Dissertations / Theses on the topic 'Catholic primary teacher education'
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Nongkas, Catherine Matmadar, and res cand@acu edu au. "Leading Educational Change in Primary Teacher Education: a Papua New Guinea study." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp167.23072008.
Full textWagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
Full textAllingham, Pauline Kay, and n/a. "Thank God it's Friday : occupational stress and coping among Catholic primary teachers." University of Canberra. Teacher Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060531.155625.
Full textWhitworth, Linda. "Engaging Phronesis : religious education with primary initial teacher education students." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.
Full textGould, Rachel Amanda. "Leadership in the primary Catholic school in the West Midlands." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6820/.
Full textBarişeri, Nurtuğ. "Primary music teacher education in England and Turkey." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4287/.
Full textElligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.
Full textKoelsch, Jane-Marie Fetty. "Teacher Perceptions of Professional Learning Community Maturity in Catholic Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2737.
Full textMartins, Cristiane Nascimento. "Estado e Igreja Católica como instâncias promotoras de educação: formação de professoras primárias em Minas Gerais na Primeira República (1892-1904)." Universidade Federal de Uberlândia, 2013. https://repositorio.ufu.br/handle/123456789/13669.
Full textA presente investigação tem como tema o Estado e a Igreja Católica, como instâncias promotoras de educação, com enfoque na formação de professoras primárias em Minas Gerais. A abrangência temporal engloba o período entre 1892 a 1904, primeiros anos da República no Brasil. O recorte temporal se justifica por motivos que se encontram interligados: primeiro, devido às fontes primárias que revelam a efemeridade do funcionamento das Escolas Normais, formadoras de professores. Segundo, é nos primeiros anos da república que sucedeu a separação entre Estado e Igreja Católica ocorrida no âmbito legal, sendo decretada a laicidade da educação escolar. Nesse período, ocorreu o movimento de expansão da escolarização primária e, em consequência disso, a ampliação de Escolas Normais para a formação de professores para atuar nesse grau de ensino. Sendo assim, este estudo tem como objetivo analisar e interpretar a atuação da Igreja Católica nos assuntos do Estado, de maneira a evidenciar que a relação entre essas duas instituições continuaram muito próximas no campo educacional, incluindo os cursos de formação docente, mesmo quando as legislações, como a Constituição brasileira de 1891, decretaram o contrário. Como método de investigação propõe-se a pesquisa documental, composta de documentos produzidos no cotidiano das Escolas Normais de Minas Gerais, bem como um conjunto de legislações produzidas no tempo abarcado para nosso estudo e pesquisa bibliográfica que nos ajuda na interpretação reforçando nossos argumentos. As fontes elencadas encontram-se, em sua maioria, sob a guarda do Arquivo Público Mineiro, em Belo Horizonte. Trata-se de documentos produzidos nas secretarias das Escolas Normais: certidões e atestados com selo de autenticação que comprovam a idoneidade, civil e religiosa, das mulheres mineiras; quadro de horários (contendo as disciplinas ministradas no curso de formação docente) e exames avaliativos (provas escritas) das normalistas de algumas escolas normais de Minas Gerais. Como fontes complementares são utilizadas: a encíclica Rerum Novarum (1891), as legislações educacionais que organizaram o ensino no Brasil e as leis e decretos mineiros como a lei n. 41 de 1892 (Reforma Afonso Pena) e a Lei n. 281 de 1899 (Reforma Silviano Brandão) que regulamentaram o ensino primário e a formação de docentes para atuar nesse nível de ensino. A análise das fontes nos apresenta como resultado que a atuação da Igreja nos cursos de formação de professoras fazia parte do projeto de resgate dos ideais católicos no Brasil, em geral, e em Minas Gerais, em particular. Esse projeto da Igreja Católica se encaixou nos planos do Estado que tinha o interesse de formar as moças dentro do modelo tradicional da família mineira. Atuando conjuntamente na educação, Estado e Igreja, formaram mulheres dentro da doutrina católica com o objetivo de que ela estendesse essa educação no meio familiar ao mesmo tempo em que as profissionalizavam para atuar no magistério primário.
Doutor em Educação
Boyer, Mary Beth. "An Examination of Catholic School Teachers' Perceptions and Legal Understanding of Cyberbullying." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739705.
Full textThe bully has been a figure in adolescent life for decades; however, the nature of bullying in the 21st Century has changed as it has moved to cyberspace. Bullying has taken on a new form termed cyberbullying. This quantitative survey design study examined Catholic school teachers’ legal understanding and perceptions of cyberbullying. In examining Catholic school teachers’ understanding of the law governing cyberbullying, their concerns about cyberbullying, their perceived responsibility in addressing cyberbullying, and their perceived ability to respond to cyberbullying, the study examined the human interactions that reflect not only legal responsibilities, but also ethical obligations as caring and just leaders in Catholic schools.
A survey instrument was distributed online to eight Catholic schools within the Diocese of St. Aquinas (a pseudonym). The study showed that Catholic school teachers had limited understanding of the law governing cyberbullying. Findings indicated that Catholic school teachers were concerned about cyberbullying and perceived a high level of responsibility in addressing cyberbullying, but did not perceive an ability to effectively respond to cyberbullying. The findings support the need for professional development programs to increase Catholic school teachers’ awareness of cyberbullying and provide comprehensive training on how to respond effectively. Findings also suggest re-examination of teacher preparation programs to provide training to teachers on how to recognize and effectively manage cyberbullying. Persistent attention to private school law and current case analysis should be an ongoing practice at the diocesan level with the intent to disseminate legal information and direction to Catholic school principals and teachers.
Carnochan, Jean Kathleen. "Tourette's syndrome and primary education : child and teacher perceptions." Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616638.
Full textAl-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.
Full textOski, Mary. "Examination of the impact of the Catholic education office Melbourne school improvement planning processes within Catholic primary schools /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/7077.
Full textLydon, John. "The contemporary Catholic teacher : a reappraisal of the concept of teaching as a vocation in the Catholic Christian context." Thesis, St Mary's University, Twickenham, 2011. http://research.stmarys.ac.uk/505/.
Full textWhitehead, Dawn Michele. "Taking the road less traveled primary teacher retention in Ghana /." [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:3278234.
Full textSource: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3797. Adviser: Barry Bull. Title from dissertation home page (viewed May 8, 2008).
Tenorio, De Azevedo Maria Rosalia. "Media Literacy and the Common Good| A Link to Catholic Social Teaching." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705460.
Full textIn order to effectively teach students how to critically consume media it is paramount for teachers to be media literate (Ian & Temur, 2012; Keller-Raber, 1995; Schmidt, 2012). Using Freirean critical literacy as a theoretical framework, this case study investigated how a 60-hour teacher training program in media literacy promoting Catholic Social Teaching and how undergoing this training has influenced teachers’ perceptions of media literacy, Catholic Social Teaching, and the link between the two. As the researcher, I performed participant-observation as a trainee in the program. Five teachers, alumni of the program, participated in this study: one middle school teacher, three high-school teachers, and one college professor, all of them taught at Christian private schools. I recorded how participants applied the Media Mindfulness—a faith based media literacy strategy—in their practice as a response to the Church’s call for Catholic teachers to engage in media education (Benedict XVI, 2008; John Paul II, 1987, 1990, 1992, 2005). Findings show how the Media Mindfulness method helped teachers integrate media literacy in their practice, promoting student empowerment and character education. A follow up action research at a Catholic high school where teachers are trained in Media Mindfulness is recommended to find out: a) how the training influenced teachers’ confidence in integrating media education into their practice? b) to what extent students’ assimilation of Catholic Social Teaching concepts resulted from the teacher training program? c) and how training teachers in the media mindfulness model influenced the school’s culture in addressing social justice issues?
Haddow, D., and Kimberly D. Hale. "Primary Partnership, the Changing Landscape, and Maximizing Teacher Potential." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7030.
Full textPrestwich, Jeanne Sperry. "Teacher Definitions of Integration in Primary Grades." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3738.
Full textAlderton, Julie. "Pedagogical discourses and subjectivities in primary mathematics initial teacher education." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html.
Full textDoolan, T. J., and n/a. "Observations of a regional education officer for catholic primary schools : implications for administrators." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060705.122459.
Full textTenorio, de Azevedo Maria Rosalia. "Media Literacy and the Common Good: A Link to Catholic Social Teaching." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/191.
Full textMaphalala, Mncedisi Christian. "Teacher stress in primary schools at eNsingweni circuit." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/1307.
Full textThe object of this study was to determine teacher stress in primary schools at Ensingweni Circuit. The first aim was to determine through literature the characteristics of stress, its causes and effects. The second aim was to conduct an empirical investigation into stress among educators at Ensingweni Circuit. The last aim was to present finds, and recommendations, which emanate from the study. A questionnaire was developed by the investigators, which measured the extent to which educators experienced stress in their working environment. By using the questionnaire the investigator was interested in determining which teaching stressors educators found most stressful. Some 71% females and 29% males educators of primary schools at Ensingweni Circuit filled out questionnaires. The teaching stressors which this sample of educators found stressful, in order of most to least stressful, were curriculum changes, work load pressures, job insecurity, poor relationship with colleagues, reward and recognition, learners discipline problems, poor rapport with management and role ambiguity. In terms of factors associated with teacher stress, the results showed that a combination of outside and inside were associated with teacher stress. In terms of inside factors, organisational stressors and classroom stressors were associated with teacher stress. In terms of outside stressors minimal general life stressors were also found to be associated with teacher stress. The problems educators viewed as most stressful are consistent with other studies on teacher stress, namely policy changes. time-workload pressures and classroom discipline. These studies were conducted by Bernard (1989) Gold & Roth (1993) and Cole & Walker (1989). The last chapter of this study recommends a variety of strategies that could be employed by educators to alleviate stress in teaching.
Garvey, T. "Intercultural education : the case of Ireland and Lesotho Primary Teacher Education Support Project." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403478.
Full textRamirez, Aimee Eva. ""When Do We Play?"| Administrator, Teacher, and Parent Perceptions of Play in a Catholic Kindergarten Classroom." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641111.
Full textEducational reforms have created a climate of accountability and high academic pressure that has resulted in a pushing down of the curriculum into early childhood education. Once a prominent pedagogical feature, play is disappearing from kindergarten. The following is a doctoral dissertation that studied administrator, teacher, and parent perceptions of play and its role within the kindergarten curriculum at a Catholic elementary school in the Los Angeles Archdiocese. Using a qualitative case study method, the study noted how play was utilized in transitional kindergarten and traditional kindergarten classrooms at the school site. Interviews, classroom observations, and document review of school publications contributed to the following findings: play was used as a reward for classroom management, adults did not commonly see the connection between play and learning, and academic achievement was valued over play. These findings were placed in the larger context of kindergarten, play, and curriculum by using a theoretical framework built on Early Child Education theories and Epstein’s (2011) Parental Involvement framework. This case study highlighted factors that influenced curriculum design and implementation in kindergarten. It contributes to the effort to inform parents, teachers, administrators, and policy makers of the importance of defending play within kindergarten in light of social pressures that favor a didactic kindergarten setting.
Adams, Muriel Sylvia. "Problems of managing teacher appraisal schemes in Gwent primary schools." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.
Full textBoddison, Adam. "Video conferencing : the experiences of a mathematics teacher." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3624/.
Full textGreen, Jean R. "The Development of a Meaningful Teacher Evaluation Process in a Catholic Elementary School." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29775.
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Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.
Full textRamirez, Aimée Eva. ""When Do We Play?": Administrator, Teacher, and Parent Perceptions of Play in a Catholic Kindergarten Classroom." Digital Commons at Loyola Marymount University and Loyola Law School, 2017. https://digitalcommons.lmu.edu/etd/459.
Full textWatkins, Simon A. C., and res cand@acu edu au. "An Exploration of How Some Staff Members Perceive Catholic School Renewal in Some Primary Schools in the Catholic Diocese of Rockhampton." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp106.11092006.
Full textShi, Yvonne Yuk-hang. "Science-technology-society education for primary pupils of Hong Kong." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267061.
Full textWildsmith, Rosemary. "A study of teacher attitudes as related to teacher practices at primary school level in South Africa." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006577/.
Full textStewart, Dalys A. "Principals' post-observation feedback and its influence on teacher professional growth at two Southern California Catholic high schools." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3588574.
Full textThe principal plays a key role in establishing a culture of collaboration and ongoing learning, and his/her actions related to effecting change are vital to the success of the school. A principal can contribute to the advancement of teacher expertise by engaging in specific behaviors. One such behavior is focused feedback, which leads teachers to reflect on their instructional routines. Given with intentionality, it is a powerful tool. Therein lies the motivation for this study.
The purpose of this qualitative, phenomenological study was to examine the practices in which principals engage during classroom post-observation feedback, and their effect on teacher professional growth. Seven teachers at 2 Southern California Catholic high schools were interviewed to capture their perceptions of the effect that principal feedback has had on their professional growth. Although much research has revolved around the impact that principals' actions have on the enhancement of teacher practice, very little research has focused on these effects from the perspective of the teacher. Capturing teachers' perceptions about the way their principals' actions impact their instructional practice may add to the existing body of knowledge in the field of education related to the way principals promote the use of effective practices at their schools. It may also shed light on the need for the teacher's voice to be heard and taken into consideration when making decisions on and implementing policies that are directly related to improving teacher practice.
Three main ideas emerged from a review of the existing literature: (a) there is a direct connection between the principal's actions and teachers' professional growth; (b) principal feedback produces lasting changes in instructional practice, especially when given immediately following the teaching; and (c) teachers are reflective practitioners seeking to improve their practice on an ongoing basis. Educational institutions may be able to utilize the findings of this study to inform their practice, and or to re-examine their policy on evaluation processes.
Downey, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
Full textWilson, Christopher D. "Male perceptions of teaching in the primary grades| A phenomenological study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570377.
Full textSince the 1970s, a continuous decline in the number of males entering into the teaching profession has resulted in significant underrepresentation of male teachers in public schools, especially in elementary schools. The problem is applications to elementary school positions by females far outnumber applications by males. This qualitative phenomenological study was designed to identify potential male elementary school teachers’ perceptions of teaching in the primary grades and how the perceptions are influenced. Nine male veteran teachers and 11 male nonveteran teachers participated in the study. All data were collected with in-depth interviews using open-ended questions. Six relevant themes pertaining to attracting and retaining male teachers in elementary teaching emerged during data processing, including the decision to teach, stereotypical expectations about elementary teaching, the importance of money, reducing barriers for male teachers, the benefits of teaching, and technological teaching orientations. Exploration of the emergent themes on an individual basis provides information for school leaders that will help refine recruiting practices and allow leaders to target potential male elementary teachers more effectively.
Fan, Xuying. "Teacher cognition of thinking skills in Chinese primary EFL classrooms." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33398.
Full textMayo, Connie. "The Residual Effect of Novice Primary Teachers on Reading Achievement Scores." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/346.
Full textBu, Xun. "An investigation of the relationships between professional development, teacher efficacy and teacher stress among teachers in Shanghai public primary schools." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/1.
Full textEarle, Sarah. "The relationship between formative and summative teacher assessment of primary science in England." Thesis, Bath Spa University, 2018. http://researchspace.bathspa.ac.uk/11554/.
Full textPereira, Janet Aileen, and n/a. "Aspects of primary education in Samoa : exploring student, parent and teacher perspectives." University of Otago. Department of Anthropology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20061025.141215.
Full textYan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
Full textGovinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
Full textMackenzie, Roderick. "The predicament of the new primary teacher : educating teachers as intellectuals in changing times." Thesis, University of Plymouth, 1997. http://hdl.handle.net/10026.1/428.
Full textJohnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
Full textBourne, Jill. "Inside a multilingual primary classroom : a teacher, children and theories at work." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333590.
Full textAhmed, Mah-E.-Rukh. "Comparative perspectives on initial primary teacher education and training in England and Pakistan." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:5533.
Full textDe, Larkin Christian Martin II. "A Study of Teacher-Buy-In and Grading Policy Reform in a Los Angeles Archdiocesan Catholic High School." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597221.
Full textThis study examined the construct of teacher buy-in (TBI) during a grading policy reform effort in a high school. The purpose of this study was to identify and describe teachers' perceived value to the grading reform. Additionally, the researcher studied teacher behavior by identifying the teachers' actual practice of the policy. The study finally compared the identified reported values of the participants with their actual grading practices to determine the convergence of values and practice.
The research provided empirical evidence for a new way to study TBI and its relationship to a reform implementation. This study addressed a school-site policy reform effort and described TBI contributing to, and perhaps challenging, current practices in school reform and teacher grading policies. This study described the extent to which teacher bought into the grading policies and provided a framework for studying TBI and grading policies in the context of Standards-Based Reform in the future. The findings and discussion highlight how grading policies are a critical element of the student evaluation process in the increasing movement towards national learning standards and testing.
White, Judith Deierling Klass Patricia Harrington. "Reduced class size and teacher perceptions of its impact in kindergarten through third grade." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819904.
Full textTitle from title page screen, viewed June 30, 2006. Dissertation Committee: Patricia Klass (chair), Paul Baker, Larry McNeal, Thomas F. Ryan. Includes bibliographical references (leaves 109-112) and abstract. Also available in print.
Lotz, Heila Betrie. "The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project." Thesis, Stellenbosch : Stellenbosch University, 1996. http://hdl.handle.net/10019.1/55264.
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ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project, grounded through a socio-historical location of the research question in the assumptions and ideals of the critical inquiry paradigm and socially critical environmental education. This research represents an atlemptto clarifY the assumptions and orientations of socially critical environmental education as a possible 'tangible alternative' to modernist models of environmental education and educational change in a South African context. Through this project environmental education materials development emerged as a reflexive and responsive process of change in which I was able to work with teachers with in local contexts to develop resource materials which may contribute to the development of quality education and the transformation of the junior primary school phase. The emerging central thesis of this report is an ongoing questioning of the notion of participation, and a realisation of the complexities of establishing conditions for authentic participation in materials development, curriculum development and research contexts, Phase one of this research report describes a journey of inquiry toward" socially critical environmental education. This phase portrays a growing understanding of environmental education and is focused on the development of a participatory orientation to materials development. Phase two of this research journey illustrates a critical and reflexive stance to the 'weaknesses' identified in the first phase of the project. The interdependence of curriculum development, materials development and in service teacher education is explored. This phase of the research is presented as a journey with in socially critical environmental education and reflects ongoing praxis and engagement with in the assumptions of critical theory and socially critical environmental education. In phase two and three, the development of a critically reflexive stance to the assumptions guiding this study is described, and a shift in possible research orientations is highlighted. Further possibilities for research journeys beyond socially critical environmental education are presented in phase three through a tentative critique of the first two phases of this research project. This research report offers a brief insight into some of the complexities of change in the formal education sector. It demonstrates that confronting the challenges and complexities of change in realistic and meaningful ways is possibly one of the most daunting realities facing South Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a history of mis-education and poor education, decades of social separation and increasing socioecological degradation and risk.
AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling, gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar. Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling, kurrikulumontwikkeling en navorsingsverbande. Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling, materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek. Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van 'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n tentatiewe kritiek op die eerste twee fases van die navorsingsprojek. Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding, dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.
Remy, Dawn Cheryl. "Training and practice : a case study of teacher education in St. Lucia." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283349.
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