) in the Philippines.

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Chin, Peter M. K. "Exploring the complexities of the practicum : case studies of two school advisors." Thesis, 1999. http://hdl.handle.net/2429/10938.

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This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student te

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Steyl, Elize. "A case study of inset for unqualified junior primary teachers." Thesis, 2014. http://hdl.handle.net/10210/11604.

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M.Phil. (Educational Linguistics)<br>The construct of this study consists of the perceptions and experiences of unqualified junior primary teachers in an INSET project which covered the teaching of initial reading. The rationale for the study is that scientific inquiry into an organically constructed teaching programme could yield new knowledge which is rooted in a specific and complex context such as the informal settlement communities where the teachers involved in this research project teach. The research report commences with an orientation to the study in which the groundless of the desig

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Fletcher, Steven Samuel. "Exploring the beliefs and practices of five preservice secondary science teachers from recruitment through induction in a university preparation program: a longitudinal study." Thesis, 2006. http://hdl.handle.net/2152/2864.

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