Dissertations / Theses on the topic 'High school teachers In-service training Victoria'
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Kan, Lai-fong Flora. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong the implication for school administration /." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627243.
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Kan, Lai-fong Flora, and 簡麗芳. "Teachers' in-service training needs in a sample of aided secondary schools in Hong Kong: the implication forschool administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627243.
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Lee, Sha-lun Sheridan, and 李沙崙. "Hong Kong secondary school teachers' perception of peer observation: implications for school-based staffdevelopment programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956518.
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Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.
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Lee, Chi-kwong Paul, and 李志光. "A study of deputy heads' view on school-based in-service teacher educational needs: implications for the roleof professional tutors in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195649X.
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Ellis, John A. "An analysis of perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/530365.
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The purpose of the study was to determine the perceptions of Indiana secondary teachers regarding components deemed important to effective staff development programs. Perceptions were analyzed according to the years of teaching experience, gender, content area and demographic classification of the school. The population consisted of two hundred fifty secondary public school teachers from fifty public secondary schools distributed throughout the ten regions of the Indiana School Boards Association.The data collection Instrument used in the study consisted of a demographic section, a forty-item Likert style questionnaire and a short answer/narrative section. Four null hypotheses were tested for statistical significance using a multivariate analysis of variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses. Insufficient responses in one cell necessitated the deletion of the hypothesis stating no significant difference exists in the perceptions of teachers from schools which are classified as urban, suburban or rural.FindingsStatistically significant differences were found to exist in the perceptions of Indiana public secondary teachers regarding components deemed Important to effective staff development programs from different subject content areas and gender. However, no statistically significant difference was found to exist from teachers with varying years of teaching experience.3. Forty-six percent of the responding teachers reported they participated in a staff development program.4. Teachers reported nearly two to one they would participate in a staff development program during the summer months.5. Thirteen percent of the teachers reporting had five or less years of teaching experience, whereas forty-one percent reported sixteen or more years of teaching experience.Department of Educational Administration and Supervision
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Ku, Kin-wa Stephen, and 古建華. "The existing situation of the practice of evaluation on school-based INSET programmes in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956440.
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Hawke, Laurie McEdwards. "Secondary teachers' attitudes and beliefs toward staff development." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184941.
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This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.
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Sharpe, Frances Hollowell. "Factors Affecting the Implementation of Inservice Information in the Secondary Classroom: a Case Study." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330909/.
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The purpose of this study was to describe factors affecting the use of instructional ideas by secondary teachers in the academic year following a series of staff development sessions designed to present information on effective teaching practices. The research questions addressed the characteristics of information selected for use in classroom practice and the characteristics and relative degree of influence of salient factors affecting the use of ideas. Ten teachers from a large suburban school district in North Texas were selected for this study. Qualitative techniques were used to collect data. Each teacher was interviewed three times and observed in the classroom setting. Documents such as lesson plans were analyzed as a third source of data. Several factors evolved from the data. In varying degrees, these factors predicted teacher use of new instructional practices. Some factors dealt with the teacher's level of understanding and internalization of the information. These factors were labeled as instrumentality, congruence, and analytical thinking. Two other factors which were fairly strong predictors were labeled cost and intrinsic motivation. Cost concerned the amount of time or effort required to implement new ideas versus the perceived benefit to either teacher or student. Intrinsic motivation concerned the personal desire a teacher felt to try new ideas which might improve student learning. Another factor, professionalism, or teacher commitment to the teaching profession, was found to be a less powerful predictor. Two factors were found to be inconclusive predictors of implementation. They were the support felt by the teacher and external pressures, such as legislative mandates and district evaluations and career ladder. The cluster of factors developed in this study offer some possible guidelines for persons concerned with patterns of knowledge utilization among teachers. It is recommended that further studies be conducted to determine if the categories used in this study are consistent predictors of implementation and to verify the research implications in this study.
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Hanna, Helen Jean. "A Case Study of Instructional Improvement through Peer Observation in a Suburban High School." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/1252.
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This two-year case study investigated the effects of a peer observation process in a high school on the six selected areas listed below. Peer observation is a process to improve instruction by having teachers observe and critique other teacher's videotapes of classroom teaching. 1. Changes in norms and expectations for sharing instructional ideas among teachers. 2. The perceived value of self-evaluation of videotapes and related peer discussions about teaching. 3. The perceived value of peer feedback exchanges for instructional improvement. 4. The use of other teachers as models for effective teaching. 5. The perceived value of peer exchanges in stimulating a desire to improve. 6. The effect of peer interaction on the school climate for teacher improvement. The case study design was effective for investigating subjects in their natural setting which was a faculty of approximately 65 veteran teachers who had participated in one or more activities of the peer observation process. Research methods included the use of multiple sources of data from observations, questionnaires, surveys, peer discussion reports, and interviews. Lines of inquiry were triangulated across methods to strengthen the results and to search for divergent findings. Descriptive analyses were used to present and discuss the findings. Seventy-three percent of the staff participated the first year, 43% participated in the second year. Results from the findings indicated that peer observation had the following effects in this setting: 1. Standards of behavior among teachers changed from closed to open after experience with the process. Teachers exchanged ideas on teaching beyond that requested and in situations outside the process activities. 2. Videotape replay of classroom teaching and peer group discussions were perceived as valuable for both observed and observing teachers. 3. Teachers preferred feedback from peers because of the varied ideas from credible sources, the time to exchange teaching strategies, and the nonthreatening environment. 4. Teachers used other teachers as models for generating effective methods for immediate classroom use. S. Teachers perceived exchanges to have stimulated a desire to improve on three levels; awareness, effort, and implementation. 6. A climate for instructional improvement evolved where teachers perceived a need to share information and generate ideas in a non-threatening manner. The peer observation process was found to be an effective program for teacher improvement of instruction in this setting.
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Too, So Kwok-chun, and 朱蘇國珍. "Staff development needs in a sample of Anglican secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955745.
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Mau, Ping-kuen, and 繆炳權. "A case study of basic information technology training for teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962518.
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Seger, Marilyn. "A Study of Special Preparation and Training Needs of Middle School Teachers." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1227.
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The concept of middle level schooling has existed in the United States since the early 1900s. During the early 1960s, middle level schools were organized to meet the unique developmental needs of early adolescents. Yet, special training, preparation and/or certification for aspiring teachers who wish to work at this level are not available in the majority of states. Many state licensing agencies provide either elementary or secondary certification, which historically was believed to be adequate for middle level teaching. This study investigates the special preparation and training needs of middle level teachers as perceived by teachers and administrators in a suburban school district which was involved for several years in the implementation of innovative practices for middle schools. Middle level educators in this district had received in-service training and were engaged in considerable discussions on research related to effective middle schools. Thirty teachers and 10 administrators were surveyed about their own levels of preparation and their concepts of the elements of model preparation programs for middle school teachers. In a follow-up interview process, including a sample of the survey respondents, interviewees discussed in-depth their district's middle school programs; the impact of a state grant focusing on middle school organizational and instructional issues; and their perceptions about staff development needs of middle school personnel that were not being addressed. The data obtained through survey responses, interviews, and examination of district documents showed that the majority of the sample personnel received their training in middle school concept areas through formal in-service opportunities and/or on the job experience. Furthermore, a majority of the participants endorsed and expressed a need for the following: a special preparation program for middle school teachers containing field experience at the middle level; training in the unique developmental needs of the early adolescent; and, special training in a variety of instructional strategies. Results also indicated that the sample personnel were not aware of the school district's own studies on middle level schooling and were dissatisfied with the current programs, which they felt had suffered as a result of a lack of effective leadership at the district and building levels.
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Suen, Lee-wa Ann, and 孫莉華. "Teachers' and principals' perception of the effectiveness of supervisory approaches to in-service staff development planning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B4257576X.
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Zainal, Azlin Zaiti. "The impact of a Malaysian government sponsored ICT training programme on secondary school English language teachers' perceptions towards ICT and classroom practice." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610050.
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Sison, Jonathan M. "An Inquiry of Instructional Coaching in an Urban High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/563.
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This inquiry examined the practice of instructional coaching in a large, low-performing, high-poverty urban high school. The participation of instructional coaches was examined in light of the school's attempt to construct a culture of social justice in a long-marginalized community. This research examined at instructional coaching through the framework of social reproduction theory in order to ascertain specific instructional coaching practices that may substantiate or validate the existence of legitimation, deskilling of teachers, and cultural hegemony, in an urban secondary school. Among key findings were 1) the disconnect between the intended purpose of instructional coaching and the actual interactions between the coach and teachers have the resultant effect of legitimation through the deskilling of teachers; 2) documentary evidence revealed that the curricula promoted by the instructional coaches at the Education Complex results in a cultural hegemony, having the reductionist effect of narrowing the curriculum to only the most basic levels of cognition, and proffering only what is deemed "legitimate" knowledge. Methods included interviews with instructional coaches, examination of documentary evidence, and observations of instructional coaching activities.
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Ye, Yue. "A qualitative study of knowledge base construction in pre-service teacher education : the case of two English student teachers in Macao." Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2551204.
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Curtis, Anna E. "Professional Learning Communities: A Comparative Case Study of Shared Personal Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011785/.
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Effective instructional practice has a significant impact on student learning. Shared personal practice within a professional learning team (PLT) is one of the key elements in consistently improved instructional practice. However, this PLT characteristic is often the least evident and the hardest to absorb into PLT culture. This study examined the relational characteristics, facilitating factors, or barriers to shared personal practice within a PLT. Two PLTs in core subject areas across two Texas high school campuses were included in this comparative case study. Data from document analysis, PLC observations, focus group interviews, and in-depth individual interviews were examined thematically to answer the research questions guiding this study. The results of this study revealed that building strong relationships and an emphasis on collective creativity were strong predictors of sharing personal practice. Collective clarity on PLT practices and the purpose of sharing personal practice increased the success and occurrence of sharing personal practice. The results also revealed that the copious tasks of teaching and negative perceptions of being observed by colleagues hindered consistent sharing of personal practice. This study describes the current context of shared personal practice as a foundation for future studies to examine how practice can be transformed.
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Axelson, Gregory Carl. "School District Actions that Support the Development of Professional Learning Communities in High Schools." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984132/.
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A gap exists in education research in the area of district support for campus-based professional learning communities (PLCs). The current study was an examination of practitioner perceptions of district structures and practices that support the development and sustainability of PLCs in public high schools. I examined the perceptions of 341 teachers, campus administrators, and district administrators in a suburban North Texas public school district with three comprehensive high schools. Using a sequential mixed-method design, quantitative data from an electronic survey and qualitative data from face-to-face interviews were collected and analyzed. The findings revealed a generally positive view of central office support among the participants, including consistent ratings from each high school, each campus-level position, each content area, and each level of experience in the district. There was some misalignment of perceptions between campus-level and district-level staff. The study also uncovered a set of best and worst district practices, the six PLC strengtheners and six PLC inhibitors, which were synthesized into a set of recommendations and guidelines for district support for high school PLCs. From participant feedback, I concluded district support is needed and desired by high school practitioners and there are specific district practices and structures that are most effective. While the study results provide a practical set of recommendations for school districts for supporting high school PLC efforts, expanded research is necessary to confirm transferability to school districts of diverse sizes, locations, and demographics.
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Bihi, Keabetswe Jenifer. "An impact assessment on in-service training programmes offered to computer application technology educators in secondary schools in the Free State province." Thesis, Bloemfontein: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/265.
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Thesis (Master in Education) - Central University of Technology, Free State, 2014It is generally believed that Information Communication Technologies can extend knowledge and education to poor and marginalised people in South Africa. However, African countries still face many challenges in trying to provide appropriate and sustainable solutions for improving education and skills that will support the development of educators in all communities; this can be viewed in light of the millennium developmental goal. Thus the Department of Education put measures in place to bridge the gap in knowledge, skills and understanding of Computer Application Technology (CAT) educators through the provision of in-service training (INSET) programmes. The research study aimed at assessing the impact of in-service training programmes offered to CAT educators in Secondary Schools in the Free State province. The study made use of a survey and an evaluation research design. The target population for this study was all Further Education and Training (FET) Phase educators in all secondary schools in the Free State Province. A self-constructed questionnaire was used to collect both qualitative and quantitative data. The study revealed that the INSET programme still needs to improve on its content relevance to syllabus and it should provide educators with skills in dealing with the challenge of teaching learners with disabilities. The majority of educators were satisfied with the INSET programme as they indicated that it assisted in enhancing their skills and content knowledge; they further indicated that it gave them motivation to go into classrooms and teach. One educator quoted “I am now able to make some functions that usually gave me headaches. It greatly changed and developed the knowledge I had”. This indicates that the challenges that were experienced in classrooms were also met. It can thus be concluded that the INSET programmes did have a positive impact to the skills and challenges that educators experienced. That the study did achieve its v goal which was to assess the impact of INSET programs for CAT educators in the Motheo District, Free State province.
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Schlebusch, Carlie Luzaan. "An exploration of grades 10 - 12 computer applications technology teachers' problem-solving skills in the Free State." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/678.
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Thesis (Phd. (Education )) - Central University of Technology, Free State, 2015For learners to be effective computer applications users, they need three basic skills – computer literacy, computer fluency and intellectual and reasoning skills to apply computational techniques or computer applications to the problems and projects in a field. Computational thinking as addressed in the first literature chapter is the description and the promotion of new ways of thinking in an increasingly digital age. A computational thinker must constantly engage in technology advancements. Computational thinking is a way of solving problems and is a cognitive or a thinking process. To flourish in the world of work, computational thinking has to be a fundamental part of the way learners think and understand the world. It describes the mental activity in formulating a problem to allow a computational solution. The solution can be carried out by the learner or the computer or a combination of learner and computers. Problem-solving competency as addressed in the next literature chapter involves the ability to acquire and use new knowledge, or to use old knowledge in a new way to solve problems that are not routine. Problem-solving as a skill involves a range of processes that includes analysing, interpreting, reasoning, predicting, evaluating and reflecting. Learners need profound Computer Applications Technology (CAT) knowledge and a general reasoning ability as well as investigative strategies for solving ill-defined problems. To address the research questions, the researcher employed the QUAN-QUAL design in this study. In this study the quantitative method was used to gather data relating to the education of teachers, in-service training received and answers to certain computational thinking skills and problem-solving skills. It was also used to test the relationship between problem solving and computational thinking skills. A Likert-scale type questionnaire was completed by 150 CAT teachers. In addition, this study also employed the qualitative method with semi-structured interviews to gather data relating Abstract vi to problem solving and computational thinking skills. Eight CAT teachers were interviewed to ascertain the afore-mentioned. A pilot study was conducted with the aim to test the research approach and to identify potential problems that may affect the quality and validity of the results. The wording of some questions in the questionnaire was altered to ensure that the instrument measures what it is supposed to. Descriptive statistics in this study was used to describe the findings and the inferential statistics used to test the hypotheses and draw conclusions from the quantitative statistics. For qualitative data, thematic analysis was used to analyse the original data obtained from the semi-structured interviews. To promote critical thinking skills, teachers must engage learners in higher-order thinking. Findings show that teachers do not always use classroom practices that encourage critical thinking. It was encouraging that the majority of teachers do allow group work in the CAT classroom, as group work is an important facet in computational thinking and problem solving. The study culminates in a computational thinking and problem-solving toolkit developed by the researcher. This toolkit is intended primarily for facilitators (such as CAT subject advisors or CAT mentor teachers) to enable them to conduct workshops for fellow CAT teachers. By using this toolkit, teachers will gain an understanding of what computational thinking skills and problem-solving skills are and how to develop these skills in Grades 10 – 12 CAT learners.
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Hong, Man-hoi Michael, and 康文海. "Staff development as perceived by a sample of Hong Kong Catholic secondary school teachers: implications forfuture staff development programmes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955666.
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Del, Arco Débora Boulos. "A formação continuada docente no ensino médio do Programa de Ensino Integral (PEI) do Estado de São Paulo : possibilidades e desafios /." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157269.
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O Programa de Ensino Integral (PEI) se constitui em um modelo escolar lançado como política pública no Estado de São Paulo, em 2012, para tentar atender às demandas da etapa do Ensino Médio, relacionadas especialmente ao acesso, formação e permanência dos estudantes na escola e, para tanto, propõe mudanças na abordagem pedagógica, no tempo destinado ao ensino e, sobretudo, na carreira e atuação do professor na unidade escolar. Dessa forma, apresenta uma especificidade de formação docente, dada como premissa fundamental do Programa, com vistas a possibilitar a melhora no processo de ensino e de aprendizagem e, com isso, valorizar a educação dos jovens de 15 a 17 anos. Diante disso, esse estudo analisou o referido processo formativo, com o objetivo de identificar potencialidades e desafios no que se refere à conquista de uma proposta formativa de efeito real para a atuação do professor e sua prática educativa, no sentido de tentar atender às expectativas de aprendizagem para esse nível de ensino. Assim, foi realizado um estudo de abordagem qualitativa, envolvendo a discussão e análise de conhecimentos específicos, baseado em procedimentos bibliográficos e documentais, para verificar em que medida a proposta formativa docente específica do PEI favorece a formação dos professores para o trabalho nessa modalidade educacional, especialmente no Ensino Médio. Nessa perspectiva, o trabalho discutiu a trajetória desse nível de ensino ao longo dos anos, para entender suas características atuais e as suas necessidades, tendo como norte a concepção de educação integral, vista como uma das possibilidades para a retomada de sua função enquanto fase final da educação básica, paralelamente à questão da formação dos professores. Com isso, ao verificar em que medida o processo formativo dos professores do PEI apresenta características formativas contundentes, intentou-se contribuir para com a educação proposta por essa modalidade de ensino, nos três últimos anos da educação básica, e com o desenvolvimento do profissional docente.
The Integral Education Program (PEI) is a school model launched as a public policy in São Paulo State, in 2012, to try to meet the demands of the High School stage, especially related to access, training and permanence of students in school and, to this end, proposes changes in the pedagogical approach, in the time devoted to teaching and, above all, in the career and performance of the teacher in the school unit. So, it presents a specificity of teacher education, given as a fundamental premise of the Program, to improve the teaching and learning process and, with this, to value the education of young people aged 15 to 17 years old. Therefore, this study analyzed the aforementioned formative process, aiming to identify potentialities and challenges regarding to the achievement of a formative proposal of real effect for the teacher's performance and his educational practice, in the sense of trying to meet the expectations of learning for this level of education. Thus, a qualitative study was carried out, involving the discussion and analysis of specific knowledge, based on bibliographic and documental procedures, to verify in what extent the specific educational proposal of PEI favors the teachers training for the work in this educational modality, especially in high school. In this perspective, this essay discussed the trajectory of this level of education over the years, in order to understand its current characteristics and needs, taking as its basis the concept of integral education, seen as one of the possibilities for the resumption of its function as a final phase of basic education, in parallel with the issue of teacher training.
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Roehrig, Silmara Alessi Guebur. "Formação continuada de professores de física: contradições e (im)possibilidades de transformação da atividade docente." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-26012017-105418/.
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Neste trabalho buscamos investigar as contradições emergentes do processo de formação continuada dos professores de física de uma escola da rede publica estadual paranaense, que remetem a contradições presentes na atividade docente. Os sujeitos que constituem esta pesquisa são professores de física que, em conjunto com seus colegas de outras disciplinas do colégio H (nome fictício), participaram do Pacto pelo Fortalecimento do Ensino Médio, formação proposta em âmbito nacional pelo Ministério da Educação entre os anos de 2014 e 2015. Trata-se de uma pesquisa qualitativa, pautada na perspectiva de Epistemologia Qualitativa proposta por Gonzalez-Rey (2015), organizada a partir dos seguintes instrumentos de coleta de informações: observação e gravação de áudio e vídeo de duas reuniões do grupo, de entrevistas e de um grupo focal, bem como textos produzidos pelos professores relativos a atividades requeridas durante a formação e um caderno de campo para registro de observações acerca da semana pedagógica. O aporte teórico utilizado para a constituição dos dados e da análise fundamenta-se na Teoria Histótico-Cultural da Atividade, especialmente a terceira geração desta, proposta por Engeström (1987; 2015). A partir da metodologia do ciclo de transformação expansiva da atividade, buscamos discutir as contradições emergentes do discurso dos sujeitos em relação às etapas de transformação de uma atividade segundo o ciclo expansivo, no sentido de entender de que maneira estas contradições de fato sinalizam para a mudança, ou a transformação, da atividade. Ao final do processo de análise, os resultados nos trouxeram algumas indicações de que a atividade dos sujeitos não sofreria a transformação almejada no âmbito da formação pelos seguintes motivos: há tensões históricas presentes no contexto da educação pública paranaense que não foram resolvidas, logo o processo de resistência às novas ferramentas propostas permanece ao longo da formação; os docentes participantes da formação não participaram da construção do novo modelo de atividade, pois receberam o modelo pronto para ser estudado e incorporado. Logo, não passaram por um processo fundamental do ciclo de transformação da atividade, que consiste na construção de novos objetivos e motivos; não houve um movimento para resolver as contradições que se manifestaram durante o processo, o que pode ter condenado a consolidação da nova atividade antes mesmo de sua concretização. Com estes resultados, pudemos concluir que por melhor que fosse a intenção do MEC na organização desta formação continuada, a atividade docente terá condições passar por transformações reais se houver um interesse tanto dos professores quanto das instâncias governantes em, de fato, trabalhar na resolução da tensões estruturais que se estabelecem no contexto que envolve a atividade docente dos professores, bem como se houver uma mobilização dos docentes para a constituição de um trabalho verdadeiramente colaborativo.In this work we intend to investigate the contradictions that emerge from the process of a federal in-service training program in which public school physics teachers were participating, especially those contradictions that are related with their teaching activity. The subjects of the research are both physics teacher and their mates of other disciplines whose work at the School H (fictitious name), who participated of the program so called Pacto pelo Fortalecimento do Ensino Médio, a teachers in-service formation organized by de Brazilian Ministry of Education between 2014 and 2015. It is a qualitative research, grounded in the Gonzalez-Rey (2015) qualitative epistemology, organized from the following instruments: observation and audio and video recording of two group meetings, interviews and a focus group, as well as texts written by the teachers during the course and, finally, a field notebook used to register observation on the current year first week of school H teachers\' work. The theoretical base that we used to the data constitution and its analysis was the Cultural-Historic Activity Theory, specially its third generation approach developed by Engeström (1987; 2015). Starting from the expansive methodology of activity transition, we discuss the contradictions that emerged from the subjects discourse related to the transformation steps of their particular activity, that is passing through a transition under the expansive cycle. Understanding the way those contradictions can be related to changes or transformation in the activity is our main target. In the end of analysis process, the results showed us some evidences that the subject activities would not be transformed as intended at least for three reasons: there are historic tensions in the context of public education in Paraná\'s state school web that are still unsolved, bringing resistance attitudes from the teachers to the ideas presented in the course; the subjects did not participated in the construction of the new activity model, as soon as they received the new model of activity ready to be learned and implemented. Because of this, they did not passed through a crucial step in the expansive transition cycle, that is the construction of new instruments and its motives and objectives; there was not any actions directed to solve the contradictions that emerged during the discussions, fact that may had condemned the new activity consolidations even before the course conclusion. With this results, we can conclude that, even thou the Education Ministry intentions were good, the teacher activity will be able to pass through real transformations only if there was actually an interest from both teachers and government to work in the resolution of the structural tensions that establish in the teachers activity context, staring from a mutual mobilization to implement a real collaborative work.
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Oliveira, Alan Gomes de. "Funções e geometria: o uso de ambiente de geometria dinâmica como subsídio para a caracterização das funções quadráticas." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/436.
Full textAbstract:
CAPESEste trabalho apresenta uma proposta de abordagem que permite ao professor do ensino médio tratar do conceito de função quadrática. Propõe a construção do conhecimento através de atividades desenvolvidas em ambiente de geometria dinâmica (GeoGebra), explorando as ideias intuitivas de variação e dependência construídas entre objetos geométricos sem a mediação das representações algébricas e gráficas, comumente empregadas na sala de aula do ensino médio.
This work presents a proposal of approach which allows the school teachers deal with the concept of quadratic function. It proposes the construction of knowledge through activities in dynamic geometry environment (GeoGebra), exploring the intuitive ideas of variation and dependence built between geometric objects without the mediation of algebraic and graphical representations,commonlyusedinthe classroom of high school.
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Nkabinde, Aaron Phillip. "The role of staff development programmes in improving the performance of educators in Delmas secondary schools." Thesis, 2008. http://hdl.handle.net/10210/1304.
Full textAbstract:
M.Ed.After the introduction of the new approach of teaching and other new policies, all educators needed training on the new system of education. Even though training has been provided for educators, this training was not sufficient to equip educators with new knowledge and skills required by educators. The school management teams lack the skills and knowledge of the implementation of the revised national curriculum statement (RNCS) and as a result they do not create opportunities for staff development at school level. There is lack of staff development programmes in Delmas Secondary Schools. The key research question for this study is: “How can staff development programmes (SDPs) contribute towards improving the performance of educators in Delmas Secondary School?” The aims of the current study are therefore to develop an in-depth understanding of SDPs, provide participants with the reasons for conducting SDPs, equip participants with the procedures that need to be followed when designing and implementing SDPs and to provide guidelines in policy formulation of the SDPs. The objectives are to determine whether participants are knowledgeable about staff development and to what degree there is a need for SDPs in Delmas secondary schools. This study is based on qualitative research. All the data will be collected in the form of words, unlike quantitative research in which the data is largely statistical. Participants in this study were selected through random sampling since purposeful sampling lacks generalization and there is no assumption that all members of the population are equivalent data sources, but those selected are believed to be information-rich cases. Therefore the number of participants is very small in purposeful sampling. Random sampling was therefore viewed as an unbiased since all members of the population have the same chance of being included in participating in the study and this would allow generalization of the research findings. From the literature review it is evident that SDPs could equip educators with new knowledge and skills. However, findings from the empirical study indicate that SDPs are not conducted in Delmas secondary schools. These developmental programmes are needed since educators in Delmas secondary schools significantly need to expand their skills and knowledge in order to keep abreast with the new demands in the education system. Continued training should be provided for educators in Delmas Secondary Schools.
Mr. T.S. Hlongwane
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Tseng, Shih-Hung, and 曾世虹. "Influential Factors of Comprehensive High School Teachers'' Participating Second Specialty In-service Training Programs." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/49121949449477214903.
Full textAbstract:
碩士國立彰化師範大學
工業教育學系
86
The study was to explore the will of teachers'' participating secondspecialty in-service training programs and analyzed factors of in-servicewill. Data was collected from a sample of 600 teachers in comprehensivehigh schools in Taiwan. The statistical methods included t-test,chi-square and analysis of variance. The results of this study foundsthat there were very high percentages in teacher participating secondspecialty in- service will. It also founds that there were significantdifferences between in-service will and influential factors, such as sex,age, and service time respectively. According to the result, the study suggested that government shouldmake laws of second specialty in-service training programs, and add secondspecialty in-service training schools.
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He, Jia-Yuan, and 何家源. "A Social Network Analysis of High School Geography Teachers’ Participation in GIS In-service Training." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37439686117928071690.
Full textAbstract:
碩士國立臺灣大學
地理環境資源學研究所
100
Recently, education reforms have been vigorously carried out in Taiwan, focusing on improving educators’ ability to teach information technology. GIS-oriented classes are accordingly added to the curriculum of Geography in Taiwan’s high schools. Some promotional organizations and resources are also planned in the new policy. Methodologically, this study uses questionnaires to gather information of how teachers spread information of GIS-relevant learning opportunities, such as workshops. Social network analysis is used to visualize the connection of teachers and to help understand whether the network is compact. Lastly, I explore whether teachers’ centralities in the information diffusion network can affect the extent of their participation in GIS workshops. Whole network analysis reveals that the network which depicts how teachers obtain GIS workshop information is much denser than the network which depicts how teachers spread workshop information. Geography education organizations play central roles in disseminating information of GIS workshops. Teachers, however, are more passive in terms of spreading workshop information to their peers. This leads us to discover that teachers’ centralities can only partially explain their frequencies of attending workshops. Other factors, such as teachers’ education level and the types of school they are from also matter. Teachers with higher education background and those working in public schools are more active in attending GIS workshops.
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Bowden, Jennifer Tara. "Engaging with change: investigating strategies of professional learning in a Victorian school." Thesis, 2007. https://vuir.vu.edu.au/1458/.
Full textAbstract:
In the current climate of educational change and with the implementation of new initiatives within the Victorian Education Department, such as the Victorian Essential Learning Standards (VELS) and the Principles of Learning and Teaching (PoLT), educational leaders have begun to reassess the forms of professional learning that teachers and staff members are involved in. This is not isolated to schools as the education industry world wide is developing new outlooks for staff training and development. With researchers such as Cuban, Hargraves and Fullan investigating different forms of professional learning, workplace change and strategy, changes in global professional learning opportunities are evident across a variety of industries. The purpose of this study is to gain a better understanding of which styles and formats of professional learning are the most effective in a local context. Different scenarios of professional learning are described and interrogated and the impact of each practice is considered. The study provides an insight into the different types of professional learning that are available to the teaching staff, allowing for a more diverse range of professional learning practices in one school. The researcher worked with the teaching staff in a school to ascertain which professional learning styles had a greater and more positive impact on curriculum and teaching practices within the learning environment.
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Ramango, Seipati Patricia. "Teachers’ experiences of continuing professional development in a secondary school in Tembisa." Thesis, 2014. http://hdl.handle.net/10210/12251.
Full textAbstract:
M.Ed. (Educational Management)The Department of Basic Education initiated continuing professional development (CPD) for quality professional development aimed at supporting and revitalising teaching. Also, to encourage teachers to engage continually in life-long career development leading to improvement of learner achievement. Current research studies indicate that there is lack of knowledge and skills among teachers to internalise goals for professional growth and expand capacity to create the desired performance. The purpose of this study was to explore and describe the following question: What are teachers’ experiences of continuing professional development in a secondary school in Tembisa, in order to improve their teaching practices and school effectiveness? The study employed organisational behaviour in education and experiential learning as a theoretical framework. A qualitative research approach was applied and an instrumental case study employed as a strategy to focus on a group of six teachers and four School Management Team (SMT) members. Data was collected through three focus group interview sessions with secondary school teachers and an interview with the SMT as a group. A thematic data analysis was applied. Four main themes emerged as a result of the thematic analysis and interpretation, and revealed teachers’ understanding of CPD, the experiences with CPD as teachers engaged in CPD programmes such as content-subject-based training workshops and the CAPS training programme, improvement of teaching practice, and the SMT creating opportunities for teacher learning and development. A thematic analysis of the interview data with the SMT as a group revealed two themes which were: understanding CPD, and SMT views on creating opportunities for teacher learning and development. Continuing professional development (CPD) in education is reflected as an ongoing experiential learning process by which teachers participate in learning through continual attendance of content-subject-based training programmes, curriculum training workshops, and through registering for those certificates and degree programmes offered by universities. Teacher learning takes place in a cyclical process that consists of experiencing, reflecting, thinking and acting on experiences through the application of acquired knowledge, improved skills and changed attitudes. The findings of the study revealed that teachers experienced CPD as an ongoing process in which learning took place through attendance of content-subject-based training and CAPS training workshops in which collaborative learning played an important role. Even though teachers indicated that their teaching practice was improved, they highlighted the challenges experienced regarding CPD programmes. These challenges included the limited time allocated for CAPS training and content/subject training meetings held after working hours. It was clear that the allocated times for teacher training workshops were not realistic for adequately empowering teachers with knowledge and teaching skills for effective teaching practice in real classroom settings. Teachers took ownership and leadership in their CPD by going an extra mile to seek assistance from professionals with specialised knowledge in Mathematics and commercial subjects, and they collaborated with colleagues from other schools to learn different approaches to teaching. CPD enhances teachers’ ability to set their goals for teaching and it broadens their knowledge and teaching skills, giving them the opportunity to reflect continually on their professional growth and experiment in teaching practice.
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Wang, Chiu-Liu, and 王秋柳. "A Study on In-service Training Programs of Junior High School Mandarin Teachers in Grade 1-9 Curriculum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/42008710305166328400.
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黃保盛. "The Curriculum Framework of Nano Technology Implemented for the In-service-Training Teachers of the Senior High School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/2458uq.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系
97
Abstract The main purpose of this study is to develop the curriculum framework of nano technology which can be implemented for the in-service-training teachers of high school. Ten Delphi committees by means of 3 rounds of questionnaires formed the same common consensus and the results of the study. The conclusions of this study were shown as follows: 1.The curriculum framework of nano technology for high school in-service-training teachers was developed as nine categories: (1)Electrochemical Polishing；(2) Anodic Alumina Oxide As A Template；(3) Anodic Alumina Oxide；(4) Field emission display technology and measuring machine platform are operated；(5) Nano photocatalyst theory and practice；(6) Technological principle and application of Electrochromic；(7) Scanning Electron Microscope theory and application；(8) Titania of oxidizing the titanium and enduring the nanomaterial are used；(9) Micro and Nano teaching material and work out it with the teaching method. The detailed contents in those categories above include twenty five unites. 2.Four recommendations were provided for educational administrator： (1)the nano technology is a new created knowledge and can be considered as one of the courses in high school curriculum； (2)nano technology courses can be provided to be a training coursework for high school teachers； (3)nano technology courses are variety； (4)proclamations and activities for high schools should be more administrated.
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yi-chao, yeh, and 葉怡釗. "Influence Factors of Junior High School Technology Teachers’ Participating in Second In-service Training Programs-In Taichung and Changhua areas." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03674850618235062501.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
93
This research aims to investigate the junior high school technology teachers’ will of taking the second in-service training programs and its influence factors. The study starts with the review of the literature related to teacher continuous training programs and then constructs the theory foundation. Questionnaire ” Influence Factors of Junior High School Technology Teachers’ Participating Second In-service Training Programs” is adapted as the instrumental tool. The participants are the junior high school technology teachers in both Taichung and Changhua. A stratified cluster random sampling is carried out based on the school size. Data is further collected. The validity of the instrument is 0.88, and 90.9﹪of the questionnaires gathered are valid. The data collected from the 181 valid questionnaires, eventually, are analyzed through frequency distribution, percentage, standard deviation, t-test, and ANOVA. The findings of the study are as follows: I. The present situation of the technology teachers’ participating in second in-service training programs: 1. 60% of the teachers are intended to take continuous education. 2. “Mathematics” and “computer” are the teachers’ favorite subjects. 3. Science receives more and more attention. II. The will of the technology teachers’ participating in second in-service training programs: Young and junior teachers as well as the ones who have taken further studies show stronger will to take continuous training. III. The influence factors of the technology teachers’ participating in second in-service training programs: 1. “The transportation convenience of the training location” is the most influential factor; the “teaching need” has significant influential level as well. 2. “Work satisfaction” and “school administration” are more influential on female teachers than on male teachers. 3. “The participating capacity” brings to the teachers at 31 to 40 years old stronger influence than the teachers at 41 to 50 years old. 4. “Work satisfaction” is considered more influential to the teachers with a M.A. degree than the ones with a bachelor degree. 5. The teachers with stronger will to attend continuous education perform higher interest than the teachers with lower will in “career development,” “organization offering continuous studies,” “work satisfaction,” “school administration,” and “teaching need,” 6. “The participating capacity” is more influential in degree to the teachers who have once joined further training programs than those who have not. 7. “The transportation convenience of the training location” is the most influential to the teachers with will; the factors of “age,” “family care,” and “tendency towards transferring schools” have the most prominent effective on the teachers who have once participated.
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Ju-Po, Chang, and 張如柏. "A Study on the Current State , Attitude Towards and Perceived Effectiveness of In-service Training Among High School Teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/31628713995936224612.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
91
Abstract This study investigates (1) the current state of teachers’ in-service training, (2) teachers’ attitudes towards in-service training, (3) teachers’ perception of the effectiveness of in-service training. A self-designed questionnaire was administered to a sample of 714 teachers among 47 senior secondary schools at Taichung city, Taichung, Changhua, Nantou county in the central part of Taiwan. SPSS computer package was used to analyze the data. The results include the following three parts: Current state of in-service training (1) School-based workshops were the most common way of training;(2) Teachers tended to participate in training during the school days; (3) Teachers did not actively involve in in-service training; (4) Teachers research projects of their own; (5) The content of training was mainly focused on the development of curriculum and instructional materials; (6) Keynote speakers of the school-based workshops were education experts; (7) The workshops and on-site visits often took place at senior secondary schools; (8) The credit- or degree-oriented training were most frequently held at normal teachers colleges; (9) Teachers present the results of their research projects at academic conferences; (10) Teachers were inclined to attend training free of charge. Teachers’ attitudes towards in-service training: (1) Teachers thought that the most appropriate time for training is on weekends or vacation; (2) Teachers liked to learn how to develop curriculum and teaching materials; (3) Teachers thought that sources of keynote speakers of the school-based workshops were subject experts; (4) Teachers attend off-school training at regular universities; (5) Teachers on-site visits held at universities; (6) Teachers participating in degree-oriented training held in regular universities; (7) Teachers thought that the better ways to show their research products were publications; (8) Teachers thought that it was reasonable for them to pay part of the fees for training. Perception of effectiveness of in-service training: (1) Teachers perceived that on-site visits and credit- or degree-oriented courses was the most effective way of training; (2) There were significant differences in the ways of participating in training among teachers with different backgrounds in gender, seniority, rank, and type of school; (3) Teachers perceived that training helped them to upgrade their instructional competence more than their counseling and guidance skills or administrative ability; (4) There were significant differences in the effectiveness of participating in training among teachers with different backgrounds in gender, seniority, rank, and type of school. The implications of the study are as follows: For teachers: Teachers are advised to involve in training more actively and collaborate with their colleagues on research projects. For the government: the government is advised to increase the opportunity of in-service training for teachers; encourage teachers to collaborate with their colleagues on research projects; offer in-service training during weekends or vacations; reduce teaching loads so as to free more teachers to take part in training; reward teachers who actively participate in training; and provide training that is partially paid by teachers.
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Naude, Casper Hendrik Badenhorst. "Personeelopleiding as bestuurstaak van die Departementshoof Ekonomiese Wetenskappe." Thesis, 2014. http://hdl.handle.net/10210/11650.
Full textAbstract:
M.Ed. (Educational Management)Contented, motivated and well-trained subject teachers are a basic requirement for the effective functioning of the Department of Economic Sciences. Within this department the quality of the in-service training provided by the Head of Department will be a high priority. A prerequisite for the successful accomplishment of his task as in service trainer and developer of staff members is, amongst other things, the managerial application of in-service training strategies. In this education environment, the Head of Department finds himself in a prescribed management, leadership and trainer situation. Though he has not been formally trained for this delegated task of in-service training, he is directly involved in personnel management. It is clear, however, that in most organisations in-service training and staff development do not receive the required attention from those in leadership positions. Moreover, some Heads of Department experience difficulty in practicing effective leadership and guidance because of a lack of management expertise. In order to ensure both quality teaching in his department and efficient execution of his in-service training task he has to apply managerial skills. Thus this investigation proves that the Head of Department should not only be professionally equipped, but should also possess certain managerial skills in order to be able to undertake the in-service training of his staff. Staff training further indicates the management of people, each with their own unique needs and specific capabilities. It seems that members of staff can be motivated towards better work and self-realization. It is thus imperative that the Head of Department should be informed as to the various theories regarding motivation and that he should apply the principles involved. The investigation also shows that practicing leadership is a critical factor which influences the effective execution of the staff training task. Various approaches to leadership have shown that, although the leadership style may be situation bound, it is the democratic style which creates an open, supportive school climate.
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Yeh, Tze-Miao, and 葉姿妙. "A Needs Assessment of In-service Training in Technology-integrated Instructional Design for Elementary and High School Teachers of Taipei County." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/53812224309588486371.
Full textAbstract:
碩士淡江大學
教育科技學系碩士在職專班
92
The major purposes of this research are to establish the competence indicators of technology-integrated instructional design for elementary and high school teachers , and to investigate the competence of the technology-integrated instructional design of elementary and high school teachers by the present stage in Taipei County. Then, it compares with the provided curriculum on the present stage. Finally, It processes a needs assessment of in-service training in technology-integrated instructional design for elementary and high school teachers of Taipei County. The competence of technology-integrated instructional design in this research is defined as the competence of the teacher uses the information technology to teach by the stage of analysis, design, development, implement and evaluation. The subjects are 240 elementary and high school teachers from 24 schools in Taipei County. The conclusions of the research were summarized as follows： 1. The competence indicators of technology-integrated instructional design for elementary and high schoolteachers are summarized into ten aspects including 75 indicators. 2. The in-service training course in technology-integrated instructional design for elementary and high school teachers of Taipei County are mostly focused on the professional curriculum for technological skill. They do not meet the current needs of general teacher. 3. There is a significant gap between the competence of technology-integrated instructional design for elementary and high schoolteachers and the provided in-service training curriculum. 4. There is a significant gap between the different career stage teachers in their competence of technology-integrated instructional design. The suggestions of the research were summarized as follows： (1)The competence of how to coach the students should be promoted; (2)The competence of technology-integrated instructional design for teachers should be further enhanced; (3)The content of the in-service training curriculum should be separated for meeting the needs of different subjects; (4)The in-service training curriculum should be classified; (5)Some curriculum is suggested to be implemented by e-learning . In addition, some suggestions of the in-service training curriculum, and the in-service training curriculum plan as well as the strategy of technology-integrated instruction are provided in the end of this research for IT committee, administrators and educational policy-makers.
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Lin, Chien-Ming, and 林建明. "A study on Motivations and Needs of In-service Training of Business and Management Cluster’s Teachers at Vocational High School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/96401732918753361959.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
100
The purpose of this research was to investigate the differences to the business and management cluster’s teachers’ motivation and need of in-service education by comparing various background variables. The theoretical foundation was based on the literature discuss analytic result, developing into the questionnaire. According to the announcement of Ministry of Education (2010), the sample method chose business and management cluster’s teachers’ as research population from 160 schools. The research adopted questionnaire investigation and randomly selected 62 schools as their research object. The investigation totally released 516 questionnaires and the effectively recovery rate was 93.41%. After collecting the information from the questionnaire, the research employed SPSS software (12th version) to proceed the analysis of data by the methods of frequency assignment, percentage, mean, standard deviation, t-test, one-factor analysis of variance and Pearson’s product-moment correlation. According to the purpose of the research. Conclusions based on the analysis of research results are as follows: 1. There were six kinds of teachers’ motivation of in-service education. Among the six kinds of motivation, “the need of enhancing professional knowledge” and “the interest in the courses of in-service education” were the strongest. 2. The demands of in-service education to “cause the students’ learning motivation effectively” and to “enhance the teaching knowledge of new courses” were the highest. 3. Male teachers were to “the enjoyment of learning fun with friends”, the teachers of bachelor degree and shorter years of service were to “meet social expectation”, to participate in-service education of high motivated. 4. The teachers of bachelor degree were to “multicultural education knowledge and ability”, the administrative duties of teachers were to “cause by effective learning motivation of students” and to “obtain relevant professional licenses of the business and management cluster” were higher in-service education needs. 5. The stronger motivation to participate in in-service education the teachers have, the greater need of in-service education there will be. Based on the conclusions of this study, it can be used for relevant suggestion for education authorities, school administration, teachers and the further study.
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Yang, Chi-hung, and 楊基宏. "A Research of Vocational High School Teachers’ Opinions and Attitudes Toward Their In-service Training through Web-based Instruction in Tainan Area." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/71490314177717179613.
Full textAbstract:
碩士國立臺南大學
教育學系科技發展與傳播研究所（至95年）
93
This research aims to investigate the vocational high school teachers’ opinions and attitude toward utilizing web-based instructions for in-service training in Tainan Area. The main purposes were: (1) find out about the present situation of vocational high school teachers’ in-service training . (2)understand that vocational high school teachers’ opinions of utilizing web-based instructions for in-service training . (3)understand whether vocational high school teachers’ different personal background variables have different attitude toward utilizing web-based in-service training. In order to reach this purpose, this research adopts the investigation method of the questionnaire, the study tools with “the questionnaire for understanding that the vocational high school teachers’ opinions and attitudes toward utilizing web-based instructions for in-service training in Tainan area.” that were made up by researcher, take a sample target as Tainan area common private vocational high school teachers, in accordance with random sampling, choosing 557 vocational high school teachers altogether, retrieve 501 effective questionnaires, the effective rate of recovery is 90%. The income materials obtain the following conclusion after statistical analysis: (1) In present situation of vocational high school teachers’ in-service training: The type of in-service training that participate often most in “school study”, most common reason or motive for “ improve ability to work “, course that participate often most in “discipline knowledge and teaching material develop “, time that utilize often most “winter and summer vacation “, place received a training of to participate often most in “universities and colleges “, the most common way of paying is “at one''s own expense “, the most common information is “sponsor send a letter in the school , the school notify “, the network media of knowing information of receiving a training most frequently is “the common private websites of universities and colleges “. (2) In vocational high school teachers’ opinions for the web-based in-service training : The most high demand in course form is “to obtain credit authentication course '', the most high demand in content is “discipline knowledge and teaching material develop “, the most high demand in information course content is “course of multimedia making “, the greatest obstacle and difficult is that “the relevant equipment of computer is insufficient “, the most suitable unit that hosts web-based in-service training is “specialized organization “, ways of paying that the teachers can accept most are “some at one''s own expense and some at public expense “. (3) In vocational high school teachers’ attitude toward utilizing web-based instructions for in-service training: Different genders , age , degrees and different marital status teachers, have no significant difference on the attitude toward utilizing instructions for web-based in-service training . The teachers of the seniority of teaching under 5 years is superior to the teacher of the seniority above 21 years apparently in the attitude toward the cognitive respect of science and technology of information, the teacher of speciality department is higher than the teacher of ordinary department for the attitude in action faith, full-time teacher''s attitude in action faith is higher than a form master apparently, the teacher of private school is higher than the teacher of provided school apparently in the attitude toward the useful respect of the consciousness.
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Chen, Meng Yan, and 陳孟妍. "A Study on In-service Training Programs of Junior High School English Teachers under the Reform of Grade 1-9 Curriculum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/86468085459218196615.
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Shu-Wen, Cheng, and 鄭淑文. "A Study of the Attitudes of Leisure Education and the Needs Assessment for In-service Training on Junior High School Teachers in Taiwan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/88241861742473851751.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系
92
The purpose of this study was to examine the attitudes of leisure & leisure education as well as the needs assessment of leisure education in-service training on Junior High School teachers. Further, based on the research findings, this study aimed to propose concrete suggestions as the reference for future planning and its implementation of in-service training on leisure education in Junior High School. This study used documentary analysis and questionnaires to collect the data. The research tool employed was the “Scale of Junior High School Teachers’ Attitudes toward Leisure Education and Their Needs for In-service Training” compiled and revised on the basis of this study purpose, research questions, and the relative documentary data and scales. The collected data were analyzed by frequency, mean, standard deviation, t-test, one-way ANOVA, and canonical correlation. The main findings were as follows: 1.78.4% of teachers approved to implement leisure education in Junior High Schools. 2.Most of teachers had positive attitudes to both leisure and leisure education. 3.The leisure education attitudes of teachers varied greatly due to the difference of teaching fields. 4.The in-service training needs for leisure education of teachers tended to be active. Among the needs category, “leisure resources” ranked the highest. The second was “leisure awareness” and the lowest were “self-awareness” and “leisure skill”. 5.The needs for in-service training in leisure education differed significantly in teaching fields. 6.The attitudes toward leisure and leisure education of teachers were significantly related to their in-service training needs on leisure education. According to the findings above, this study proposed some suggestions for educational authority, teachers, and future studies as the reference for future planning and the implementation of in-service training for teachers on leisure education.
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Thenjwayo, Vusi Brian. "High school staff orientation and induction : a study from Imbali, Kwazulu-Natal." Thesis, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000347.
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Shu-Lin, Kuo, and 郭淑琳. "A Study of the Relationship among the Teachers'' Participating Second Specialty In-service Training, Teachers'' Efficacy and School Effectiveness of Vocational Senior High Schools of Industrial Programs." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/61269740170898207329.
Full textAbstract:
碩士國立彰化師範大學
工業教育學系
88
The main purpose of this study was to explore the relationships among the teacher participating second specialty in-service training, teacher efficacy, and school effectiveness of vocational senior high schools of industrial programs, in order to be the reference of the related educational authority agencies and schools to improve the teacher participating second specialty in-service training, teacher efficacy, and school effectiveness. The study reviewed the literature of the teacher participating second specialty in-service training, teacher efficacy, and school effectiveness, in order to establish the research framework and to develop the study questionnaire. Meanwhile, the data was collected by the questionnaire survey method. This study adopted stratified random sampling technique base on the location and the type of the school. The population came from the teachers of 174 vocational senior high schools of industrial programs in Taiwan area. The sample included 70 schools with usable responses of 690. The effective sample return rate was 53%. The statistic methods used were frequency, percentile, t-test, one-way ANOVA, pearson''s product-moment correlation, and multiple stepwise regression. According to the study results, the conclusions of this study were as follows: 1. The teachers of vocational senior high schools of industrial programs ascertained the importance of participating second specialty in-service training. But, actually, the motivation was not so strong. In addition, the needs'' responses of participating second specialty in-service training in different programs of vocational senior high schools were different. 2. The teachers of vocational senior high schools of industrial programs showed great interest of participating second specialty in-service training in the field of information related programs. 3. The following aspects which were related to the participating second specialty in-service training of the teachers of vocational senior high schools of industrial programs were needful to be improved: the opportunity of participating second specialty in-service training, the acquirement of participating second specialty in-service training information, the recognition of participating second specialty in-service training credits, the rearrangement of school courses in order to participate second specialty in-service training, and the allocation of participating second specialty in-service training resources. 4. The teacher participating second specialty in-service training from vocational senior high schools of industrial programs was found excellent. 5. The teacher efficacy from vocational senior high schools of industrial programs was found excellent. 6. The school effectiveness from vocational senior high schools of industrial programs was found good. 7. There were significant differences in the variables of teachers'' age, academic degree, seniority, school attribute, and school history on teachers'' participating second specialty in-service training from vocational senior high schools of industrial programs. 8. There were insignificant differences existed among the teacher biographical variables and school environmental variables in the aspect of teacher efficacy. 9. The relationships among the teacher participating second specialty in-service training, teacher efficacy, and school effectiveness were shown positively and significantly. 10. The teacher participating second specialty in-service training and teacher efficacy could effectively predict school effectiveness.
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"探討「課堂學習研究」對教師專業發展的影響." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075485.
Full textAbstract:
黃晶榕.Thesis (Ed.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 298-348)
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Huang Jingrong.
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ZHOU, CHUN-MEI, and 周春美. "he desires and its influenced factors of vocational senior high school teachers participating in-service training programs provided by the business and industry." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/85933317524986321568.
Full text
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Wu, Chia-Fu, and 吳家福. "A Study on Vocational Senior High School Teachers’ Professional Competence and Teaching Difficulties Influenced by the Participating In-service Training Programs Provided by the Business and Industry." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/51573839331249991086.
Full textAbstract:
碩士國立彰化師範大學
工業教育與技術學系
94
The main purpose of this study was to investigate vocational senior high school teachers’ professional competence influenced by participating in the in-service training programs provided by the business and industry, and the difficulties to apply the training materials in their owning teaching. For the purpose of this study, researcher analyzed the responses and opinions of the teachers with different individual and background variables. In order to establish the research framework and to develop the study questionnaire, the study reviewed the literature of the teacher participating in-service training, professional competence, and teaching difficulties. This study adopted questionnaire survey method. A self-designed questionnaire was administrated to 787 vocational senior high school teachers participating in the in-service training programs provided by business and industry, 2004. The sample return rate was 87.32%. The valid sample responses were 582. By analyzing means and standard deviation, researcher drew the following conclusions: 1. Teachers were positive that these in-service training programs enhanced their professional competence but many of them faced teaching difficulties while applying the training materials in their own teaching because of the teaching facilities in school. 2. There were significant differences in variables of teachers’ gender, seniority, and academic degree on teachers’ professional competence influenced by the participating in in-service training programs. In addition, the longer the duration of the training program was, the better it enhanced teachers’ professional competence. 3. There were no significant differences in variables of teachers’ age, academic degree, school type, and the duration of the training program on teaching difficulties. Furthermore, teachers engaged in administrative work in school and teachers of agricultural and home economics programs faced less teaching difficulties while applying the training materials in their own teaching.
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Vaisman, Tamar. "Creating a caring community : an Israeli case study of teacher professional development." Thesis, 2002. http://hdl.handle.net/2429/13568.
Full textAbstract:
This study focuses on the processes of creating and maintaining a community of teachers in an
Israeli high-school. Ten high-school teachers were self-selected to participate in a yearlong
professional development focusing on learning and teaching. The participants directed their
own professional development by collaboratively sharing and reflecting on their practice.
The methodology used for data gathering is rooted in the case study tradition within the
philosophy of naturalistic inquiry. The weekly meetings throughout one academic year were
recorded and transcribed. Teachers were interviewed three times: at the beginning and end of
the year, and two years later, to leam about reasons for participating and evaluation of the
community, and to allow further reflections on their experiences in the community. Two main
concepts - community and caring relationships - emerged from group conversations and
personal interviews, and were used as the study's analytical tools.
Three topics were revisited in our conversations throughout the year: teacher-students
relationships, teaching strategies, and evaluation of learning for both teachers and students. The
conversations revealed the processes of creating an atmosphere of care, trust and openness that
enhanced the development of genuine dialogue that turned this group into a caring community.
The caring relationships encouraged teachers to make changes in their teaching and suggest
changes at the school level. These relationships enhanced teachers' ability to leam from their
encounters and helped them develop awareness of the importance of such relations within the
educational context.
This study contributes to a deeper understanding of teachers' community. It suggests that
communities (a) support teachers by enhancing dialogue among them; (b) contribute to social
change within the limited context of the school; and (c) add to the construction of knowledge
about teaching, learning, and schooling. If schools aim to teach recognition of diverse voices
where people strive to care for and understand each other, then teachers should leam and
exercise these behaviours. The most viable space for the occurrence of such learning is within
teachers' communities. This study, then, gives strength to arguing for the pursuit of
communities in school.
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"Personeelontwikkeling as taak van die skoolhoof van 'n sekondêre skool binne die Departement Onderwys en Opleiding." Thesis, 2014. http://hdl.handle.net/10210/12885.
Full text
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Botha, Marta Mariana. "Die onderwyskundige opleidingsverantwoordelikhede van die hoof en departementshoof aan sekondêre skole." Thesis, 2014. http://hdl.handle.net/10210/11499.
Full textAbstract:
M.Ed. (Education)Learning can be described as an infinite action which also implies training. There is no limit. no end to it. It is a continual process. These actions of learning and training can be applied to the teaching profession. No university or teachers' training college can fully train the prospective teacher during the pre-service training period. There is always new knowledge to be mastered. Theoretical knowledge and institute and school practice may prepare the student for his future career, but there is no guarantee for success. Having mastered the required skills at one of the above mentioned institutions, they must be put to practice in a real school or class situation. This is done during the school practice component of in-service training and once the student has started his career. Many kinds of problems may then be experienced by the student or recently qualified teacher. There may be problems in connection with matters such as adaption, administration, teaching methods or discipline. With the necessary guidance these problems may successfully be overcome. The person who is in the best position to provide this guidance is the head of the department. He may then act as a tutor or a mentor. Even experienced teachers who have been teaching at the same school for some time, newly appointed but experienced teachers and teachers returning to the profession, may encounter similar problems and may need guidance or in-service training. The headmaster is responsible for initiating an in-service training programme at the school. The different heads of department are to assist him in this, especially as far as subject matters are concerned. The ability to provide in-service training, to gain knowledge, to learn something new, however, also implies training. The headmaster and the heads of department should, therefore, receive the necessary training and guidance to enable them to successfully execute an in-service training programme. This training can be best provided by a training institution, such as a university or college. There should be a close link between these institutions and the different schools; between pre-service and in-service training. These two components of training should be presented as a continual process. The purpose of this study is to investigate the responsibilities of the head of department under the guidance of the headmaster, as far as the in-service training of the teachers in his department is concerned. This will provide the teachers with the oppurtunity of gaining knowledge and obtaining the required didactical skills. The possibilities of pre-service training are investigated with, among others, reference to content and modi, the link between these two kinds of training and between schools and training institutions. Recommendations are made in connection with the implementation of in-service training of didactical skills and the responsibilities of the head of department as far as in-service training of students and teachers at secondary schools is concerned. It is evident that the head of department, together with the headmaster, can play a very important part in the in-service training of teachers.
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Monyatsi, Pedzani Perci. "Teacher Appraisal: an evaluation of practices in Botswana Secondary Schools." Thesis, 2002. http://hdl.handle.net/10500/1413.
Full textAbstract:
This study is an evaluation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. The study sought to establish inter alia the relationship between the current teacher appraisal and the day to day duties of teachers, the extent to which it leads to improvements in the teaching and students' learning process, how it addresses the staff development needs of the teachers, and whether the mechanisms and procedures for the management and implementation of the appraisal system in the schools is adequate.
Teacher appraisal was defined as a process of staff development aimed at the professional development of the teacher through collegial interaction in order to enhance the quality of teaching and students' learning. Other strategies to achieve the effectiveness were also discussed in the thesis.
Chapter One of the thesis provided the orientation of the study, while Chapter Two looked at the international literature on appraisal, including two case studies on the introduction of teacher appraisal in Great Britain and the United States of America. Chapter Three provided the contextual literature for the study. Chapter Four provided the research design of the study. Chapter Five discussed and analysed the research findings and Chapter Six presented the summary, conclusions and recommendations of the study.
A survey questionnaire based on a five items Likert Scale and a semi-structured interview were used to collect data. The study was carried out in the Southern Region of Botswana in the Lobatse and Kanye Clusters of secondary schools.
From both the literature reviews and the empirical research findings, it became clear that:
Teacher appraisal is a process and not an event;
The clarity of the purpose of the appraisal process is fundamental to its effectiveness;
The training of both the appraisees and appraisers on the appraisal process is crucial to its effectiveness;
Feedback is a sine qua non for the appraisal process to be effective.Teacher Education
D.Ed. (Education Management)
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Makina, Antonia. "A framework for the development of pedagogical content knowledge for secondary school statistics teachers." Diss., 2013. http://hdl.handle.net/10500/13851.
Full textAbstract:
The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics teachers. It captured the experiences of teachers during the development of pedagogical content knowledge, to come up with the main themes that describe pedagogical content knowledge as the relevant knowledge for teaching Grade 11 and 12 statistics.
The study was overall qualitative in nature and supported by some quantitative data. Questionnaires, in-class facilitated tasks/activities, in-class facilitated discussions and observations were used as the main data collection instruments. This process revealed some significant themes, described as “missed opportunities”, which were defined as incidents in which pedagogical content knowledge was needed but not used. The thesis contributes to the theoretical and knowledge base of secondary school statistics teachers in the education system by providing measures that can be used to determine professional development needs of teachers.Mathematics Education
D. Ed. (Mathematics Education)