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Sun, Xiaocheih. "Behavioral Differences in the Classroom: U.S. University Teachers and Chinese University Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4921.
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Although intercultural scholars examine the differences in cultural values, beliefs, and attitudes between the U.S. and China, few specifically have studied cultural differences between U.S. and Chinese university classrooms. This study examines behavioral differences exhibited by U.S. teachers in U.S. university classrooms and Chinese teachers in Chinese university classrooms. This research addresses three areas of significance. First, Chinese students studying in the U.S. who read this thesis may be better able to cope with the U.S. educational system and communicate more effectively with both U.S. students and teachers. Second, this research may help U.S. university teachers to better understand the Chinese culture and Chinese students. Third, this research may increase U.S. teachers' awareness of and sensitivity to the increasingly multicultural classroom environment in the U.S. Three male university teachers in the U.S. and three male university teachers in China were observed and videotaped in this study. The data analysis was guided by categories establish by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) as behavioral indicators of cultural styles. Several interesting findings occurred among overall descriptive observation and qualitative accounts of observations. First, a powerful trend of behavioral differences exhibited in the classroom by U.S. university teachers and Chinese university teachers was found. The findings in this search strongly support findings by Gudykunst (1988), Hofstede (1986), and Lieberman (1993) that U.S. university teachers exhibited far more individualist/direct communication styles and small power distance/personal communication styles than Chinese teachers, while Chinese teachers exhibited more collectivist/indirect communication styles and large power distance/contextual communication styles than U.S. teachers. Second, the results of this research provide valuable insights for both U.S. university teachers and Chinese university teachers; that is, culture reflects teachers' and students' values, assumptions, and behaviors. U.S. culture reflects values, assumptions, and behaviors, such as individualism, direct communication styles, small power distance, and personal communication styles. However, Chinese culture reflects collectivism, indirect communication styles, large power distance, and contextual communication styles.
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Gallo, Elena. "University language teachers as autonomous learners." Diss., Ludwig-Maximilians-Universität München, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-176884.
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The present empirical study investigates how university language teachers approach their own professional development (PD) and which forms their development can take.
Research into teacher professional development largely tends to concentrate on school teachers, whereas in this study university language teachers are the focus of interest. Furthermore, the role of teachers’ personal contributions to their own professional learning is the main concern of the study rather than which features of teacher programmes might have a positive impact on teachers’ development.
The way the teachers proceed in accomplishing their PD task has been documented through a Grounded Theory approach to data. Questionnaries and follow-up semi-structured qualitative interviews were used to explore the approaches of ten university language teachers.
Two professional profiles were identified and were named the 'Learners' and the 'Developers' because they correspond to Vygotsky’s (1978) distinction between learning and development and because this best characterises the teachers' differences in this study.
The characteristics of the two profiles centre around their awareness, the way they arrange their learning environment and their attitudinal orientation.
The teachers with a “developer”-profile display a high capacity of ‘professional self’-revision, have a highly developed awareness of their own learning concerns and set long-term and demanding professional goals that require them to go beyond routines. They maintain a focused attention on their goals and on the various tasks to pursue them, and are attentive to their positive emotional well-being as teachers as well as to their cognitive needs. One critical result is that they adopt and develop appropriate strategies that lead them to their goals. As a consequence, they enter a cycle of change and ultimately achieve their affective goals.
The teachers with a ‘learner’-profile on the contrary are less attentive to all the relevant dimensions involved in their own professional learning. Contrary to the ‘developer’-colleagues, they lack the strategies appropriate for them to realise their goals and to reduce the complexity of the teacher development task. Their personal contribution to their own development is limited, their learning environment is consequently more secure, but less challenging than for the previous profile, and requires less effort on their behalf. Overall, they do not seem to be completely in charge of their own learning and reproduced “traditional” learners’ behaviours. Their attitudes towards their own professional development did not accord with their lifelong learning goals. Their ‘professional self’ could be more intensively developed.
The present study aims to complement the existing debate on language teachers’ professionalism and to add new insights on the dynamic way in which teachers make sense of their professional development. Based on the results, it is hoped that a contribution will be made to bridging the gap between research and practice by indicating how to augment existing reflective tools, such as teachers’ portfolios, designed to sustain reflection in language teachers and thus advance their professional development.
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Kuok, Oi Mei. "Occupational stress of university teachers in China." Thesis, University of Macau, 1998. http://umaclib3.umac.mo/record=b1636732.
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Futrell, Alvin L. "Relative importance of characteristics required to become an effective university supervisor of student teachers as perceived by university supervisors, cooperating teachers, student teachers, and building principals." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483473.
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The primary purpose of the study was to determine whether there was a significant relationship among perceptions of university supervisors, cooperating teachers, student teachers, and building principals regarding characteristics required to become an effective university supervisor of student teachers.In order to examine the research questions, data were collected from each of the four population groups with a questionnaire consisting of twenty-three supervisory characteristics. Twenty-three null hypotheses were tested by using the Chi square test of independence. The .05 level of significance was established as the critical probability level for the rejection of hypotheses.Findings1. There was a statistically significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding nineteen of the supervisory characteristics.2. There was no significant difference among university supervisors, cooperating teachers, student teachers, and building principals in their perceptions regarding four of the supervisory characteristics.3. The average number of years teaching experience was 18.4 for university supervisors, 13.5 for cooperating teachers, and 17.6 for building principals.4. The average number of years of supervising student teachers was 9.9 for university supervisors, 5.2 for cooperating teachers, and 8.1 for building principals.5. There were 46.4 percent of university supervisors, 7.8 percent of cooperating teachers, and 22.2 percent of building principals who possessed supervisory training.6. Reflecting a positive professional attitude and a real liking and respect for teaching are the most important characteristics needed by university supervisors.7. There was an observable difference in the perceptions of practitioners regarding characteristics required to be an effective university supervisor of student teachers, when compared to reports in related literature.Conclusions1. Subjects tend to agree in their perceptions regarding the importance of personal qualities and professional skills.2. Subjects tend not to agree in their perceptions regarding the importance of managerial skills and general qualities.3. Cooperating teachers tend to have fewer years of teaching experience.4. Cooperating teachers have considerably less supervisory experience.5. A high percentage of the subjects was not properly trained in student teaching supervision.
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Al-Ruqaishi, Salama Abdul Aziz Ahmed. "Teachers' engagement in an Omani University Foundation Programme." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20299/.
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This study is about teachers’ engagement in a University Foundation Programme in Oman. In particular, the study probes the learning-teaching beliefs that both teachers and students hold inside the classroom in an Omani context. These students are in their first university year and come from a range of settings in Oman, so these learning beliefs could result from learning styles in the school being different to those in a university. The students were not used to be taught English as a second language in schools and they are not used to be taught by native speakers of the language. These changes in students’ learning environment could influence teacher engagement inside the classroom. This study used both quantitative and qualitative methods to answer the research questions. The Engaged Teacher Scale (ETS) and the Questionnaire on Teacher Interaction (QTI) were both used in this study. The Engaged Teacher Scale was in teachers’ questionnaire, students’ questionnaire and in the form of a closed diary every two weeks. The Questionnaire on Teacher Interaction (QTI) had two versions, one for teachers and one for students. Semi-structured interviews were conducted for both teachers and students to give reasons for their responses in the questionnaires and diaries. Analysis of variance showed a main effect of Students’ Level on their Social Engagement with their teachers. Teachers’ data also shows that Pre-Foundation (A) teachers were more socially engaged with their students which agree with the students’ data, but Social Engagement was not significant with Teachers’ data. Results from Teachers’ Diaries also indicated that participants did rate the three Emotional Engagement differently and that these differences were statically significant. This showed the importance of Teachers’ Emotional Engagement when the decreasing significance of Emotional Engagement can decrease all components of Teachers’ Engagement.
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Alothman, Manal Othman Hamad. "Saudi teachers' and university students' attitudes toward computing." Thesis, Heriot-Watt University, 2016. http://hdl.handle.net/10399/3133.
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Computer technology is an important tool that enhances people’s learning, improves their education and influences the development of society. There is considerable research in Western countries studying attitudes towards computers but few studies have been performed in the Kingdom of Saudi Arabia (KSA). Therefore, it is worth measuring students’ attitudes to computer use in KSA as, if students are able to develop a positive attitude towards this during their educational years, they will increase their learning and knowledge, their future work will benefit and in turn this will benefit the national economy. The aim of this study is to investigate the associations between Saudi University students’ knowledge of English, their gender, computer experience, parents’ encouragement of use computer usage, place of residence and general attitudes towards the use of computers in their daily life. The main contribution of this study is the investigation of the attitude of both teachers and students within different regions of Saudi Arabia, using a large quantitative data set triangulated with qualitative data. The results show that Saudi undergraduate students have a positive attitude toward computers, and there are no significant gender differences between male and female students in their attitudes. This study also suggests students in the capital city have a more positive attitude towards computer than students from small cities. There is also a strong relationship between attitudes towards computers and English language skills, computer experiences, parental encouragement and undergraduate students’ computer attitudes. A majority of Saudi students in the study don’t have access to computers at university, especially females. The qualitative study conducted with school teachers shows gender differences, with male teachers having a more positive attitudes towards computers, and more computer experience and skills. The evidence presented in this work suggests that the educational use of computing in KSA requires an increased availability of computers; provision of computer workshops for students and educators starting from early education; levels to higher education and encouragement of students to use computers in learning methods in order to be successful.
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Bobo, Tammy Tillotson. "An analysis of working conditions of South Carolina teachers and expected working conditions of Clemson University student teachers." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263400508/.
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Phothongsunan, Sureepong. "Attitudes of Thai university students towards native English speaking teachers and Thai English teachers." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414047.
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Dorji, Kinley Nawarat Phlainoi. "Job satisfaction of primary teachers under samtse district of Bhutan /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838016.pdf.
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Stephens, Jodi Mishos. "NCLB's effects on teachers' sense of efficacy." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179331003.
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Thesis (Dr. of Education)--University of Cincinnati, 2007.<br>Title from electronic thesis title page (viewed July 20, 2007). Includes abstract. Keywords: Teacher Efficacy Research; No Child Left Behind Includes bibliographical references.
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Barron, Darlene H. "Student progress monitoring teachers' perceptions /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.
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Jiao, Xiaomin. "Influences on teaching: Perceptions and experiences of university teachers." AUT University, 2010. http://hdl.handle.net/10292/939.
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This study attempts to deal with the complexity of academic life and what influences teachers and teaching in university. The case for the research rests on the premise that the complexities of the nature of influences and how they are perceived, experienced and responded to were underestimated and under-represented in the majority of previous studies in this area. The primary goal of this research is to offer a more holistic understanding of the phenomena by investigating perceptions, experiences and responses of a sample of 22 university teachers in New Zealand in relation to influences on their teaching thoughts and practices. The inquiry began with the researcher’s reflection on his personal experiences of teaching and learning in higher education, including key influences on his thoughts about teaching and teaching practices. This prompted an interrogation of the literature, which revealed that while a range of influences had been identified in relation to university teaching at macro, meso, micro and personal levels, there were limitations in findings concerning teachers’ inner experience of and response to these influences, which provided a sound rationale for the conduct of this study. The researcher remained open to various theoretical positions as evident in literature. The study design presents a raison d’être for a phased theoretical assumption to an alternative perspective of understanding and theorising the phenomena. Two different theoretical lenses are adopted. Firstly, epistemological constructivism and theoretical interpretivism are advanced as a suitable philosophical framework for the prosecution of the study that offers a methodological rationale for a qualitative investigation; grounded theory and a case study approach are applied in interpretative analysis. Second, ontological realism and epistemological relativism are imported in gaining insights from the perspectives of personal and social identities, human agency and structure as embedded in the data. The data gathering involved semi-structured interview, stimulated recall, and document analysis. Some data were collected from the participants’ publications, conference presentations, and masters or doctoral theses. The data highlight a complex array of influences perceived and experienced by teachers in relation to their teaching ideas and practices. It identifies the significance of personal life experiences, both historical and ongoing, that influence teachers. It also reveals the range of contextual or structural influences that interact with these personal influences to affect teachers’ thoughts about education, conceptions of teaching, and approaches to teaching and classroom practice. For each participant, these influential factors obviously play out in both complex and idiosyncratic ways with one another to exercise various degrees of influence on teaching thoughts and action at different points in teachers’ lives. Data demonstrate the significance of teachers’ perceptions of personal agency and structural power as an important mediator of their internal conversations about influences and their actual responses to them. Although the focus of the study concerned the various sources of influences on individual teachers at different levels, how they interacted with each other and how teachers inwardly experienced and made responses, what emerged has wider implications for teaching and learning in higher education, teacher development initiatives, academic leaders and managers and for other university teachers. The study provides a more holistic way of looking at influences on university teaching and opens up new research possibilities. The inclusion perspective of social critical theory is seen as a potent means to add fresh insights into the dialectical nature of teachers’ agential power and contextual influences, echoing an emerging trend in the research on influence in higher education.
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González, Carlos. "University Teachers’ Experiences of Teaching in Blended Learning Environments." University of Sydney, 2009. http://hdl.handle.net/2123/6401.
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Doctor of Philosophy (PhD)<br>This research is about university teachers’ experiences of teaching in blended learning environments. In recent years, this type of environments has become increasingly common. Universities have realised the value of the incorporation of eLearning, making teaching more professional and offering higher quality learning experiences. At the same time, pressures from students, who use online resources for many of their everyday activities, and employers, who want future professionals to be skilled information technology users, have also promoted the up-take of eLearning. In this context, the present research took a relational approach to investigate what university teachers think eLearning is good for in their teaching, how they approach teaching when eLearning is involved, and how their perception of the teaching situation affects the use of eLearning. Associations between these elements were also explored. The research had a qualitative and a quantitative stage. In the qualitative stage, 18 university teachers, coming from two research-intensive Australian universities were interviewed. This stage focused on conceptions, approaches and perceptions of the teaching situation; both considering teaching in face-to-face settings and using eLearning. In the quantitative stage, 86 university teachers answered a web-based survey. Three questionnaires were used to explore associations between approaches and perceptions: the ‘approaches to teaching’ inventory, the ‘perception of the teaching situation’ questionnaire, and the ‘approaches to teaching using eLearning’ questionnaire. The last one was developed from the results of the qualitative stage of this research. Results showed that conceptions of teaching ranged from being focused on content and information to being focused on learning and the student. Conceptions of teaching using eLearning showed variation from being focused on information to being focused on communication and collaboration. Conceptions of blended teaching were proposed to emerge from associations between conceptions of teaching and conceptions of teaching using eLearning. In relation to approaches, results showed that approaches to teaching ranged from being focused on content and the teacher to being focused on learning and the student. Approaches to teaching using eLearning varied from being focused on transmission of information to being focused on communication and collaboration. As in the case of conceptions, approaches to blended teaching were also claimed to emerge from associations between approaches to teaching and approaches to teaching using eLearning. Regarding elements influencing teaching, seven factors emerged in relation to approaches to teaching using eLearning: ‘control of teaching’, ‘institutional strategy’, ‘technical support’, ‘pedagogical support’, ‘amount of time needed’, ‘teacher’s skills for eLearning’ and ‘students’ ability and willingness to using eLearning’. Factors influencing teachers’ general perception of their teaching situation were ‘control of teaching’, ‘institutional support’ and ‘students’ characteristics’. Associations between conceptions, approaches and perceptions were explored through ‘teaching profiles’ and ‘orchestrations’ Teaching profiles referred to systematic associations between conceptions and approaches to teaching in face-to-face and online teaching. Three blended teaching profiles emerged: ‘systematically information focused’, ‘dissonant’ (with 5 variations) and ‘systematically learning focused’. Blended teaching profiles associated with perceptions of the teaching situation and teachers’ characteristics led to ‘teaching orchestrations’. Three orchestrations emerged: ‘consonant (information focused) and coherent’, ‘dissonant and coherent’ and ‘consonant (learning focused) and coherent’. Results of the quantitative stage tended to support prior qualitative findings, and also identified ‘incoherent’ associations between approaches to teaching and perceptions of the teaching situation, which had not emerged in the qualitative study. Results of this research were claimed to have practical implications in terms of academic development, the management of teaching and eLearning, and the practice of teaching. In relation to academic development, it was proposed that programs focused on expanding university teachers’ awareness about ways of incorporating eLearning into on-campus education rather than only providing ‘technical’ skills are generated. In relation to management of teaching and eLearning, it was proposed that favourable conditions should be set up for the teachers to perceive they are supported for the incorporation of eLearning into their teaching. Finally, in relation to the practice of teaching, it was proposed that teachers incorporate learning tasks aligned with the communication-collaboration focused approaches to teaching using eLearning, such as blended discussions or knowledge building tasks.
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Sherretz, Christine Edwards. "Mindful teachers case studies of intermediate teachers and their mindful teaching practices /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/christine_e_sherretz/sherretz_christine_e_200608_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 105-113) and appendices.
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Pearce, Jane. "Teacher identity in university classrooms : reflexivity and professional learning /." Pearce, Jane (2005) Teacher identity in university classrooms: reflexivity and professional learning. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/251/.
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Many academics become teachers without the help of formal professional learning. This study explores how a small group of academics have done this. The research aims to uncover the informal, experiential means whereby participants have constructed the knowledge about teaching and learning that underpins their pedagogies. The research begins with the assumption that three key elements play a major role in supporting academics' informal learning about teaching. These are a person's previous experiences of learning, their experience of being part of a particular academic environment and their personal or 'private' theories about teaching and learning, which are experientially based.
Life narratives were collected from a small group of university teachers who participated in qualitative interviews and provided written evidence of their experiences, practices and philosophies of teaching. The research uses an ethnographic, interpretive approach to collect and analyse data in which participants' voices are foregrounded. The researcher's life narratives also form part of the final thesis, demonstrating an 'engaged' approach to research and providing explicit evidence of the researcher's positioning in relation to the subject matter of the thesis.
The research reveals the importance for participants of a 'teaching self' or consistent identity that develops in early life and continues through to the adult professional context. This identity forms a basis for participants' teaching practices. The challenges experienced by participants when institutional practices do not support or help maintain this identity are discussed, as are the processes whereby participants seek out like-minded colleagues with whom to engage in 'professional conversations' about teaching. The research reveals strong connections between participants' sense of 'self' and the principles underpinning their pedagogies, and the thesis concludes with some suggestions about how the concept of the 'teaching self' might be used to support all teachers engaged in professional learning. Finally, the research advocates 'reflexivity' on the part of teachers, whereby a critical awareness of biography helps locate practice in the cultural and social environment in which it develops.
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Morris-Rutledge, Susan. "Mississippi mainstream teachers' attitudes and perceptions toward English language learner inclusion /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801490681&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268676908&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2009.<br>Typescript. Vita. "May 2009." Major professor: Esim Erdim-Payne Includes bibliographical references (leaves 129-141). Also available online via ProQuest to authorized users.
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Berger, Ryan W. "Seasonal habitat use of the Florida manatee (Trichecus manatus latirostris) in the Crystal River National Wild[l]ife Refuge with regards to natural and anthropogenic factors." Click here to access thesis, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/ryan_w_berger/Berger_Ryan_W_200701_MS.pdf.
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Hung, Li-Ching. "Understanding the challenges faced by beginning MAT teachers." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-09242007-095815.
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Alkhatib, Nada. "Written corrective feedback at a Saudi University : English language teachers' beliefs, students' preferences, and teachers' practices." Thesis, University of Essex, 2015. http://repository.essex.ac.uk/15382/.
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This study investigates the beliefs and practices of writing tutors regarding written corrective feedback (WCF) in a Saudi Arabian university. The central focus of this work is threefold: (a) the relationship between teachers’ beliefs and practices regarding the provision of WCF on students’ L2 writing, (b) the factors that prevent teachers from enacting their beliefs into practices, and (c) the relationship between students’ preferences and teachers’ practices regarding WCF. Ten writing tutors and their thirty students at the English language and Literature department at the University of Dammam participated in this study. Semi-structured interviews were utilized to understand teachers’ beliefs and students’ preferences. In order to understand teachers’ actual WCF practices, teachers were observed while teaching writing over almost a full semester. The think-aloud protocols of teachers while providing feedback on their students’ writing were examined and teachers’ feedback on student writing was analysed. Finally, stimulated-recall interviews were conducted to understand the factors that influence teachers’ WCF practices. The study showed both congruence and tensions between teachers’ beliefs and practices. Teachers’ beliefs were greatly congruent with their practices regarding the amount and focus of WCF. Conversely, teachers’ beliefs were incongruent concerning the explicitness of WCF, the use of positive feedback, and the source of WCF. Several contextual factors related to the university overall context (e.g. time allocated to cover the syllabus), teachers (e.g. teaching experience), and students (e.g. proficiency levels) were found to affect teachers’ practices. As for the relationship between students’ preferences and teachers’ practices, complete congruence was found in terms of teachers being the key providers of feedback. Conversely, students’ preferences were incongruent with teachers’ practices regarding the explicitness of WCF, the focus of WCF, and the provision of positive feedback. Finally, although students valued teachers’ WCF and placed a great importance to it, they faced difficulties understanding some of their teachers’ comments. This study concludes by providing some implications which could serve more than one purpose by creating knowledge which will be useful for researchers in the field of language teacher cognition and WCF.
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Wu, Zongjie. "Teachers' 'knowledge' and curriculum change : a critical study of teachers' exploratory discourse in a Chinese university." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410754.
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Georganta, Angeliki. "Integrating new technologies in university second language instruction : teachers' perspectives." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79941.
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This study explores the relationships among technology, language literacy and instruction in University Continuing Education Institutions. Adult second language education strives to update media resources in an information era in which literacy encompasses the abilities to communicate both in different languages and in a variety of media across disciplines.<br>The main assumption underlying this study is that teaching adults to use language in an era in which networks and multimedia are major components, is a challenging task and responsibility. Instructional implications of literature regarding the implementation of new technologies in language learning suggest a persistent disagreement on the merits of new technologies as learning tools and a mismatch between expectations and applications of new media. I interview four teachers of second or foreign languages to adults to explore the challenges embedded in mediating adults' literacy in using multiple representations of second language knowledge within technology enhanced classroom environments.<br>Teachers are shown to integrate digital technologies into traditional print and audiovisual tools to advance three main literacies: Cultural literacy relates to the ability to make socioculturally appropriate links of language and media. Disciplinary literacy denotes the ability to effectively identify, analyze, evaluate and apply language resources in various contexts. Media literacy denotes the ability to make informed choices among the various language representations. Integrated media applications are challenging for teachers who need to be aware of media benefits and constraints. The ongoing development of teachers' media literacy is a prerequisite for meaningful and constructive uses of the instructional resources available that will enable adults to apply second language knowledge within and beyond linguistic, cultural, and disciplinary contexts.
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Barrowcliffe, Kelly D. "The knowledge of playing-related injuries among university music teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0003/MQ42049.pdf.
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McKenzie, Jo A. "Variation and change in university teachers' ways of experiencing teaching /." Electronic version, 2003. http://adt.lib.uts.edu.au/public/adt-NTSM20040726.154757/index.html.
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Lee, Hwee Hoon. "Information and communication technology in teaching : Singapore University teachers' perspectives." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7547.
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The introduction of information and communication technology (ICT) into education has received both positive and negative responses from the stakeholders, namely, the school administrators, faculty and learners, and research into online teaching and learning has also shown both benefits and limitations offered by ICT. Indeed, resistance to ICT use is common among teachers. Studies have found that teacher beliefs about teaching and learning play a big part in teachers’ adoption of ICT use in their teaching. Similarly, contextual factors have been found to affect teachers’ response to ICT use. The objective of this study is to explore the relationship between teachers’ understandings of teaching and learning, their understandings of ICT affordances and their use of ICT in their teaching. The area of teacher beliefs is therefore pertinent to the study. Teacher knowledge and teacher learning are discussed in relation to conceptions of teaching and ICT use. Contextual factors are also examined to complete the investigation. Informants are sampled from among engineering and non-engineering faculty at a university in Singapore. Data are collected through interviews, and lexical choices and metaphors used by informants are examined for meaning. The themes are identified and analysed based on two metaphorical models of teaching, namely, Fox’s (1983) theories of teaching and Kember and Gow’s (1994) orientations to teaching. The findings are then presented and discussed in two parts: firstly, teachers’ understandings regarding teaching and learning and regarding ICT affordances, and their use of ICT in their teaching; and secondly, contextual factors that affect teachers’ decision to use ICT. The findings show, firstly, that face-to-face interaction, thinking and understanding, and the ‘right’ attitude are conceived by the engineering and non-engineering informants as the way that learning takes place. Secondly, the primary theories of teaching espoused by these teachers appear to be transfer and shaping theories. Thirdly, informants perceive ICT as a container, a place and a tool. These conceptions correspond to their teaching theories but only to an extent. Evident from the findings are tensions between beliefs and practice. Linked to informants’ understandings of teaching and learning and of ICT affordances is their perception of their roles and responsibilities when they use ICT in their teaching. Fourthly, informants generally perceive ICT as playing a complementary role in their teaching. They see the teacher and learner action as the two most essential elements for effective teaching and learning. From their emphasis on learner attitude and action, informants seem to value also the constructivist theory of learning. Contextual factors are also considered, as conditions can affect change in practice. These factors are found to include time, institutional support, and teacher and learner attitudes. In the discussion on how contextual variables interact with the pedagogical use of ICT, it is found that informants’ technological pedagogical knowledge needs to be developed and that support at policy level is needed to encourage teachers’ use of ICT. The implications of the findings and the contributions and limitations of the study are discussed in the concluding chapter. Also included in the final chapter are suggestions for future research. It is hoped that this study will help the education community understand teachers’ expectations and the classroom challenges they face as they work with ICT. The study can also help university administrators better meet teachers’ needs with regard to teaching using ICT.
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Euclides, Maria Simone. "Black women, doctors, theorists and university teachers: challenges and achievements." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20054.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>The objective of this research was to analyze the professional trajectory of black teachers and doctors, who work in public universities in CearÃ. Objectively, has been sought to understand if institutional racism and gender interfere in their professional trajectories, and what challenges were found to legitimize themselves in academic and scientific space. The methodology adopted is a qualitative research through semi-structured interviews with black female teachers who work in federal and state public institutions located in the interior and capital of the state of CearÃ. The interviews were fulfilled into 3 parts: identity profile (general information of interviewed), socioeconomic data and life history. Parallel to the interviews, the Curriculum Lattes of each teacher was analyzed in order to identify the academic course carried out by the teachers. From the narratives of nine black female teachers located at the State University of CearÃ, Federal University of CearÃ, Cariri Regional University and University of International Integration of Afro-Brazilian Lusophony, we present her trajectories, achievements and challenges. In this research, in spite of showing the advances and the achievements made by black teachers in higher education institutions, what represents the constant effective work through the construction of new methodological and epistemological proposals, it also presents and denounces the multiple facet of racism, prejudice and racial discrimination, through the career trajectories in the institutional sphere or in interpersonal relationships. These findings call attention to the urgency of constructing new concrete attitudes in the institutional sphere, in this way, some actions could be more prominent to confront racism and segregationism practices and the power relations imbued in academic culture. In spite of everything, we could reaffirm that the presence of black teachers in this white academy, rework the scientific canons, and it is also a space of affirmation and recognition. Once they are there (in the universities), they carry out a work where the individual is collective, within a perspective of schooling and antiracist education.<br>O objetivo desta pesquisa foi analisar a trajetÃria profissional de docentes negras e doutoras, que atuam em universidades pÃblicas do CearÃ. Objetivamente, buscou-se compreender se racismo institucional e gÃnero interferem em suas trajetÃrias profissionais, e quais os desafios encontrados para se legitimarem no espaÃo acadÃmico e cientÃfico. A metodologia adotada parte de uma pesquisa qualitativa mediante a realizaÃÃo de entrevistas semiestruturadas junto Ãs professoras que se autodeclararam negras e que atuam nas instituiÃÃes pÃblicas federais e estaduais, localizadas no interior e na capital do estado do CearÃ. As entrevistas foram divididas em 3 partes: perfil identitÃrio (informaÃÃes gerais da entrevistada), dados sÃcios econÃmicos e histÃria de vida. Paralelo as entrevistas, realizou-se anÃlise do CurrÃculo Lattes de cada professora de modo a identificar o percurso acadÃmico realizado pelas mesmas. A partir de narrativas de nove professoras negras situadas na Universidade Estadual do CearÃ, Universidade Federal do CearÃ, Universidade Regional do Cariri e Universidade da IntegraÃÃo Internacional da Lusofonia Afro brasileira, apresentamos aqui suas trajetÃrias, conquistas e desafios. Nesta pesquisa, apesar de mostrar os avanÃos e as conquistas realizadas pelas professoras negras nas instituiÃÃes de ensino superior, no que se refere ao constante trabalho efetivo mediante a construÃÃo de novas propostas metodolÃgicas e epistemolÃgicas, tambÃm apresenta e denuncia as mÃltiplas facetas nas quais o racismo, preconceito e a discriminaÃÃo racial transversalizam as trajetÃrias profissionais, quer seja no Ãmbito institucional, quer seja nas relaÃÃes interpessoais. Tais achados, nos chamam a atenÃÃo para a urgÃncia de construÃÃo de novas atitudes concretas em Ãmbito institucional, no enfrentamento das prÃticas racistas, segregacionistas e das prÃprias relaÃÃes de poder impregnadas na cultura acadÃmica. Apesar de tudo, podemos reafirmar que a presenÃa de docentes negras nesta academia branca, reelaboram os cÃnones cientÃficos, e à tambÃm um espaÃo de afirmaÃÃo e reconhecimento. Uma vez que là estÃo (nas universidades), realizam um trabalho onde o individual à o coletivo, dentro de uma perspectiva de escolarizaÃÃo e educaÃÃo antirracista.
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Salhani, Karim Salhani Rafic. "Understanding the Potential of University Teachers to Become Unit Coordinators." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5036.
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Current reports estimate that 1 in 5 unit coordinators at universities resign each year. When it comes to management of talent, universities lag behind other industries. The problem is university leaders lack empirical ways of identifying future leaders to ensure the survival and growth of the institution. The purpose of this study was to understand how university teachers demonstrate formal leadership potential by uncovering the main behavioral patterns, personal characteristics, tasks, and relationship-building activities of teachers that enable them to become excellent candidates for leading a department. With the Leadership Potential BluePrint as a conceptual framework, a multiple-case study design fostered the collection of data through in-depth interviews with 20 unit coordinators at universities in Lebanon. The results of a multiple-case and cross-case analysis suggest that successful unit coordinators are interpersonally skilled, collegial, emotionally mature, resilient, multitasking, driven, open, assertive, and cognitively intelligent. In terms of behaviors, they ensure an abundance of interactions, encourage teamwork, build consensus, delegate tasks and responsibilities, hold an open-door policy, motivate, inspire and develop others, ensure their physical presence in the department, foster an environment of honesty and transparency, and build trust in the workplace. This study is likely to produce a positive impact on university teachers' professional opportunities and students' postgraduate lives because of a better access to and development of unit coordinators.
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Shah, Syed Uzair. "Teachers' understandings of using learning technology at Hazara University, Pakistan." Thesis, Lancaster University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.715406.
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Patrick, Helen. "Academic staff in university departments of education." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35660.
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This study arose out of a research project on teacher education in England and Wales which was funded by the Department of Education and Science and which was based at the University of Leicester School of Education from 1979 to 1982. The study aimed to explore the ambivalence and ambiguity which, the literature suggested, were inherent in the enterprise of training teachers in universities. Empirical data on university teachers of education were collected by questionnaire and interview and the findings are considered within a number ofS contexts. In university departments of education university teachers train students to become school teachers. The first context examined in the study is the sociology of occupations which is used as a framework within which to compare and contrast the two occupations of university teaching and school teaching. University teachers and school teachers are thus established as reference groups for university teachers of education. Next the study considers the role of these reference groups within the context of the history of teacher education in the universities. In the central part of the study data on the social, educational and occupational backgrounds of university teachers of education are considered in relation to the two reference groups of school teachers and university teachers. Data on the nature of the work undertaken by university teachers of education are also examined in this context. The study then explores the context of occupational constraint and control, comparing and contrasting teacher education in the universities with university teaching in other subjects and with school teaching. The role of ideology in teacher education is then analysed as a context within which to view the nature of ideology in teacher education in the universities, again drawing on empirical data from questionnaires and interviews. In the final chapter additional data are presented to bring together the findings and interpretations presented in the body of the study.
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Ngayai, Bernard K. "Job Satisfaction of Faculty at Kenyatta University, Nairobi, Kenya." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332647/.
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This study was planned to increase understanding of job satisfaction among faculty in middle size universities. The problem was job satisfaction and its association with selected demographic characteristics of faculty at Kenyatta University, second largest university in Nairobi. There was a response rate of 52.6 percent. All of the 300 faculty members with the rank of professor, associate professor, assistant professor, lecturer and teaching fellow participated in this research. Two instruments were used to collect data from the participating faculty. The first instrument was a demographic data sheet that solicited personal data from faculty. The second instrument was a standardized six dimensional survey instrument, the Job Descriptive Index (JDI). Both survey instruments were handed out in an envelope to all faculty by the researcher. The findings showed that most faculty were satisfied with their job in areas of co-workers and job in general. They seemed dissatisfied with the area of opportunities for promotion. The findings further demonstrated that most faculty were neither satisfied nor dissatisfied with their present work, present pay, and supervision. Analysis of variance demonstrated that the selected demographic variables of age, professional rank, and nationality were associated with job satisfaction. Scheffé's Multiple Comparison test and Newman-Keuls procedure were used to analyze differences in satisfaction among groups. The results showed that professors and lecturers were significantly more satisfied with their coworkers than were the assistant professors. Faculty members' gender, marital status, years of experience, tenure status, academic degree and area of interest did not influence job satisfaction. It is recommended that future research to determine an appropriate system of promotions structure and faculty growth and development be initiated.
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Stevens, Andy Burriss. "The perceptions of teachers and administrators on teacher absenteeism and use of substitute teachers in a rural northeast Mississippi school district." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03312008-143859.
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Mulhollen, Emily Reid. "Understanding how and why a first year teacher implements reading instruction a case study /." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-11022007-132246.
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McCarra, Janet Forrester. "Perceived problems of beginning teachers and proposed solutions for success." Diss., Mississippi State : Mississippi State University, 2003. http://library.msstate.edu/etd/show.asp?etd=etd-11082003-104829.
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Mikael, Bahar. "The effects of study abroad programs on teachers' professional development /." Full-text of dissertation on the Internet (708.33 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/mikaelbe/mikaelbe_masters_04-07-2010-1.pdf.
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Crowell, Jeri L. "An exploration of urban teachers' work from an ecological perspective." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1172520180.
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Thesis (Dr. of Education)--University of Cincinnati, 2007.<br>Title from electronic thesis title page (viewed Apr. 6, 2007). Includes abstract. Keywords: ecological counseling; urban teachers' careers; person-environment fit; meaning making is the basis for perceptions Includes bibliographical references.
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Harrison, Stephanie Chantall. "Preservice Teachers Perceptions of Literature: A Study in a University Spanish Literature Class for Future Spanish Teachers." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7062.
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This qualitative study gave insight on the benefits that a university literature course for future Spanish teachers could contribute to preservice teachers as part of their preparation program. Nine university students participated in this study as they were the ones enrolled in this first-time offered university literature course for Spanish teachers. Data were collected from pre- and post-questionnaires, journals, and course observations. The findings suggested that the preservice teachers grew in pedagogical content knowledge, literary content, resources and strategies, and felt an overall sense of preparedness to use literary sources in their future classrooms
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Dickey, David Louis. "Recency effect in university student evaluation of faculty instruction." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000001.
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Dorsey, Angela. "Analysis of Content and Pedagogical Content Knowledge in Secondary Mathematics Teachers' Preparation Programs| Perceptions of Novice Teachers, Cooperating Teachers, and University Professors." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877140.
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<p> Previous research focused on characteristics of effective teachers, teacher recruitment or new pathways to teaching (Ball & Forzani, 2009; Ronfeldt et. al., 2014). However, there is a gap in the research regarding the best path to prepare secondary math teachers. Universities create a customized path of preparation based on their beliefs within the scope of a set of standards given by organizations such as the National Council for Teachers of Mathematics or National Council for Accreditation of Teacher Education. Further research supports the necessity for both content and pedagogical knowledge (Ball, 2000; Graham & Fennell, 2001; NCATE, 2010; Thames & Ball, 2010). Therefore, the purpose of this qualitative case study pursues to increase the research by uncovering perceptions of secondary math teacher preparation with the standards, content knowledge, and content pedagogical knowledge. The study included two universities’ programs to gain awareness as to the interpretations of novice teachers, cooperating teachers, and University professors of the pre-service training program used to prepare future secondary mathematics educators. The findings suggest: while only the Mathematics Education Professor at both Universities were the only study participants to have a vast knowledge of the standards it did not seem to impede on the overall preparation of the novice teacher. Novice and Cooperating teachers lacked the vision for the purpose and value of upper level math classes required for the degree. Both Novice and Cooperating Teachers wanted an increase in opportunities for real-world content pedagogical situations along with differentiation, coteaching, and Special Education. Novice teachers acknowledged the need for relationships with University professors and peers in their path toward preparation. Lastly, Mathematics Education Professors stated value in making connections between courses and research to high school math. Furthermore, the finding suggest for teacher preparation program: to prepare secondary math teachers for the current culture of mathematics education, content and pedagogical courses should not be separated and a push to increase program enrollment should be a priority.</p><p>
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Warren, Lyndall Harrison. "Using multicultural liteature to develop empathy and compassion in preservice teachers a frist step in preparing culturally responsive teachers /." Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/archive/Summer2005/lwarren6/warren_lyndall_h_200505_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2005.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 284-294)
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Blackwell, Sarah Elizabeth Channell. "The effect of concept mapping on preservice teachers' reflective practices when making pedagogical decisions /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1273120701&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193078368&clientId=22256.
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Anderson, Mable Webb. "Beneficial induction services for Georgia teachers." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/mable_w_anderson/anderson_mable_w_200801_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 180-199) and appendices.
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Grigutsch, Stefan & Toerner Guenter. "World views of mathematics held by university teachers of mathematics science." Gerhard-Mercator-Universitaet Duisburg, 2002. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-05272002-102811/.
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The present empirical study deals with the question of the (world) view of mathematics (i.e. the image of mathematics) held by university mathematics teachers in countries of German as a first lan-guage. The basis of this study is a voluntary survey by means of a closed questionnaire of 119 persons during an annual meeting of mathematicians. This questionnaire was on the whole employed for two other studies on mathematics teachers (N= 300) and pupils (N=1650). Four to five dimensions were defined by means of factor analysis and subsequently verified as relevant dimensions of the view of mathematics. These dimensions can be called the formalism aspect, the schema aspect, the process aspect, the application aspect and the Platonism aspect of mathematics. Attitudes towards these aspects differ on average, so that the "average" view of mathematics of university teachers is clearly accentuated in these five aspects. The process aspect acclaims the highest agreement, whereby the aspects formalism and application claim an average to above average assessment. In contrast, the Platonic aspect receives only weak to very weak agreement, and the schema aspect is on the whole rejected. Furthermore the structure of the view of mathematics resulting out of the relations between the dimensions is investigated. The part of the view of mathematics that is considered here contains two different viewpoints in content, namely the static view of mathematics as a system and the dynamic view of mathematics as a process. In contrast to the observa-tions in the other two populations the two viewpoints are not opposites. Mathematics is in the view of university teachers a comple-mentary toge-therness of both viewpoints. Their view of mathematics is insofar broader differentiated than the two other populations.
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McCall, Madelon J. Conaway Betty J. "Qualities of effective secondary science teachers perspectives of university biology students /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5244.
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OLIVEIRA, FABIOLA STAPPAZZOLI DE. "A TRADITIONAL UNIVERSITY, FAMOUS FOR ITS RESEARCH, DEALING WITH TEACHERS FORMATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5198@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>Este estudo objetivou apreender como uma universidade
tradicionalmente
reconhecida pela pesquisa, a PUC-Rio, vem reagindo às novas
resoluções
estabelecidas pelo MEC, que recomendam especialmente o
aumento de
horas destinado à prática nos cursos de licenciatura,
correspondendo esta a
diversas atividades a serem realizadas ao longo de toda a
formação e
perpassando todas as disciplinas. Para isso, foram
observados encontros que
buscam discutir as sugestões da lei e entrevistados os
professores de Prática
de Ensino e os coordenadores desses cursos. Verificou-se
grande dificuldade
em compreender o novo significado atribuído à prática,
principalmente em
virtude da necessidade de reflexão e discussão em sala de
aula de como o
conteúdo específico que vem sendo trabalhado pode e deve
ser tratado nas
escolas. Também foram questionados a provável perda da
formação teórica
desses alunos e o tempo de duração do curso, que deve agora
apresentar
currículo próprio, ou seja, distinto do Bacharelado. Isso
muito se deve à
desvalorização das questões de ensino no ambiente
acadêmico, mas,
igualmente, à falta de vivência desses profissionais no
ensino básico. Nesse
sentido, ao mesmo tempo em que se assinalou a necessidade
de revisão e
criação de disciplinas para a adaptação às recomendações da
legislação, foi
salientada a importância de ajuda financeira do Estado e de
formação de um
núcleo de formação de professores na instituição, que possa
reunir
formadores interessados pela temática a fim de reestruturar
adequadamente
as licenciaturas. Os depoimentos apontam que ainda é
preciso tempo para
que os professores e a própria universidade tenham claro
para si como deve
um curso de licenciatura estar estruturado e organizado
para de fato formar
um professor.<br>The purpose of this study is to understand how a
traditional university,
famous for its research, PUC-Rio, has been dealing with the
new MEC
indications, that recommend as a main point the increase of
time designated
to the practice in the licenciatura courses. This new
concept of practice
relates to many different activities that were not
considered before, and
should be introduced into the whole course and in all
subjects. To collect the
necessary information, meetings, where the application of
the new
indications has been discussed, were observed, and
coordinators and
Prática de Ensino professors were interviewed. It was
identified a
considerable difficulty to understand the new meaning of
practice, specially
because of the reflection and necessity of discussion at
classroom about how
the specific contents that have been studied should and may
be treated at
school. The probably loose of theoretical base and the
duration of the course
were also questioned. The devaluation of educational issues
at the academic
environment and the lack of experience of those
professionals at school
contribute to explain these problems. In this study, it was
figured out not
only the need of subjects creation and review, but also the
need of financial
government support and the development of a new group of
educational
studies, in which interested professors in that theme can
join and point out
ways to improve it. This research evidence that both,
professors and the
university itself, require more time to clarify how a
licenciatura course
should be structured and organized.
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Abushina, Abdelnaser. "Quality and professional training for English teachers in a Libyan university." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/18715/.
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This study explores the implementation of a pedagogy of active learning in an English Department in a university in Libya. The current (2017) social and political situation in Libya reflects an environment in which authority and traditional relations of power are changing. This study traces the fortunes of a pedagogical intervention that endows both teachers and students with increased authority over, and ownership of, the processes of learning. For many years, top-down attempts to improve higher education in Libya have failed but this study introduces a bottom-up change in pedagogy introduced by the researcher, teachers and students. Thus, this pedagogical project pursued in the classroom, links to and reflects changes in the wider and traditional order of Libyan society. The shortage of English-language and technical skills in the labour market reflects continued historical failure at tertiary education levels. Four decades of highly centralized decision-making have failed to implement top down educational reform and raise the standard of English teaching. This study investigates if a bottom-up classroom intervention by prepared and committed teachers is a more productive strategy for raising educational standards. This study examines the standard of English teaching at a Libyan University and identifies weaknesses in the quality of teaching. Findings from phase one reveal teachers are over-reliant on traditional lectures as a mode of delivery and their focus is on transmitting knowledge rather than promoting student engagement through active learning. Therefore, phase two – feasibility study – introduces a new mechanism of interactive teaching methods based on active learning. Six teachers are trained to have a different pedagogy in their approach to students; that is nurturing active learning. This study investigates how six teachers understand how learners learn a second language and investigates their capacity to deliver a pedagogy of active learning which encourages learners to take greater responsibility for their own learning by means of interviews, observations and video analysis. Evidence obtained from video analysis shows that student engagement and participation increased. They asked more questions, shared more ideas with their peers, and appeared more confident in their learning. In addition, some teachers had greater awareness of the application of some interactive teaching methods, and offered more opportunities for student centred interactions.
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Harris, Scott Phillip. "Teacher Retention and Recruitment: Perceptions of Principles, Teachers, and University Students." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8948.
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This study identifies differences in perceptions between three stakeholder groups - principals, K-12 teachers, and parents - regarding the effect of workplace conditions on teacher attrition. An electronic questionnaire was sent to 15 of Utah's 41 school districts. Sampling efforts yielded completed surveys from 93 principals, 2003 teachers and 495 parents. All three groups agreed that workplace conditions are important, but the greatest disagreements occurred in perceptions of (a) teacher involvement in decision-making, (b) protection of teacher preparation time, (c) administration's management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers' expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions. The study also examined factors that influence science, technology, engineering and math (STEM) university students' willingness to consider teaching as a career. A total of 4,743 university students majoring in STEM fields from Brigham Young University completed the survey (31%) and although very few of these students initially consider this profession, we identified four factors using predictive modeling that are strongly associated with these students' willingness to consider teaching and their belief that teaching might be their best career option. Results indicated that STEM university students were more likely to consider teaching when they believed teaching is something they would be good at, others encouraged them to be a teacher, when family encourages them to teach, and when teachers they know inspire them. Results from this study indicate that small salary bonuses would likely not entice students in STEM subjects to become teachers. Less impactful factors included gender and individual beliefs about the respectability of the profession. Additionally, this study found these students less likely to consider work conditions for teachers when making career choices. This study concludes with several implications that can inform and possibly improve the recruitment and leadership preparation programs at Institutes of Higher Education.
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Mkhasibe, Rachel Gugu Ntombimpela. "Student teachers ‘perceptions of teaching practice at the University Of Zululand." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1426.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Masters of Education in the Department of Educational Psychology and Special Needs at the University of Zululand, South Africa, 2014<br>Student teachers ‘perceptions of teaching practice at the University Of Zululand
Extensive research has been done on the importance of supervision of student teachers during teaching practice. The present study is a descriptive survey which sought to examine student teachers‟ perceptions of teaching practice. The sample comprised of 184 third year B.Ed students who had undergone teaching practice in 2013. To this end a questionnaire was constructed and validated through factor analysis technique by the researcher. The results revealed that student teachers hold favourable perceptions of teaching practice. The Kendall Coefficient of Concordance Wa yielded significant agreement among ranks assigned by student teachers to different teaching practice models. However there is a need for the improvement of the system of teacher education in order to prepare quality teachers. Some of the differences are the following: importance of preparing lesson plan as well as the pedagogical approach to presenting the lesson to learners. Most of the student teachers find it difficult in choosing and using teaching techniques and strategies that are suitable for the learners they teach. It is a given that there is no one strategy which can be implemented when imparting knowledge to the learners. However student teachers have to be exposed to those different strategies in order to be able to apply them depending on the lesson and the learners they are teaching. It can also be concluded that the perception of student teachers of teaching practice components of the lesson presentation is positive, irrespective of age and gender. Therefore the study has revealed that gender and age should not be necessarily concentrated on when students go out for teaching practice as reviewed by the findings. Based on the findings recommendations were made, among others, that the Faculty of Education should take into consideration the concerns of student teachers and address them before student teachers are sent to schools for teaching practice. This study is important in that it provides valuable information for the improvement of teaching practice when the perceptions of student teachers are acknowledged.
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Hayes, Gloria. "The teacher shortage factors that influence the recruitment, retention, and attrition of teachers in selected Mississippi teacher shortage areas /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-08132008-101558.
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Fisher, Jamie DeVon. "Head Start teachers' and low socio-economic status parents' vocabulary usage." Cincinnati, Ohio University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1179369020.
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Thesis (M.A.)--University of Cincinnati, 2007.<br>Title from electronic thesis title page (viewed July 20, 2007). Includes abstract. Keywords: head start, low socio-economic status, vocabulary Includes bibliographical references.
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Adams, George Edward. "Student perceptions of university faculty on the length of enrollment of university students." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134549/.
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