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1
Badali, Salvador John. „Seconded teachers as teacher educators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.
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2
Helsby, Gill. „Educational reform, teachers' work and teacher professionalism“. Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310453.
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3
Lindberg, J. Ola, und Anders D. Olofsson. „Training teachers through technology : A case study of a distance-based teacher training programme“. Doctoral thesis, Umeå universitet, Pedagogik, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
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This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.
4
Lindberg, J. Ola Olofsson Anders D. „Training teachers through technology : a case study of a distance-based teacher training programme /“. Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.
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5
Kucheruk, Maryna. „Vocational training for future teachers“. Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14693.
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The purpose of the research is to reveal the significance of mastering new educational technologies. This enables not only to enrich the base of theoretical and methodological knowledge of students, but also to form a bundle of professional skills to design, develop the learning process, analyze its results in accordance with new information technology teaching.Метою роботи є дослідження важливості освоєння нових освітніх технологій. Це дає змогу не лише збагатити базу теоретичних та методичних знань студентів, а й сформувати сукупність професійних навичок проектування, удосконалення навчального процесу, аналізу його результатів відповідно до викладання нових інформаційних технологій.
Целью работы является исследование важности освоения новых образовательных технологий. Это позволяет не только обогатить базу теоретических и методических знаний студентов, но и сформировать совокупность профессиональных навыков проектирования, совершенствование учебного процесса, анализа его результатов в соответствии с преподаванием новых информационных технологий.
6
Barron, Elaine Bernadette. „Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training“. Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.
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Recent changes to the provision for teacher training have seen a move to place greater responsibility for the training of teachers with schools rather than with Higher Education Institutes. The rationale appears to be the view that this will produce the kind of teachers schools are looking to employ. However, there appears to be little research focused on the opinions of the senior management of primary schools about whether they believe this to be the case, whether they feel schools are in a good position to undertake this training, and what impact they perceive such a move will have on primary schools. This study took a constructivist grounded theory approach to explore primary school headteachers’ perceptions of how best to train primary school teachers seen by them as fit to practise and what they perceived schools could and could not provide to support this outcome. Data were initially collected in a feasibility study exploring the views of the headteacher, the school-based mentor and the former trainee teacher in identifying their perceptions of factors which contributed to the outstanding outcome for a trainee on the Graduate Trainee Programme on the completion of his training year. Reflections on one of these factors in particular, that of the crucial role of the headteacher in enabling the successful outcome, at a time when a number of significant reforms to teacher training were being implemented, prompted a reconsideration of the focus of the main study to an exploration of headteachers’ perceptions of training teachers seen by them as fit to practise in primary schools in a changing landscape of teacher training. Twelve primary school headteachers participated in semi-structured interviews. Data were analysed utilising a constant comparison method (Strauss and Corbin, 1990; Charmaz, 2006). Conclusions from a small scale study cannot easily be generalised. However the findings from the main study suggested the headteachers believed teachers who were fit to practise demonstrated the ability to think critically about their practice and that this attribute was under-represented in standards for teachers. In terms of training to become teachers fit to practise the headteachers supported the viewpoint of the primacy of practice but believed that practice alone was not sufficient to develop the teachers they sought to employ in their schools. In order to become critical thinkers trainee teachers needed to study the theory underpinning the teaching in schools. This study should be guided by experts, who most of the headteachers identified as academic partners, in teacher training located outside of the school. There was a measure of hostility from some of the headteachers to the idea that a teaching school could fulfil this expert role. The headteachers used a number of synonyms to describe the teachers they were seeking but all appeared to mean teachers fit to practise in their schools. The headteachers believed they had the ability to recognise the potential to become a teacher fit to practise in applicants to teaching and they used this to identify trainee teachers who would fit their schools. With greater responsibility for teacher training moving to schools this highlighted issues of equality of opportunity and a potentially insular approach to the training and recruitment of teachers. According to the headteachers, schools which participated in teacher training required at least a good Ofsted grade, a climate and skilled staff to support novices and strategic leadership by the headteacher. As part of the remit of this strategic leadership the headteachers perceived it was their role to protect their schools from external pressures such as Ofsted inspections. This, they believed, gave them the autonomy to decide on their level of participation, if any, in teacher training on an annual basis. Recommendations for further research, policy and partnerships have been made.
7
Segall, Avner. „Disturbing practice : reading and writing (social studies) teacher education as text“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.
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Miller, Israel B. „Behavioral skills training with teachers : maintenance and booster training“. [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.
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9
Lewis, Derek. „Teacher appraisal : secondary teachers' reactions to issues and schemes“. Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.
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10
Suell, Jo Lynn. „Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /“. [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.
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11
Hur, Jung Won. „Understanding teacher participation in online communities why do teachers want to participate in online communities of teachers? /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278232.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3812. Adviser: Thomas A. Brush. Title from dissertation home page (viewed May 8, 2008).
12
Lusty, M. G. F. „Teacher appraisal : teachers' perceptions of an LEA teacher appraisal scheme and its implementation“. Thesis, Open University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292280.
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13
Almon, Holly C. „The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.
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The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.
14
Jofili, Zelia Maria Soares. „Fostering teachers' critical thinking : some paths to teacher development programmes“. Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336986.
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15
Udofot, M. „A teacher education proramme for Nigerian junior secondary school teachers“. Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.
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Young, Danielle Marie. „Program Evaluation of Behavior Management Training for Preschool Teachers: Teacher Outcomes“. TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1440.
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Teachers are required to manage difficult behaviors within their classrooms with limited support and resources. Additionally, there is not a lot of research that has been completed looking at teacher attitudes or how children’s behavior impacts them personally. The current study looks at teacher outcomes based upon an evidence-based teacher training program. The teacher training was implemented at the Western Kentucky Head Start. Teachers’ job stress and self-efficacy were measured before the training, after the training, in the fall, and in the spring. In addition, standardized observations were completed, looking at classroom climate and management, in the fall and spring following the training. There were no significant differences among Pretest, Post-test, fall, or spring data for measured job stress or self-efficacy. Based upon observation results, Positive Climate significantly increased from fall to spring and Concept Development significantly decreased. Teacher’s attitudes and perspectives are extremely important as they provide the general climate of the classroom. Continued research should be completed to assess teacher outcomes and how these outcomes impact the overfull functioning of the classroom and success of students.
17
Kim, Taehyung. „Teachers' conceptual metaphors for mentoring“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189012812.
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18
Taylor, Christine M. „Identifying training needs of educational paraprofessionals /“. Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.
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Thesis (Ed. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
19
Gokmenoglu, Tuba. „Teachers“. Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615128/index.pdf.
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Policy makers, school and district leaders, researchers, industry, and parents are all increasingly concerned with improving the quality of education in schools. Therefore, teachers need to welcome and keep themselves up-to-date about the improvements, developments, and educational reforms. At this point, in-service training of teachers is one of the most urgent concerns of teacher educators and policy makers. Although there is a widespread view on the importance of teachers&rsquoprofessional learning, how design and process should be handled is still questioning issue. The purpose of this study was to determine the kinds and qualities of in-service training that teachers needed. Professional development designs&rsquo
three elements were highlighted in this research. Content refers what designer of professional development expects teachers to learn
form denotes the context, materials, schedule, and evaluation in which learning takes place
audiences are targeted group of teachers who needs to participate some certain programs. Via survey design
data were collected from 1730 teachers, and analyzed through ANOVA and Structural Equation Modeling. Teachers reported an occasional need for Guidance and Special Education, Preparation for Inter/national Exams, Self-development, Professional Teaching Knowledge, and Technology Use, and reported medium satisfaction with previous programs. They also reported their preferences for in-service training program format. All these results were discussed together, and combined as design elements of training programs. Determining what teachers need and prefer and how they learn best made it possible to provide suggestions for Turkish teacher training policy to maximize the match between teacher needs and the content and process by which those needs are met.
20
Brown, Christopher J. „Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2538/.
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This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills.
The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI).
Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale.
21
Matei, Speranta-Gabriela. „Student teachers as researchers : an inquiry-oriented approach to initial teacher education“. Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269853.
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22
Tse, Kwok Keung Ernest. „Preservice teacher planning : a study of the journey from learners to teachers“. Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5329.
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23
Mills, Jeanette Marie. „What are the issues involved in using e-portfolios as a pedagogical tool?“ Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/312429.
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In Initial Teacher Training (ITT), one of the technologies rapidly being adopted to support the development of trainee teachers is the e-portfolio. Research into successful use of e-portfolios beyond their function as a repository has been scanty to date. The purpose of the current study was to extend the boundaries of understanding of e-portfolios beyond this function. This was undertaken through two in-depth case studies where e-portfolios were used as a pedagogical tool intended to support the development of reflective practice on a one year postgraduate ITT course, during two years of investigation in one university A mixed-methods approach was adopted to capture the richness of participants’ self reports of their experiences, statistical data regarding interactions on the e-portfolios and analysis of reflective writing. Data were collected and analysed from questionnaires, student and tutor interviews and interactions with the e-portfolio together with analysis of the content of reflective e-journals, with a special emphasis on the place and depth of reflection. What emerged was a rich contextual understanding of e-portfolio use by trainee teachers and tutors and the problematic nature of conceptualising and assessing reflective thinking, together with the extent to which the development and depth of their reflective thinking had been supported by e-portfolio use. The results confirm previous concerns related to the training requirements of users and also the time needed for students and tutors to engage in interactions. Further they imply that the prerequisites of successful use of e-portfolios, as a pedagogical tool, to support the development of reflective thinking include common agreement about what constitutes reflection and reflective thinking embedded within a strong, rigorous and well theorised conceptualisation of course structure and content. Implied also is the need for a well understood and transparent framework to assess the depth of reflective thinking that should complement the competencies that underpin Standards, and support the professional development of teachers.
24
Schiller, Marjorie Ann. „An interpretive study of teacher change during staff development with teachers of special education“. Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185324.
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Although there is a current movement in regular education to develop skills in the teaching of art, art education has been largely ignored in special education. Discipline-based art education (DBAE) is a current model in art education that encourages continuous, sequential, content lessons in art. Art methologies, including a new emphasis on language skills, could be a powerful resource for special education teachers. A growing body of research on staff development suggests that procedures affecting teacher change include attending to teacher attitudes, using collaborative planning procedures, including follow-up coaching sessions, and delineating voluntary participation. In contrast, little research has been done to examine the change process during staff development concerning the relationships among practice, attitudes, and knowledge. The main focus of this study was to examine the process of change during staff development in art education with special education teachers. Seven teachers of special education were voluntary participants in a staff development program that addressed content and methodology in DBAE. The researcher served as the staff developer and in-classroom coach. Data concerning the teachers' practice, attitudes, and knowledge were collected by methods of video and audio tapes of classroom observations and coaching, prestudy and poststudy structured interviews, and attitude surveys. Data analyses were constructed addressing both individual teachers and the relationships between teachers in an effort to better understand the process of change during staff development. It was found that all of the participating teachers changed in a positive direction regarding the use of DBAE methods in their classrooms. These changes were evident on the attitude surveys, observation and coaching sessions, and when comparing prestudy and poststudy interviews. They involved the interaction of practice, attitudes, and knowledge. Those teachers who possessed a less sophisticated level of knowledge about art education prior to the study appeared to change at a greater rate than those with strong personal convictions. The findings suggest the importance of attending to attitudes, knowledge, and practice during staff development. The study provides a greater understanding of staff development in DBAE.
25
Chung, Chih-Hung. „Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799534/.
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In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been published. However, the most important role we should consider is not only students, but also teachers. A good teaching training program could help teachers improve their teaching expertise and student’s math achievement. Moreover, most studies only focused on explained predictions of the effect between potential factors. Therefore, the purpose of this study is to implement a hierarchical linear model and cluster analysis techniques to re-examine the Trends in International Mathematics and Science Study (TIMSS) 2011 among eighth grade students in the United States (U.S.), South Korea, Singapore, and Taiwan. These techniques were applied to provide a teacher characteristics and student math achievement model and identify a new institutional typology based on the pattern of teacher characteristic types and countries. Based on these patterns and model, this study presented the findings, as well as suggestions for improving educational policies and teaching training program in, South Korea, Singapore, Taiwan, and the U.S.
26
LETA, MARIA MASELLO. „RELATIONS BETWEEN TEACHERS AND WRITING: A STUDY IN TWO SCHOOLS TEACHER TRAINING“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3832@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOA clareza quanto à importância da escrita na formação dos professores, aliada ao fato de que a escrita é um tema recente de investigação, contribuíram para a definição do objeto de estudo desta tese: investigar as relações de professores com a escrita. No primeiro momento, são discutidas questões teóricas que buscam maior compreensão dessa problemática em torno da escrita e sua dimensão formadora., dialogando, especialmente, com os pensadores Mikhail Bakhtin e Roland Barthes, e suas concepções de língua, linguagem, escrita. A pesquisa de campo foi realizada em duas escolas de formação, públicas, estaduais - antigas escolas normais. Como estratégias metodológicas foram utilizadas observações de aulas, entrevistas, questionários e análise de documentos. A comparação entre essas fontes de dados, a busca de convergências e dissonâncias, à luz da base teórica estudada, permitiram no segundo momento, apresentar o cenário e seus atores e quem são os professores das escolas de formação, sem ignorar suas condições de produção. No terceiro momento, rastreando o espaço discursivo, são apresentadas as relações dos professores das escolas de formação com a escrita e suas concepções e sentidos de língua, linguagem e escrita. Estas apontaram para a predominância da linguagem como habilidade mecânica e como escritacópia. Esse estudo conduziu a reflexões sobre a necessidade da (re)dimensão dos cursos das escolas de formação, aqui incluídos os dos Institutos Superiores de Educação bem como os cursos de licenciatura, onde a escrita, independente das disciplinas que a tomam como - matéria - ou - conteúdo -,deve ser tratada essencialmente em sua dimensão formadora, escrita como experiência, produtora de sentidos, que constitui o sujeito- leitor-escritor crítico, transformador.
The clarity in the importance of the writing in the formation of teachers and the writing as a recent subject of investigation had contributed for the definition of the object of study of this thesis: to investigate the relations of teachers with the writing. In first place, theoretical questions are discussed to search greater understanding of this problematic around the writing and its dimension, by dialoguing, especially with the thinkers Mikhail Bakhtin and Roland Barthes, and their conceptions of language and writing. The field research was carried through in two state schools of formation, old teachers chools. Comments of lessons, interviews, questionnaires and analysis of documents had been used as methodological strategies. The matching between these sources of data, the search for convergences, under the light of the studied theoretical base, had allowed, in second place, to present the scene and its actors and who are the teachers of the formation schools, without ignoring their conditions of production. In the third place, tracing the discursive space, the relations between the teachers of the formation schools with the writing and their conceptions and feelings of language are presented. These had pointed to the predominance of the language as mechanic ability and as writing-copy. This study had led to reflections on the necessity of the (re)design of the courses in the schools of formation, where the writing, independent of the subjects taken as content
27
Henley, Michael J. „Teacher appraisal and its management : a study of the perspectives of teachers“. Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35644.
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This thesis is inspired by the theory that a system of teacher appraisal can achieve maximum effectiveness only when there is harmony between its managers and other participants. Exploration of the theory is pursued in a study of the anticipatory concerns and relevant experience of a sample of Northamptoshire teachers about to become participants and/or managers. The findings are evaluated in the light particularly of experience of teacher appraisal in Canada and USA, where developments are very much further ahead than here. Government policy is analysed with reference to key considerations which currently determine how schools are managed in this country. A traditional dichotomy separating curriculum management from the management of staff relationships and which has created a style of teacher isolation is found to present problems. The risks of teacher appraisal simply becoming a celebration of the status quo are recognized. The probability emerges that the teachers will soon control the system, not government, nor the appraising bodies. Therefore, in anticipation of that outcome, certain key skills and knowledge are identified and commended in this thesis as governing the effectiveness of teacher appraisal, if it is to progress teaching and learning. The main conclusion of the research is that teachers are capable of initiating and supervising a robust system of teacher appraisal which can bring radical change to school management in the interest of school improvement. Their perspectives contrast with those of government most remarkably because the teachers' primary concern is to ensure that whatever the time and effort which is put in, the impact on pupils provides the justification. This thesis seeks to illustrate the potential value of teacher appraisal when used as an instrument of action learning rather than as an instrument of general management.
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Safi, Sayedwali. „In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training“. Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.
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Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since the INSET training program has important role in professional development and capacity building of teachers, but its effectiveness depends on the effectiveness of its composing elements such as teachers’ interest, time and duration, trainers’ ability, subjects covered in each training and follow-on support; to this end I collected the data through questionnaire. The findings show that generally teachers feel the need to their professional development, so they are interested to participate in INSET programs. The respondents believed that scheduling and planning for the INSET shall be made in close coordination to school management. The study findings also illustrate that both male and female respondents have same perception about trainers’ qualification, but female and BA holders have more critics about the trainers’ qualification. Majority of the respondents are satisfied about follow-up activities and they said they received follow-up support to practice the knowledge and skills in their daily class room activities. Majority of the respondents believed that the subjects or topics which are covered in the INSET courses are useful, but during developing of any study materials for INSET courses, more attention shall be paid for avoiding of ambiguity in the course materials, also those materials which are translated from foreign languages shall be adopted in Afghan context; and shall be translated professionally. Based on the teachers’ views the INSET program is effective, but still there are some problems to be solved to make the programs more functional and effective for teachers. Prior to designing of any training, need assessment of teachers through scientific methods is highly recommended. Lack of professional trainers is another issue toward effective implementation of the program.TEMP
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Hedges, John. „Becoming a teacher in Ghana : a study of newly qualified teachers in Central Region, Ghana“. Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247993.
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This thesis explores the expenences of a small group of newly qualified teachers (NQTs) during their initial teaching experience at postings in Central Region, Ghana. A qualitative approach was chosen as the most appropriate way to gain insights into their perceptions. A key hypothesis underlying the study was that the first posting is crucial in influencing NQTs' perceptions of the profession. The research questions were organised around the central issues of: experience of the posting process, experience of induction, reflections on training, and perceptions of teaching in the classroom and, more generally, their roles as teachers in their communities. The perceptions ofNQTs were contextualised by interviews with some untrained teachers, principals in the training colleges, heads in the schools, and members of the education bureaucracy at the national and district level. During the research, it became clear that the process of posting was an important factor in NQTs' initial experience and this became a separate research question and chapter in the thesis. The teachers' perceptions and experiences are considered within theoretical frameworks drawn from the literature on teacher socialisation; teachers' occupational culture; and teachers' conceptions of practice. In particular, it draws on and critiques aspects of an analysis of teachers' professional culture in Gambia and South Africa by Alan Penny and Tansy Jessop (1998) and Colin Lacey's (1977) work on NQTs in the UK. It also adapts an analysis of the metaphors that teachers used to explain their perceptions of their work in Trinidad and Tobago (George et al, 2001) to the Ghanaian context. A main finding is the mismatch between the training NQTs receive and their initial occupational culture they were becoming part of, and revealing the problems associated with posting urban educated Ghanaians to rural schools. It also became clear that, within the aspects of occupational culture revealed in this study, there were conflicts between the social and classroom roles of teaching and a preoccupation with status. These can be seen as symptoms of a deeper conflict between the espoused purposes of primary education and its day-to-day practices, revealed in the metaphors teachers used to make sense of their work and roles. Key metaphors, which also emerged from interviews with heads, included: teacher as carer, teacher as role model, teaching as self sacrifice, and teaching as modernising mission. In summary, therefore, the thesis argues that NQTs enter an occupational culture that is riven by contradictions and conflicting expectations. This is exacerbated by the facts that: the link between teacher education and school contexts is limited; many NQTs are from urban backgrounds, posted to rural areas; their experience of the posting system and the education bureaucracy is often negative; they experience ambivalence from the community they are working in and many feel the curriculum is inappropriate. In this context, NQTs express their perspectives on teaching in terms of a number of metaphors, which are a mix of the idealistic, the pragmatic, and the practical. Heads can help mediate NQTs' experiences through induction, where there is particular emphasis on the social roles of teaching. In turn, these metaphors tended to be dominant in NQTs' perspectives on themselves and their work. Thus, this thesis argues that there is a need for more attention to be placed on teachers' social roles in training and induction and their link to actual school and classroom contexts and practices. It is hoped that this could lead to the development of more flexible teachers, who are better able to deal with the realities of teaching, particularly in rural areas. teaching experience. The process of posting gives them key signals about the
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Ferreira, Ignatius Leopold. „Training in note making : the effects of a training scheme on first year teacher-training students“. Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003688.
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This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.
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Ivanova, Olena. „Psychology role in teachers-to-be training“. Thesis, Дніпровський національний університет залізничного транспорту імені академіка В. Лазаряна, 2019. https://er.knutd.edu.ua/handle/123456789/14702.
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The work deals with psychology as a multifacet discipline which includes many study areas such as human development, sports, health, social behaviour and cognitive processes. Special attention should be paid to social and educational psychology in preparing future specialists in education.В даній роботі психологія розглядається як багатогранна дисципліна, яка включає багато напрямків дослідження, таких як розвиток людини, спорт, здоров'я, соціальна поведінка та когнітивні процеси. Особливу увагу слід приділяти соціальній та освітній психології при підготовці майбутніх фахівців з освіти.
В данной работе психология рассматривается как многогранная дисциплина, которая включает много направлений исследования, таких как развитие человека, спорт, здоровье, социальное поведение и когнитивные процессы. Особое внимание следует уделять социальной и образовательной психологии при подготовке будущих специалистов в сфере образования.
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Fraser, D., T. Marder, Pamela J. Mims und Bree Jimenez. „Training Teachers in Data-Based Decision Making“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/188.
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Ojure, Lenna P. Jr. „An Investigation of the Relationship Between Teachers' Participation in 4MAT Fundamentals Training and Teachers' Perception of Teacher Efficacy“. Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30633.
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The relationship between teachers' participation in 4MAT learning style training and their perception of teacher efficacy was investigated three ways. Teachers who participated in 4MAT Fundamentals training were surveyed, observed, and interviewed. The Gusky and Passaro (1994) teacher efficacy scale was given to 120, K-12 teachers at 4MAT training sites. The survey was administered three times: before the workshop, immediately after the workshop and one month after the teachers had returned to their classrooms. The scale measured two teacher efficacy factors: (a) internal teacher efficacy -- perception of personal influence and impact on teaching and learning situations; and (b) external teacher efficacy -- perception of the influence and impact of elements that lie outside the classroom on teaching and learning situations. In addition, the teachers at one learning style training site were observed to determine how readily they adopted learning style terminology. Finally, six teachers were interviewed three times each to determine if factors found by Ashton (1984) to be associated with a high level of teacher efficacy were present.
Perceptions of internal teacher efficacy increased significantly from pre- to post workshop administrations. After the teachers had been in the classroom for one month, internal teacher efficacy scores were lower than immediately after the workshop but still significantly higher than before the workshop. The training had no significant impact on external teacher efficacy scores. An interaction was found between teachers' level of previous knowledge and the reported gain in internal teacher efficacy. Those teachers with little previous knowledge of learning style theory and methodology showed higher levels of gain in internal teacher efficacy immediately after the workshop and on the one-month follow-up survey.
The teachers' discourse during interviews and behavior during the workshops reflected all the elements Ashton outlined as associated with teacher efficacy: a belief in students' potential to learn and develop, awareness of the classroom as a social setting, and use of reflective behavior. These data also suggested that the maintenance of a high level of efficacy was influenced by the support of colleagues, modeling of instructional techniques, and validation of teachers' ideas concerning practice. It was also noted that teachers adapted 4MAT methodology idiosyncratically.
These findings suggest that knowledge of learning style theory and practice can be valuable to teachers. It appears that examining the impact of learning style training on teachers' attitudes and behaviors may provide meaningful insights into why interest in learning style concepts continues despite an inconclusive research base.Ph. D.
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Atinga, Gladys Teni. „Beginning teachers' perceptions and experiences of sexual harassment in Ghanaian teacher training institutions“. Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85120.
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The study explores trainee teachers' perceptions and experiences of sexual harassment in Teacher Training Institutions in Ghana. Guided by the research literature on sexual harassment and a feminist framework, the study seeks to understand how sexual harassment and its subtleties are experienced by trainee teachers in Ghana. It particularly throws light on the coping strategies of these trainee teachers in different sexual harassment scenarios. The study also seeks to increase awareness of sexual harassment in the Teacher Training Institutions and the population at large. This study is also a contribution to the scanty literature in the area of sexual harassment in Africa and has recommended options available to enlighten educational and policy planners on areas of priorities for action and to ensure a more effective response to sexual harassment in the Ghanaian society.Extensive review of the pertinent literature on sexual harassment was undertaken to support a critical analysis of the expressed perceptions and experiences of these students. Methods such as focus group discussions were employed with semi-structured interviews (open-ended questions) and memory writing as qualitative data gathering techniques to conduct group interviews and individual sessions with a random sample of 40 participants from two teacher training institutions of the country, the University College of Education in Winneba and Bagabaga Training College in Tamale. Female participants were engaged individually in memory writing using procedural guidelines.
The study found out that the main factors predisposing trainee teachers to sexual harassment in Ghanaian Teacher Training Institutions are Institutional practices by both teachers and students and the Institutional environment created from inadequate or complete absence of physical structures aimed at preventing sexual harassment and assaults. The lack of explicit policies to check sexual abuse, including sexual harassment, work in concert with the aforementioned institutional characteristics to create conditions that facilitate sexual harassment of female trainee teachers in the Ghanaian context. All these accumulate into an apparent institutional framework of sexual harassment that supports a regime of blatant disregard of the safety concerns of female trainee teachers.
Based on the testimonies of the students, it would appear that the problem of sexual harassment perpetrated by people in positions of authority is widespread in Ghana. Female student teachers are regularly exposed to a range of sexually motivated abuses within the learning environment, and these abuses are often carried out by tutors, professors, administrative staff and senior students. These three categories of agents of sexual harassment take advantage of available or perceived institutional power to abuse vulnerable female students. Also, perpetrators of sexual harassment against female students are not held accountable for their acts, thus perpetuating these abuses. By their very nature, the institutions of learning in Ghana are very hierarchically structured, such that power, might and right are often easily accorded to tutors over students, administrative staff over students and senior students over their junior counterparts. Most often they abuse the power and influence of their positions with threats of reprisals when the females refuse to consent to their sexual demands. The victimized females suffer untold consequences, which are minimized at every step in this structured power system.
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Saeteo, Pensri. „Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331790/.
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This study was designed to determine (a) the most important knowledge and skills for functional literacy teachers; (b) the most important competencies to be covered in in-service training; (c) whether there were any differences between the perceptions of functional literacy teachers, supervisors, and administrators in terms of needed competencies or areas of training; and (d) whether there were any differences in the perceptions of teachers, supervisors and administrators regarding the need for
competencies and for training of functional literacy teachers based upon these variables: age, years of
experience in formal and nonformal education, and training in the functional literacy program. It was found that teachers, supervisors, and administrators agreed that most competencies listed in the instrument were important. No significant difference was found in their perceptions of the importance of the competencies. A significant difference was found in the perceptions of the needs for training among these three groups.
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Childre, A. L., und Cynthia R. Chambers. „Training Teachers to Build Partnerships with Diverse Families“. Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3885.
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Siwundla, Nompembelelo. „Teacher involvement in science curriculum development : possibilities and constraints for South African teachers“. Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283919.
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Ganqa, Ncumisa Hazel. „Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training“. Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.
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The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
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Arbolino, Lauren Allyn. „In-service training on child abuse for classroom teachers what is the effectiveness of mandated training? /“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Owu-Ewie, Charles. „Enhancing the thinking skills of pre-service teachers a case study of Komenda Teacher Training College /“. Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1202244002.
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Chen, Wan-Chen. „Toward Designing a Chinese Language Teacher Training Program: An Analysis of Teachers' Motivations“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1369914665.
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Neal, Ann-Michelle. „Training Pre-Service Teachers in Response to Intervention: A Survey of Teacher Candidates“. BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3702.
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Addressing training in Response to Intervention at the pre-service level has potential to reach educators during their formative years; preparing them to implement research-based practices upon entering the field and building the capacity to do so with more fidelity and less support. While the knowledge levels and perceptions of pre-service teachers are critical to the future success of RTI implementation, the level of training among pre-service educators is less understood relative to their colleagues in the field. This exploratory study was designed to examine pre-service general and special education teachers' perceptions of RTI, and self-efficacy in implementation. A survey, created and distributed to measure teacher candidates' (TCs) opinions and self-efficacy in RTI, found that TCs have positive opinions of RTI. They believe it to be effective for students, but have less ability to implement specific components in the classroom. The outcomes from this study suggest that special education majors had significantly higher ratings of their self-efficacy than elementary education majors. This has implications for curriculum changes in teacher training programs to better prepare educators to implement RTI in the classroom.
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Boatman, Vikki. „An Investigation into the Effects of Long-term Staff Development on Teacher Perceptions and Reading Achievement on Young Children“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc6149/.
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The effectiveness of long-term staff development (Reading Academy Project-RAP) on students' reading scores on the Texas Assessment of Academic Skills (TAAS) test was examined to determine if teachers transferred newly learned teaching strategies into practice and changed their beliefs about reading instruction. In a four-year cohort longitudinal study in an East Texas rural community, the effects of long-term staff development on third grade students' TAAS test reading scores, teacher practices, and teacher beliefs were explored. Populations included a teacher group (N = 17), an experimental (N = 419), and a control (N = 419) group of students. Children's groups were matched pairs based on five demographic characteristics and membership or non-membership in one or more of six categories. An application survey and four end-of-the-year surveys provided teacher data regarding classroom practices. One interview question provided information about teacher beliefs.
Results indicate students who had a RAP teacher for at least one year scored significantly higher on the TAAS reading test in the third grade than those without a RAP teacher. Examination of students having more than one year with an academy teacher failed to produce statistically significant differences in TAAS test reading scores; however, an upward trend was noted.
Statistically significant differences were found in 6 of the 20 items on the survey investigating classroom practices. All teachers reported the RAP affected them positively, and 82% confirmed that changes took place in their classroom practices, student behaviors, and teacher responsibilities. Validation of or strengthening existing beliefs accounted for 76% of the teacher responses.
Recommendations include adding a population of kindergarten through third graders and following them through high school to determine ultimate reading success, continue surveying teachers to see if effective strategies persist, add a parental involvement component, and replicate this investigation in suburban and metropolitan areas.
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Fryer, Marilyn. „Teachers' views on creativity“. Thesis, Leeds Beckett University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328586.
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This study explored the views of teachers and further education lecturers in England and Wales about creativity and its development. A survey questionnaire was administered to 1028 teachers and lecturers, and interviews were conducted with a sub-sample of 31 teachers. The questionnaire included original measures of teachers' opinions about creativity and teaching style preferences, as well as the Torrance "Ideal Pupil" and "Ideal Person" Checklists - included to facilitate comparisons with previous research. Results indicate that most teachers subscribe to a definition of creativity perceived mainly in terms of "imagination", "originality" and "self-expression". "Divergence is regarded as synonymous with creativity by only half the sample. Most teachers think creativity can be developed, but almost three quarters think it is rare. Creativity is perceived as quite different from intelligence. Over two thirds think creativity is limitless, whilst less than a third think intelligence is. Clear differences in views on creativity emerged in terms of some major socio-biographical factors - sex and subjects taught, in particular. Such differences appear to be linked to teaching style preferences by the phenomenon "person orientation", as defined by Collings (1978). It has been found that females, general subject teachers, creative arts teachers and nurse tutors tend to favour a pupil oriented teaching style significantly more than males and maths/science/ technology teachers. Moreover, females are significantly more likely to view creativity in terms of self-expression than males, who are more "objectoriented", as discussed by Collings and Smithers (1984). Similarly, maths/science/technology teachers are significantly less likely to envisage creativity as "self-expression" than are all other groups. What mainly distinguishes those teachers in the sample most oriented to creativity from those much less oriented, is a body of opinion which reflects a preference for pupil-centred learning.
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Alrasheedi, Hamed. „Information and communication technology (ICT) effects of gender training among Kuwait teachers /“. Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1251445284.
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Harris, Barry, of Western Sydney Nepean University und Faculty of Education. „A study of a process to assist teachers determine their professional development needs“. THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.
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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.Doctor of Philosophy (PhD)
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Maguire, Meg. „The job of educating teachers“. Thesis, King's College London (University of London), 1993. https://kclpure.kcl.ac.uk/portal/en/theses/the-job-of-educating-teachers(4b6284e3-fc3c-4c7d-b16f-92ed0c3ff806).html.
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MARKS, MELISSA J. „FROM COURSEWORK TO CLASSROOM: A QUALITATIVE STUDY ON THE INFLUENCE OF PRESERVICE SOCIALIZATION“. University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022625173.
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Cox, Lillian Sharon. „Teacher empowerment change and Reading Recovery professional development training /“. free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137691.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2004.Reading Recovery has registered trademark symbol after the "y" in Recovery in title. Typescript. Vita. Includes bibliographical references (leaves 131-144). Also available on the Internet.
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Law, Lai-ming Teresa. „Guidance training needs and support : class teachers' perception /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.
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