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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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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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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, staff reports, student products, and observations. In three cases, it was concluded that learning style may influence style of teaching. The two teachers who were unable to transfer the information did not have consistent learning styles, were not comfortable users of the media, and reported having too many things going on in their personal life which interfered with the learning process.
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 observations. The four teachers were interviewed three times each. The documents collected were professional correspondence, pertinent papers, homework, or other artifacts that demonstrated the teachers' cognition.</p><p> The findings of the study showed the teachers' cognition was primarily influenced by schooling, classroom practices, and contextual factors, but not professional coursework. The findings also suggest that the teachers in the study found relationships with students and a student reflexive curriculum to be paramount in their classroom practice in a low-SES school. In addition, three of the teachers all regarded the contextual factor of equity in their schools to be of importance in their cognition of teaching.</p><p> *pseudonyms.</p>
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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 observations, videotaped post-observation conferences, and audiotaped stimulated recall interviews. These data were collected from four rounds of observations for each dyad. Symbolic interactionism (Blumer, 1969,1972) was used as a framework for analyzing how the participants made collective and individual sense of their professional practice during the post-observation conference and conference review process, respectively. The data analysis was based primarily on the conference review audiotapes from each dyad member and the post-observation conference videotapes.
After a comparative analysis of the two dyads, the following findings appeared to influence the negotiation of shared understandings in the consultation process and, therefore, teacher growth. First, a prior work relationship appeared to facilitate adaptation to the practice of collegial consultation. In contrast, prior interaction patterns appeared to inhibit adaptation to the practice of collegial consultation. Second, past experiences and training influenced how the participants interpreted and defined the collegial consultation process. Congruent definitions of the collegial relationship and the consultation process appeared to facilitate mutual negotiation of understanding, whereas incongruent definitions inhibited such negotiation. Third, the manner in which the participants defined the consultation process influenced their interpretation of the observer and observee roles. A shared language of congruent definitions and interpretations of role appeared to facilitate negotiation of shared understandings of practice. Lack of an explicit shared language inhibited negotiation. Fourth, a supportive consultation climate appeared to also facilitate negotiation. Finally, teacher growth in understanding of teaching and consultation practice appeared to be developmental and influenced by the previous four findings.
Five conclusions were derived from a comparative analysis of the findings from each of the two dyads. Five contextual factors appeared to influence the collegial consultation process. They were as follows: (1) district and school endorsement and support were both needed to facilitate the implementation of collegial consultation; (2) reciprocal interaction patterns were more likely to result in changes in teaching practice; (3) definitional congruence of the collegial relationship and consultation process facilitated clear communication and negotiation of shared understandings; (4) provision of a knowledge base and a support network enhanced understanding of teaching and consultation practice; and (5) the need for structured-in time was critical if participants were to be expected to practise collegial consultation.
The main implications for theory were that collegial consultation was a viable vehicle for teachers to develop professionally with appropriate modelling, endorsement, and support from district and school administrators. Reciprocal interaction patterns appeared to foster growth and change in practice. The most important implications for practice were the identification of the need for structured time to engage in the collegial consultation process and the need for the provision of a knowledge base and on-site support network.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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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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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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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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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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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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 mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.
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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 to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.
13
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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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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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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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 the promise of autobiography as a tool for unpacking preservice teachers racial identities so that they might become better teachers for an increasingly diverse student population. This study took place over the course of an eight-week seminar which I conducted with three white, female preservice teachers. All three participants were required to complete this seminar as it is a mandatory course for their program. The setting for this seminar was a small, liberal arts college in a large city in the Southwestern United States. To better understand these three preservice teachers expressed beliefs of multicultural education and how these beliefs might be influenced by this seminar, multiple data sources were collected including recordings of class discussions, field notes, analytic memos, written documents and classroom artifacts. The constant comparative method (Glaser & Strauss, 1967) and analytic induction (LeCompte & Preissle, 1993) were used to analyze and interpret the data. Three major themes emerged from the data: what we learned; race, power and privilege; and narrative and autobiography as learning tools. Implications for teacher education from these cases include recommendations for curriculum and pedagogy, considerations for white preservice teachers, and the need for honesty and engagement in multicultural education courses.
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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 were introduced to the learning support materials during
initial workshops, and links were established with the RNCS and the three
learning outcomes for the learning area of Natural Science. They were then
requested to draft a lesson plan, and following the implementation of the
materials, observation of the teachers engaging with the materials, and a process
of reflection, they were once again requested to re-draft the initial lesson plan.
Three frameworks for analysis, situated within the interpretive paradigm, were
employed to ascertain to which extent both professional and curriculum
development was evident at the conclusion of the program. The analytical
framework used to ascertain the measure of professional development was the
model proposed by Bell and Gilbert (1994), consisting of three aspects namely,
personal, professional and social development. The two frameworks employed
for the analysis of possible curriculum development were firstly, a model adapted
from the research by Boomer (1992) consisting of five stages for mapping the
curriculum, and secondly the model proposed by Remillard (1999) that includes
three arenas of curriculum development, namely curriculum design, construction
and mapping.
The conclusions of this investigation were that teachers partially engaged with
the activity of curriculum development, and that a certain measure of professional
development was achieved by the participating teachers. Recommendations for
further research was that a more sustainable effort over a longer period of time
constituting the aspects of action research, and even added different learning
support materials should be engaged in. Also that could be conducted on a larger
scale involving more schools, and also closer links to be established with the
educational structures and authorities.
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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 instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.<br>ID: 030423103; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 257-265).<br>Ed.D.<br>Doctorate<br>Education
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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 addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.
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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 when a strong personal connection can be forged. Strategies for effective mentoring programs are suggested.<br>Master of Science
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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 they acknowledged the importance of visual literacy, it seemed to have a fairly low priority in their actual teaching practice. In particular, very little attention was given to the production of multimodal texts by learners. The reason for this low priority may be related to the requirements of the formal assessment programme as well as limited lesson time in which to cover an extensive curriculum. The research findings would seem to suggest a need for in-service training in this area as well as access to suitable learning support materials and teacher resources.
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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 theoretical framework of Lifelong Education and Professionalism Theory, the purpose of this dissertation aims at finding out the problems of the children's palace school-based staff development, and exploring reasons behind through analyzing quantitative and qualitative research data from the case study of No.2 Children’s Palace of Jinshan District, give recommendations so that teachers may gain more concrete benefit through the system of school-based teacher development.
The questionnaire for quantitative research contains two parts. Part I contains questions about the need of teacher development in No.2 CP, and Part II contains question about perspectives and current situation concerning school-based teacher development in No.2 CP. After the quantitative approach and research data analysis, qualitative approach of follow-up interviews will be carried out. Synthesized data analysis aims at answering research questions such as current status of school-based teacher development in No.2 CP and mode and examples that might be drawn to inspire the school-based teacher development in Children’s Palaces in Shanghai.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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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 understanding of the nature of science (DfEE 1998a). This thesis presents four case studies of the science teaching of primary teachers. The studies derive from data collected over the course of a year and analyse evidence of the teachers' ideas, both tacit and espoused, about the nature of science against their practice in the classroom. The research employed a methodology unlike other studies in the field. Primary teachers frequently lack experience of reflection on the philosophy of science, and their actions may convey tacit ideas different from those they espouse. In order to ensure that, a mechanism existed to facilitate elicitation of the teachers' philosophical understanding, to render possible the identification of any tacit ideas and to enable the inherent dialectical nature of theory and action within practice to be accommodated, the participating teachers were encouraged to engage in action research on their own practice. Data generated by this personal inquiry then served as evidence for the main research questions. This methodology yields results which are closely derived from the everyday reality of teachers' practice. The findings indicate that teachers' understanding of the nature of science does not translate directly into predictable approaches to science teaching. Teachers' understanding of the nature of science is seen to be mediated strongly by their pedagogical beliefs and aims and it is these beliefs that assume overriding importance in the derivation of science practice. These findings extend previous research results. They suggest that the development of science practice will need to have regard for factors other than mere extension of knowledge, raising implications for both preservice and inservice teacher education.
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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 identified as contributing to developing teacher identity. School-based experiences that affected developing teacher identity included cohort-based peer support, preparation for content area expertise, and teachers as role models. Personal, home, and community beliefs that affected developing teacher identity were as follows: giving back to American Indian communities, serving American Indian students, and becoming empowered as American Indian teachers. Participants in this study represented various tribe affiliations but were all registered students in the Ute Teacher Training Program from 2002 to 2005. The goal of this program, administrated by the Ute Tribe, was to mentor, train, and certify American Indian secondary teachers through an ongoing university education program offered at a rural location close to the Ute reservation. Recommendations in the final chapter of this qualitative case study may provide useful information for the design and implementation of future American Indian teacher education programs.
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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 diversity in the teaching workforce is overdue, as evidenced by the low numbers of African Americans found in Oregon's teacher workforce. Moreover, the experiences of African American teachers are underexplored. The purpose of this dissertation was to examine the factors that contributed to the successful recruitment of African American teachers, specifically graduates of a teacher pipeline program. Employing an assets-based framework, a qualitative multiple-case design was used; data analyses included open coding of interview data, a constant comparison analysis of individual cases, and cross-case analysis. The predominant themes that contributed to the success of participants in this study included, belonging, accountability, and commitment to equity. While these findings, consistent with much of the literature on achievement of students of color, are not new, this study adds African American teacher voices to the existing research on the diversification of the teacher workforce. Additionally, this dissertation highlights successful efforts made toward recruitment of teachers of color with an Oregon lens.
27
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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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 sources of this were the lack of common understanding among teacher educators, lack of support for both teacher educators and student teachers and lack of time, lack of guidelines for construction and clear assessment rubric. The results of this study indicated that the teacher educators were in need of vigorous professional development and considerable implementation strategies are needed to develop the desired reflective skills.
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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 are dependent upon their years of
teaching experience, the quality of in-service training and workshops, available resources, the
support the teacher receives from the school and the Department of Education and how each
school is individually managed. The findings in this study further revealed that teachers feel alone
and abandoned by the Department of Education, as there is very little to no support and
communication between the teachers and the Department.
The teachers reported that there is a misalignment between the content and assessment
requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10.
Teachers then resort to measures such as structuring the GET more like the FET and reorganising
and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare
learners for Grade 10 Life Sciences.
All the teachers who participated in the study revealed that they did not receive sufficient training to
assist them with the transition process from GET to FET. Reasons offered included that in-service
training and workshops focused more on administration instead of providing teachers with the
necessary context-specific training required to implement the National Curriculum Statement.
It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from
GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are
ultimately responsible for implementing new curriculum initiatives.<br>AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier
wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene
Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en
Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae
gerig.
Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en
fotografiese bewyse ingesamel.
Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul
onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die
ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en
hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat
onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar
baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is
nie.
Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en
assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan
te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te
struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in
’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei.
Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie
genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help
nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus
as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale
Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na
VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te
lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering
van nuwe kurrikuluminisiatiewe.
30
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.
Full textAbstract:
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 study sought to determine if supervisors transferred the research-verified knowledge and/or process strategies presented in workshop programs to the supervisory task, and, if so, what effect, if any, this had on teachers' classroom teaching performance (classroom management practices).
The research design was a case study of three supervision dyads which included two different treatments. Pre- and post-test data sources included supervisee classroom management performance, supervisory post-observation conferences, and conference participants' independent post-conference reactions.
Data analysis explored the relationships between classroom observation data and supervisory conference data, in each case, for evidence of improved practice on the part of the teacher in the classroom and on the part of the principal in the supervisory conference. The relationships among the teacher's classroom management practices, the supervisor's process strategies, the substantive content focus of the conference, and the differential treatments (workshops) received careful examination. Through this approach the effects of many variables on teachers' classroom management performance were explored.
The supervisory experience appeared to be affected by the experience and/or professional confidence levels of both supervisors and supervisees, the openness of both supervisors and supervisees (as evidenced in the interactive nature of the conference), the level of content knowledge and supervisory process strategies employed by the supervisor in the conference setting, and the facilitating role played by the supervisor.
Where teachers were experienced and professionally confident, they appeared to find the supervisory process less threatening, and were more open and interactive in the conference setting, rendering the supervisory experience more effective.
Where supervisors were perceived as less threatening (low in experience and/or level of confidence), more knowledgeable, and sincere in their facilitating efforts (process strategies), the supervisory experience also appeared more effective.
The effects of the treatments on supervisors also appeared to be related to their level of experience and/or confidence, as well as their degree of openness. While the supervisors in this study transferred the knowledge and/or strategies learned to their performance of the supervisory task, the levels of application differed considerably.
The implications for practice, based on the limited findings of this study, suggest that the improvement of current supervisory practice may require a combination of several staff development programs designed to provide both partners involved in the supervisory process with opportunities to develop and/or enhance both the knowledge and/or the skills that appear necessary for effective supervision.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate
31
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.
Full textAbstract:
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 increased use of precorrection and praise, while concomitantly reducing their use of reprimands. Limitations and suggestions for future research are provided.
32
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.
Full textAbstract:
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 and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.<br>Microsoft� Word 2010<br>Adobe Acrobat 9.54 Paper Capture Plug-in
33
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.
Full textAbstract:
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 environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
34
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.
Full textAbstract:
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 conducted at two schools in Rundu. One is an urban school while the other one is a rural school on the outskirts of Rundu. The research tools employed in this study are questionnaires, interviews and observations. The questionnaires were used to identify and select my participants while the observations were used to investigate the participants teaching strategies. The purpose of the interviews was mainly to investigate teachers' understanding, interpretation and implementation of learner-centre education (LCE). Amongst other findings, this study reveals that inadequate teacher-training, controversial educational policies and challenges such as overcrowdedness in mathematics classrooms, lack of teaching and learning materials, lack of cooperation among mathematics teachers and learners' negative attitude towards mathematics are some of the contributing factors to the persistence of traditional teaching methods in mathematics classrooms. Moreover, the study reveals that the persistence of traditional teaching methods in mathematics classes can no longer be attributed to the lack of understanding of LCE. The teachers in this study seem to be well acquainted with the theoretical aspect of the LCE framework while the implementation aspect seems to be a concern.
35
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.
Full textAbstract:
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 field notes that were analyzed using constant comparison. The most notable finding of this research was that EI teachers were just as likely as DM teachers to articulate learning goals consistent with their respective orientations and select teaching tasks that facilitated the implementation of their beliefs in their operational setting. The DM teachers shaped their programs to emphasize motor skill development and cognitive knowledge. This was confirmed by interview statements and the use of tasks that enabled them to exercise their value orientation in their teaching. The EI teachers structured their programs to address the inter-relatedness of the learner, content, and context by selecting specific tasks and teaching strategies that related to their value orientation. The persistence shown by all four teachers in terms of maintaining the strength of their beliefs as they made curricular, instructional, and evaluative decisions, is what determined the extent to which their value orientations were reflected in their teaching.
36
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.
Full text
37
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/.
Full textAbstract:
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.
38
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.
Full text
39
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.
Full textAbstract:
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 materials for teaching about water quality
issues in a local water source close to schools. This process was framed in my
research question, "could an in-service process using SWAP as learning support
material enable professional development in teachers working at rivers in a local
environment?" It is organised as a number of delimited or bounded case studies within
an interpretive paradigm. In this study the bounded systems are primary schools
represented by a selection of teachers from the participating schools. The research
process involved a short period of training for teachers to familiarise themselves with
the resource, a supported field trip to provide an opportunity for hands on application
and follow-up support visits to assist teachers with field trips and implementation of
SWAP activities in their classroom practice.
Data was generated at various stages and suggests that materials are an important
facet of professional development and the SWAP materials proved to be a useful tool in this regard as evidenced through the development of new skills, acquisition of new
knowledge and new ways of teaching. Issues that emerged were that in-service
processes need to be organised over long periods of time and support is needed at
school level to ensure meaningful implementation of curriculum innovations. An
important insight developed is that professional development processes in schools
occur in complex systems and are thus influenced by many factors that either support
or hinder the process. These factors need to be recognised as impacting factors and
taken into account during such processes so that they can benefit the process
maximally and not hinder initiatives.<br>AFRIKAANSE OPSOMMING: Hierdie studie is globaal geraam binne die transformasie proses in onderwys in Suid
Afrika, met die fokus op die nuutgevonde belangrikheid van omgewingsopvoeding in
die hersiene Kurriulum 2005. Die studie fokus op hoe "n
waterkwaliteitmoniteringstoetsstel (SWAP) moontlik kan bydra tot leerkragte se gebruik
van die onmiddelike omgewing om omgewingsopvoeding in die klaskamer te
bevorder; "n professionele ontwikkelingsproses vir leerkragte. Die doel van die studie
is om die prosesse betrokke by die professionele ontwikkeling van leerkragte te
verstaan, verklaar en daaraan betekenis te verleen. In die geval is die prosesse
gekataliseer en ondersteun deur SWAP materiaal te gebruik om onderrig te gee oor
waterkwaliteitknelpunte wat dalk bestaan rondom "n varswaterbron naby die skool.
Hierdie proses word gestel in die navorsingsvraag: kan "n indiensopleidingsprogram
wat SWAP as leerondersteuningsmateriaal aanwend bydra tot die professionele
ontwikkeling van leerkragte om hulle onmiddelike omgewing as "n onderrigmiddel te
gebruik? Verder, hoe verloop hierdie proses en wat verhinder of ondersteun die
proses? Wat is die invloede op die leerkragte wat professionele ontwikkeling
ondersteun of verhinder?
Die navorsing is georganiseer in die vorm van 5 gevallestudies binne "n
interpretivistiese navorsingsraamwerk. Die navorsingsproses het 'n kort werkswinkel
vir leerkragte, "n uitstappie na hul naaste rivier waar hulle die toetse gedoen het en "n
kritiese refleksie daarna, ingesluit. Die leerkragte is verder bygestaan deur opvolgbesoeke waar die fasiliteerder hul bygestaan het op uitstappies na die rivier en
klasbesprekings.
Data is gegenereer tydens verskeie stadiums van die proses en wys dat SWAP
materiaal "n baie goeie ondersteuning was vir die ontwikkeling van nuwe vaardighede,
die verkryging van nuwe kennis en die gebruik en ontwikkeling van nuwe strategiee in
die klaskamer.
Om sinvolle implementering van kurrikulum innovasies te verseker het ek gevind dat
sulke professionele ontwikkelings projekte oor langer periodes geimplementeer moet
word en dat gekonsentreerde ondersteuning by die skool nodig is om te verseker dat
die indiensopleiding optimaalondersteun word.
'n Baie belangrike bevinding was dat die professionele ontwikkelingsproses plaas vind
midde in die komplekse sisteem van 'n skool wat deur "n groot aantal faktore beinvloed
word, beide ondersteunend of afbrekend. Hierdie faktore/invloede moet erken en in ag
geneem word as beinvloedende faktore sodat die proses in leerkragte maksimaal kan
gefasiliteer word.
40
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.
Full textAbstract:
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 processes set against the backdrop of major educational changes
driven by structural and policy changes in a changing socio-political context. The
participants in the research project consisted of a selection serving (working) teachers
who attended in-service teacher education programmes voluntarily. The
interpretations of events reflect my own perspectives and are informed by both the
participants in the research and the specific period in which the research took place.
Data produced suggests that while the initial legislative changes took place fairly
quickly, the implementation of more systemic, structural, curricular and
administrative changes posed a greater challenge. Hastily introduced changes related
to practice about which teachers were not consulted resulted in professional
uncertainty being induced and teachers experiencing confusion, anxiety and doubts
about their competence. Large numbers in classes, poor resources, micropolitical
issues at schools, were mentioned as contextual constraints affecting implementation
of changes as prescribed in policies. Small pockets of compliance with and support
for change initiatives were however also evident in the responses.
I contend that the overwhelmingly resistant responses of teachers in the case studies
conducted are related to contextual constraints and the decontextualised, externally
developed policies and externally imposed changes that ignore teachers' experience
(as teacher and personal), beliefs, values and local contexts and broader social
contexts. Further I posit that planning of change processes needs to involve teachers at
all levels including policy development and in-service activities so that teachers are
not only informed of changes but are part of the change process.<br>AFRIKAANSE OPSOMMING: Die transformasieproses van die onderwys in Suid-Afrika het geweldige druk op
onderwysers geplaas omdat hulle rolle en funksies hergedefinieer is en nuwe vlakke
van verantwoordelikheid op onderwyskundiges geplaas is. Die navorsing waaroor in
hierdie tesis gerapporteer word, is gebaseer op onderwysers se ervarings van en
reaksies op die onlangse veranderinge in beleidsdokumente. Die imp likasies vir die
werk van onderwysers in die primêre skool word ook betrek. Die navorsing hanteer
gevallestudies waarin 'n klein gedeelte aangespreek word van die diverse sienings en
refleksies van onderwysers wat deelgeneem het aan indiensopleiding met die oog op
die implementering van Kurrikulum 2005. Dit word gestel teen die agtergrond van die
grootskaalse onderwysveranderinge as uitvloeisel van die strukturele en politieke
veranderinge in 'n veranderende sosio-politieke konteks. Die deelnemers aan die
navorsingsprojek was 'n seleksie diensdoende onderwysers wat die programme op 'n
vrywillige basis bygewoon het. Alhoewel hulle reaksies as uitgangspunt vir die
interpreasie van die resultate gebruik is, reflekteer die interpretasie my eie
perspektiewe, gegrond op sowel die ervarings van die deelnemers aan die
navorsingsproses as die tydperk waartydens die navorsing plaasgevind het.
Die data wat geproduseer is, sugureer dat, in teenstelling met die relatief vinnige
veranderinge van die aanvanklike wetgewing, die implementering van die meer
sistematiese, strukturele, kurrikurêle en administratiewe veranderings 'n groter
uitdaging gebied het. Veranderinge in verband met die onderwyspraktyk, wat baie
vinnig ingebring is sonder om die onderwysers daaroor te raadpleeg, het tot
professionele onsekerheid gelei, aangevul met verwardheid, vrees en twyfeloor hulle
bekwaamheid. Groot klasse, gebrekkige hulpbronne, mikro-politiese sake by die
skole, is genoem as kontekstuele beperkings wat die implementering van die
voorgeskrewe beleidsveranderinge beïnvloed het. Slegs'n klein groepie onderwysers
het die beleidsveranderinge aanvaar of ondersteun.
Ek voer aan dat die oorweldigende aantal negatiewe response van onderwysers
verband hou met kontekstuele beperkings en die gedekontekstualiseerde, eksternontwikkelde
beleidsdokumente. Die veranderinge wat ekstern afgedwing is en wat onderwysers se waardes en plaaslike kontekste geïgnoreer het, speel volgens my ook
'n belangrike rol. Verder stel ek dit dat onderwysers op alle vlakke by die beplanning
van veranderingsprosesse betrek moet word. Daarby word beleidsontwikkeling en
aktiwiteite rondom indiensopleiding ingesluit sodat onderwysers nie slegs ingelig
word nie, maar ook deel vorm van die proses.
41
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.
Full textAbstract:
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: Teaching with fluidity, automaticity, and intuition; confidence; concerns; management of teaching enthusiasm and relationships with students; support and validation from colleagues; and managing the classroom for learning. She also confirmed several aspects of her teaching that have stayed relatively constant: beliefs and teaching philosophy; reflection; learning from past experiences; knowledge of lesson planning and curricular goals; and students' needs within the learning context. The teacher's development was analyzed through the lens of teacher expertise to determine to what degree the teacher's changes and lack of changes helped her develop into an expert. This study concludes that further research is needed to fully understand how teacher expertise is developed during the course of teachers' careers.
43
Crespo, Sandra. "Math penpals as a context for learning to teach, a study of preservice teachers' learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0029/NQ27125.pdf.
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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.
Full textAbstract:
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 educators, student teachers, past graduates and employers, were interviewed to find out their opinions about strengths and weaknesses of the programs. Content analysis was carried out to identify the salient features of the curriculum planning process, which included decision-making features and degree of involvement by various stakeholders.<br>The research findings shed light on our understanding of the process of curriculum planning and revision of BA/TEFL pre-service teacher education programs in normal universities in China. They have helped raise awareness that curricular decisions directly affect the degree of student teachers' preparedness for their future teaching profession. Therefore, it is very important for curriculum decision-makers to identify and cater for the needs of program recipients in the process of curriculum development.<br>The results revealed that the curriculum processes at both BA/TEFL programs followed a primarily top-down approach, and the program heads played an essential role throughout the entire process. Teacher educators and student teachers were not very actively involved. Past graduates and schools that employed the graduates were almost never consulted about the curriculum. The findings also revealed that student teachers from the two case sites held different attitudes towards their learning and professional preparation in their respective programs; this was largely due to the variations in the curricula. Factors such as student in-take, the educational backgrounds of the teacher educators and the approaches adopted for the English language enhancement courses may also have contributed to the cultivation of pre-service teacher qualities.<br>This research focused on the curriculum planning process of BA/TEFL programs at normal universities in Mainland China. It aimed to examine the procedures that each program followed in curriculum improvement, especially with regard to the level of involvement of different stakeholders and other possible factors, which had an impact on the curriculum decisions. This study was conducted because there was a pressing need to improve pre-service teacher education programs in the Chinese educational context, and curriculum development was of primary importance.<br>This research has implications for the curriculum development of BA/TEFL programs not only in normal universities but also comprehensive universities that have started teacher education practice. It also has indicated that there is a need to develop TEFL professional standards in the Chinese context, which would inform the curriculum improvements of the BA/TEFL programs in terms of the forming and revision of the curriculum goals and objectives.<br>Wu Zunmin.<br>"June 2005."<br>Adviser: Jane Jackson.<br>Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0170.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2005.<br>Includes bibliographical references (p. 296-312).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstracts in English and Chinese.<br>School code: 1307.
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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. A discussion group was established to explore how teacher interaction might
serve to raise awareness and shape classroom practice. The group discussions and
individual interviews were videotaped and audiotaped, respectively. Group discussion as an
intervention of the study provided an opportunity to examine how certain Filipino cultural
traits and traditions may influence the participation of teachers in the interaction process.
Qualitative analyses of the data provided information about the nature, value,
benefits, and constraints of group discussions in learning to teach. The findings suggest that
improvement in teaching is a collective rather than an individual enterprise and that teaching
happens best in concert with colleagues (Rosenholtz, 1989); that collaboration is linked with
norms and opportunities for continuous improvement and career-long learning (Fullan,
1991); that by interacting collaboratively, strengths can be maximized, weaknesses can be
minimized, and the result will be better for all (Friend & Cook, 1992); that a learning forum
free from traditional restraints is instructive (Krupnick, 1997); and that the field of education
needs to capitalize on the knowledge of teachers who know about education as few others
do (Duckworth, 1997).
The researcher argues that Filipino culture plays a significant role in the dynamics
of interaction occurring during group discussions. Recognizing and identifying this role is
important if we wish to provide the teachers with the support, reassurance, and strength that
their school and work demand.
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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.
Full textAbstract:
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 teachers' learning. These cases poignantly depict
the complexities of the school advisor/student teacher dynamic and the various tensions that
arise when conflicts emerge as the practicum unfolds. There are three questions that guide
this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers
enact their roles as school advisors, and what are the foci of the school advisors' work with
student teachers?; and (3) How do student teachers perceive the role of the school advisors?
The practicum is a context in which one person assists the other in learning (to teach) and for
this reason the conceptual framework used for data analysis is a curriculum perspective.
Two levels of curriculum are discussed; level one of the curriculum framework is
meeting the needs of the students while level two is meeting the needs of the student teacher.
Both levels must be attended to throughout the teaching practicum. Five thematic areas were
identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences
outside of the classroom, (d) lesson planning, and (e) classroom management.
This study makes a significant contribution to the research literature on teacher
education. First, it focuses upon the school advisor's role within the practicum. Second, one
of the two case studies that deteriorated to the point where a change of venues was in order,
serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual
framework of regarding the practicum as curriculum provides a new perspective for gaining
insights into the complexities of learning to teach.
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Steyl, Elize. "A case study of inset for unqualified junior primary teachers." Thesis, 2014. http://hdl.handle.net/10210/11604.
Full textAbstract:
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 design is presented and discussed. It includes a brief presentation of the researcher's presuppositions and assumptions as well as a description of the physical context of the research. Subsequently the theoretical framework is presented, consisting of theory of INSET, specifically in the South African context as well as theory of reading and the teaching of initial reading. The final part of the framework covers reading across the curriculum. The theoretical framework is presented as support structure for the construct and also to problematical the research question (problem) from complementary angles. In the following section of the report the design of the field research is discussed against the background of the paradigm of qualitative research, describing especially the case study format as mode of exploratory, descriptive research. The analysis of verbal data as major research activity is emphasized. The data of the report are then presented in the format of examples of the route from raw data, through data-in-process, the to processed and categorized data. The process of coding and categorizing is emphasized.
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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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Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
Full textAbstract:
This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and
final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the
observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have
sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor
understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to
time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these
constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methods<br>English Studies<br>D. Litt. et Phil. (English)
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Persson, Elizabeth Katherine. "A faculty supervisor training program to assess faculty performance a community college case study /." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3099513.
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