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Dissertations / Theses on the topic 'In-service education training'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

Parish, Rodney L. "Online In-Service Training versus Traditional Training for Arizona Police Officers." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979089.

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Arizona police officers are required by the Arizona Police Officer Standards and Training board to complete continuing training on an annual basis. Police continuing training has traditionally been offered as lecture-based classroom training. Online training offers an alternative method of providing training. The purpose of this study was to compare the effectiveness of an online version of a police training class to a classroom-based version of the same course. Participants consisted of sworn police officers employed by the Phoenix Police Department and taking the department’s Domestic Violence Investigation (DVI) course. The study compared student learning outcomes between the two course versions, as well as student attitudes and perceptions of training.

The study utilized a descriptive research design with a mixed methods approach. Research questions investigated the attitudes and perceptions of participants, compared student learning outcomes between the two course versions, and asked whether educational level and previous experience with online learning was linked to positive learning outcomes in the DVI course. Quantitative data consisted of demographic questionnaires, a 45-question assessment of the likelihood of success in online learning, a 10-question pre-test, and a 10-question post-test. Qualitative data was obtained through interviews with six participants who had taken the DVI course.

The results of the study indicated participants in the online version of the DVI course performed as well or better on the post-test than their counterparts in the classroom. Participants interviewed for the study enjoyed the online presentation of the course, and supported the development of additional online training options within their department. Positive student learning outcomes for the online DVI course provide support for the development of online police training programs.

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2

Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.

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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.

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3

Momany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.

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4

Lewis, Sally. "IS THERE A RELATIONSHIP BETWEEN PRE-SERVICE TRAINING, IN-SERVICE TRAINING, EXPERIENCE, AND COUNSELOR'S SELF-EFFICACY AND WHE." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4440.

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This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey.
Ph.D.
Education
Education
Education

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5

Lin, Emily Shu-Ying. "Environmental education in pre-service teacher training programs in Canadian tertiary institutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ49856.pdf.

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6

Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.

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The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.

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7

Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.

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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.

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8

Thornton, Melanie Williams. "Cultivating cultural workers through service learning in teacher education." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/melanie_w_thornton/thornton_melanie_w_200701_EDD.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Ming Fang He. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 96-102) and appendices.

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9

Al-Saydeh, Munim A. A. "Pre-vocational education in Jordan : implications for teacher preparation and in-service training." Thesis, University of Huddersfield, 2002. http://eprints.hud.ac.uk/id/eprint/5984/.

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This study proposes a rational basis for pre-vocational. education (PVE) teacher preparation and training in Jordan based on a thorough assessment of the teacher's role and responsibilities. Qualitative and quantitative data collection methods were employed. These included semi-structured interviews with members of the Jordanian National Teams for PVE Curriculum Development and for Supervision on PVE Curriculum Development, as well as with PVE supervisors in Jordan. Selfcompletion questionnaires were also administered to a sample of PVE teachers and educational supervisors. Asserting that design and implementation of a successful training programme should be founded on the job activities and competencies required, this study presents a job description for the PVE teacher, analyses the activities involved, and identifies the associated competencies. The study proceeds to scrutinise the components of WE teacher preparation, analyses the current delivery of PVE in Jordan, identifies some deficiencies, and considers potential corrective action. The study also discusses the necessity of vocational field experience for the PVE teacher. Current programmes of PVE teacher preparation are critically examined, shortcomings are identified, and proposals for improvement are discussed.

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Maake, Matsobane Joshua. "Using interactive television in the in-service education and training of guidance teachers." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/26234.

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This study is focused on how technology is employed as educational support media in distance education. The aim is to establish the availability and accessibility of interac¬tive television for both guidance teachers and students in rural, remote and previously disadvantaged communities. Interactive television could be used to support the primary modes of education, namely, contact education on campus or at remote sites, paper-¬based distance education and Web-based distance education for in-service education and training of guidance teachers. The TELETUKS schools project is cursorily pre¬sented as an example of a technology-enhanced delivery system to facilitate interactive television learning. The ITV has the potential to be cost-effective, saving on travelling costs and reaching for increased numbers of upgrading guidance teachers per unit time. A comprehensive interactive television model for in-service training of the guidance teacher in the Northern Province is presented.
Thesis (PhD (Educational Guidance and Counselling))--University of Pretoria, 2007.
Educational Psychology
unrestricted

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11

Chryshochoos, Joseph Evangelos. "The role of theories of language and language learning in the pre-service and in-service training, education and development of language teachers." Thesis, Durham University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280095.

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12

Vong, Sou Kuan. "Re-searching and re-telling the stories of in-service teacher education in Macau." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251725.

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13

Waters, Alan G. "In-service teacher learning in ELT projects and programmes : an integrated approach." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274195.

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14

Proctor, Jason. "Mathematical Knowledge for Teaching in Elementary Pre-Service Teacher Training." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6736.

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I It was unclear how the teacher education curriculum at a regional university in the south central region of the United States developed mathematical knowledge for teaching (MKT) in prospective elementary teachers. Understanding how MKT develops during teacher training is important because MKT has been linked to student achievement. The purpose of this sequential explanatory mixed methods study was to examine how prospective elementary teachers' MKT developed while enrolled in a math and science strategies course. Guided by Ball et al.'s MKT framework and Silverman and Thompson's development of this framework, this study investigated changes in prospective teachers' MKT levels and teacher candidates' perceptions of instructional tasks that assisted in the development of MKT during the course. During the quantitative phase, teacher candidates (N = 30) completed the Number Concepts and Operations assessment as a pre- and posttest. Paired t test results showed no significant changes in candidates' MKT levels. During the qualitative phase, volunteers were interviewed about their perceptions of how the course influenced their development of MKT. Thematic analyses revealed that teacher candidates recognized instruction that developed MKT, perceived the strategies course to have little to no influence on MKT, and felt unprepared to teach math. Findings were used to develop a revised curriculum plan for developing prospective teachers' MKT. The findings may lead to positive social change in the form of curriculum revisions aimed at developing teacher candidates' MKT to improve future instruction. The project may be shared with other colleges to improve curriculum with the goal of improving the quality of math instruction statewide.

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15

Jemmott, Hamilton. "Employability skills formation in the service sector in Barbados : implications for education and training." Thesis, University of Bath, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430197.

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16

Pang, Elaine L. L. "In-service education and training (INSET) : the perceptions of English language teachers in Malaysia." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/107763/.

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The national concern to improve the level of education in Malaysia prompted the Ministry of Education to conduct a comprehensive review of the education system and introduce the Malaysia Education Blueprint (2013-2025) to transform the education system. One of the aims was to upgrade the quality of in-service teacher training for teachers. This has resulted in a reshaping of the type of courses and delivery mode for in-service education for teachers (INSET). CPD providers in Malaysia tend to conduct training using the cascade model due to limited resources and expertise and teachers are hardly consulted about their needs or learning preferences. This is likely to have a significant impact on the quantity and quality of INSET for teachers in a top-down national priority driven system. This study examines the perceptions of a group of Malaysian English language educators, comprising primary school non-specialist English language teachers and senior teachers who are newly appointed School Improvement Specialist Coaches (SISCs) of their INSET experiences. It covers the areas of their previous INSET experiences and their perceptions of the effect of INSET on their classroom practice. The research also aims to identify their future expectations of INSET in terms of their professional development needs, their pupils' needs, school needs and their views on national needs of Malaysia's education system with reference to INSET. This research is informed by the qualitative survey approach which establishes variation in terms of values and dimensions that are meaningful within a certain population. The study focuses on diversity in a population of educators who attended INSET programmes on literacy, pedagogy and Language Arts. The methods that were used comprised focus group interviews and individual interviews. The researcher followed the INSET journey of three groups of primary school educators who were selected using convenience sampling and purposive sampling. The findings suggest a strong relationship between the educators' educational backgrounds, pre-service training, their knowledge of the English language subject and continuing professional development. These impact upon their teaching as a result of their understanding of the objectives in the Primary School Standard Curriculum document, their priorities and preferences in how to teach the English language, their culture and language. This study identifies gaps in different aspects of professional development especially on INSET needs for subject specific skills, pedagogical skills and collaborative learning through districtwide INSET and school-based INSET in Malaysia.

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17

Grafton, Lee Geary. "The affectiveness of a standards-based, technology-connected staff development program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1743.

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One role of an administrator is to provide and assess staff development programs. The purpose of this study was to measure the impact of a 120-hour standards-based, technology-connnected staff development program on participating teachers' instruction.

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18

Koh, Joyce Hwee Ling. "The use of scaffolding in introductory technology skills instruction for pre-service teachers." [Bloomington, Ind.] : Indiana University, 2008. 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:3337251.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2008.
Title from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4696. Adviser: Theodore W. Frick.

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19

Rabb, Jane Elizabeth. "The dynamics of solving selection-type, ill-defined problems by in-service teachers." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5580.

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20

Saeteo, Pensri. "Competencies and In-Service Training of Functional Literacy Teachers in Northeastern Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331790/.

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This study was designed to determine (a) the most important knowledge and skills for functional literacy teachers; (b) the most important competencies to be covered in in-service training; (c) whether there were any differences between the perceptions of functional literacy teachers, supervisors, and administrators in terms of needed competencies or areas of training; and (d) whether there were any differences in the perceptions of teachers, supervisors and administrators regarding the need for competencies and for training of functional literacy teachers based upon these variables: age, years of experience in formal and nonformal education, and training in the functional literacy program. It was found that teachers, supervisors, and administrators agreed that most competencies listed in the instrument were important. No significant difference was found in their perceptions of the importance of the competencies. A significant difference was found in the perceptions of the needs for training among these three groups.

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21

Halawani, Mohammad Hani. "Developments in the Jordanian system of education with special reference to in-service education and training of teachers." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4583.

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The research leading to this thesis fills a gap in the examination and literature of the Jordanian education system. It has been undertaken for that purpose, and also in coincidence with recent major reforms of education in Jordan.Before moving into an empirical study of certain aspects of the in-service education and training of teachers, the writer examines a number of important contextual and analytical areas relating to the field in question. So, after setting out the problem in question, there is an extensive but selective review of relevant literature. This includes documentation from a wide variety of national origins and hopes to provide a theoretical basis for the original fieldwork undertaken in Jordan and reported in later chapters.Clearly, as elsewhere, the socio-economic context of education in Jordan is important to understand, and especially so in a country with few natural resources and a consequent heightened significance for the quality of its human resources. Likewise, the historical development of the total system of education within which the teacher education sector resides has to be analysed and discussed. This forms Chapter Four. After this, the sector in question is examined in some detail.The sixth chapter comprises a discussion of the design and methodology of the empirical dimension of the thesis, dealing with such aspects as validity, reliability, sampling and other technical matters. This is followed by two chapters of empirical results, their presentation and analysis. This part of the thesis derives from field visits made to Jordan by the writer and is central to the research. The design and analysis were carried out with the supervision and advice of the Computer Centre.

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22

Partridge, David. "The construction of practical knowledge by physical education preservice teachers during the practicum experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq27223.pdf.

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23

Jackson, Joanna Margaret. "The lived experience of part-time in-service physiotherapy students in their final year." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273535.

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24

Lim, Siew Bee. "An interactive model for in-service development of primary science teachers in Brunei Darussalam." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298775.

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25

Mofokeng, Lenka Elias. "A study of in-service education and training (INSET) of university lecturers in South Africa." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07282005-090842.

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26

Burton, Steven. "In-service initial teacher training in post-compulsory education : a phenomenographical investigation into the influence of initial training on professional practice." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/30194/.

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This thesis investigates the perceptions of former Initial Teacher Training (ITT) trainees in the post-compulsory sector, in an attempt to identify how their ITT influenced their practice as teachers within the sector. It analyses the perceptions of former trainees, gleaned through 21 semi-structured interviews and 35 completed questionnaires; together with semi-structured interviews of 5 managers of teaching staff from the sector, who employ university-led ITT for the development of their staff. The research employed a phenomenographical approach, in that it considered the perspectives and interpretations of the respondents to be wholly paramount. The study has found that initial teacher training in the post-compulsory sector produces teachers who experience perceptions of enhancement in three key ways. The first is that they are more connected with the sector, connected with their institutions and connected with the realities of teaching following their teacher education. The second is that they have a greater sense of self, together with a greater sense of professionalism, and carry more practical and pedagogical skills into the workplace following their teacher education. The third relates to their commitment to continuing professional development, and their ability to identify opportunities and necessities for their own development. The contribution to knowledge involves the creation of a middle range theory of the influence of initial teacher training on professional practice, developed from the three factors alluded to above, and postulated in the form of a model of conceptions demonstrating the influence of post-compulsory teacher training on its trainees. Additionally, it also makes recommendations to policy makers in ITT, including that the current emphasis on subject specialist teaching is reconsidered and clarified; and that the current government’s removal of compulsory completion of ITT for teachers in the sector is dissonant with the concepts of professionalism existing in both academic literature, and the perceptions of the participants in this study.

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27

Galloway, Sheila. "Professionalism and autonomy : the case of teachers' in-service training 1988-92." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/55555/.

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This thesis provides a sociological analysis of the in-service training (INSET) of teachers in England between 1988 and 1992, to explore issues concerning the professionalism and autonomy of teachers. Sociologists of education have produced numerous explanations of educational phenomena, and evaluation studies reveal much about INSET. Yet there remains the task of developing sociological explanations in this field. As an especially dynamic phase, the period designated merits detailed study. Teachers' professional development is conceptualized in three ways: in relation to change in the education system, to the place of teaching as a profession, and in terms of professional learning. National INSET schemes implicitly threatened teacher autonomy, yet professionalism could be redefined at the micro- level, and this study therefore addresses macro- and micro-sociological issues. The empirical research concentrates with increasing intensity on school-focused INSET experiences, through data from documentary sources, in-depth interviews, and participant observation. Chapter 1 explains the rationale for the investigation and demarcates the field of study. Chapter 2 outlines the background to the Local Education Authority Training Grant Scheme and similar initiatives. Chapter 3 sets out the sociological basis for the analysis of INSET phenomena. Methodological issues are addressed in Chapter 4, including the choice of case studies, the challenges of re-analyzing data and the criteria for selecting cases. The analysis presents a macro-sociological perspective in Chapter 5, then examines how national and LEA priorities are implemented in schools in Chapter 6. Micro-level case studies explore specific aspects of INSET: across different phases in Chapter 7 and on using information technology in Chapter 8. Chapter 9 investigates INSET for art. Chapter 10 summarizes the ways this thesis contributes to knowledge about the professionalism and autonomy of teachers through the study of INSET during a critical period. It reviews the application of the theoretical approach and points to areas for further research.

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Armstrong, Peter K. "In-Service Education and Training for teachers of mathematics with limited qualifications and experience." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/31996.

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The author has been working in the field of Mathematical Education, with special interest in In-Service Education and Training, for many years. This work, which is described in this thesis, has been used to develop a particular philosophy of Mathematical Education and strategies and techniques related to the provision of INSET for special groups of teachers.

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29

Ishak, Mohd Zaki. "Improving the Training of Pre-Service Physics Teachers in Malaysia using Didaktik Analysis." The University of Waikato, 2008. http://hdl.handle.net/10289/2544.

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The research in this thesis examined the use of a didaktik-based approach to thinking about teaching and learning to the training of pre-service physics teachers in a Malaysian teacher training programme. The process of developing a specific content knowledge (real or true physics) was done through a didaktik analysis of specific physics content, to develop physics content knowledge suitable for schooling, in a particular educational context. Didaktik analysis used as intervention in this study involved: analysing specific physics content as contained in the curriculum specifications and textbooks; analysis of literature on students' alternative conceptions; developing a lesson plan; developing teaching sequences that involve teaching and learning activities, enacting lesson plans and teaching sequence in the microteaching and practicum, and subsequent reflection. Klafki's (2000) model of didaktik analysis was used as the basis of an intervention employed in a physics teaching methods course (TT4133) at the School of Education, University of Malaysia Sabah (UMS). The intervention consisted of the 14 week course: first seven weeks on theoretical aspects of teaching methods, followed the usual course synopsis, but with modifications in content resulting from didaktik analysis, and the remainder dealt with microteaching; and 8 weeks practicum. To illustrate the use of didaktik analysis in the training programme, the specific physics content in the areas of force and motion was provided as an example, showing how this was presented to the pre-service physics teachers in the programme. The researcher began with a conceptual analysis of force and motion as presented in the Malaysian secondary physics curriculum specifications and textbooks. This was followed by analysis of the science education literature on students' alternative conceptions involving force and motion, analysis of textbooks presentations of force and motion, and importantly a synopsis of the history of scientific thinking about force and motion. Subsequently, the pre-service teachers were required to prepare lesson plans aided by the researcher based on the above tasks, and this was followed by the development of a teaching sequence which was intended to be implemented in teaching practice with peers (called microteaching in Malaysia), and after further refinement in the practicum in a real classroom (under supervision). Participants were third year (15 males and 20 females) and fourth year (18 males and 60 females) pre-service physics teachers in their final year of undergraduate studies. The third year cohort consisted of experienced primary school teachers seeking to become secondary school physics teachers via a three-year conversion course. The fourth year cohort had no prior teaching experience, but held degree-level qualifications in physics. Quantitative data were gathered through two tests of conceptual understanding, The Test of Understanding Graph in Kinematics, TUG-K and The Force and Motion Conceptual Evaluation, FMCE tests, and a purpose-designed instrument the Beliefs About Physics Teaching, BAPT questionnaire. Qualitative data were constructed through the inspection of self-written reports about prior physics learning experiences, inspection of assignments on the didaktik analysis of physics, and individual lesson plans. Video recording and field notes made during observations of microteaching and the practicum, examination of 'written reflections' done in the middle of the methods course, during the practicum, and in the final examinations, and interviews and field notes made by the researcher during meetings with the pre-service physics teachers, completed the data corpus. The research findings indicate that generally both cohorts had difficulty understanding kinematics graphs, and weak conceptual understanding of Newtonian concepts. These findings support the findings from the BAPT questionnaire and interviews, which point to perceptions of lack of ability to teach physics, negative attitudes towards teaching specific physics topics at the secondary level, and overall low physics teaching self-efficacy. Overall the findings from the BAPT questionnaire and interviews, before the intervention based on didaktik analysis of physics suggest that these pre-service physics teachers' attitude toward, and beliefs about, physics teaching were based on career interest in teaching, and not on any intrinsic interest in physics or physics teaching as a profession. After the didaktik analysis intervention it seems that the pre-service physics teachers' teaching practices were shaped by their beliefs about, and experiences of, the physics teaching methods course generally, and the didaktik analysis experience in particular. Overall, it seems this part of methods course helped to improve pre-service physics teachers' understanding of specific physics content, improved their attitude-toward-physics and teaching, helped them to identify problems with students' learning of physics concepts, and helped their teaching practice, subsequently making them more confident about teaching secondary school physics. The pre-service physics teachers commented on the value of didaktik analysis and this was evident in the microteaching, but not in lesson plans and teaching sequence used in the practicum. It seems this was as a result of a limited amount and a drive by schools to adhere to curriculum specifications. Overall it seems the introduction of didaktik-based analysis intervention increased participants' confidence to teach secondary school physics and that these pre-service physics teachers have gone some way in developing into reflective practitioners in terms of their experiences of: their own secondary physics learning; their physics methods course, both of which led to a better and deeper understanding of physics and methods course content; and the teaching practices in the microteaching and practicum, both of which gave confidence to teach secondary school physics. Three recommendations are made from this thesis. First, the introduction of a didaktik analysis-based intervention in physics teaching methods courses such as the one in this study, necessitates identification in advance of pre-service physics teachers' attitude toward, and beliefs about physics teaching, along with their attitude-toward-physics and learning, their physics teaching self-efficacy beliefs, and their conceptual understanding of specific physics content. Second, didaktik analysis involving other specific physics content, with other cohorts of pre-service physics teachers, experienced secondary physics teachers, and physicists, is worthy of consideration. Third, the success of the use of a didaktik-based analysis in a physics teaching methods courses requires scaffolding of the teaching sequences employed, and strong support from associate/mentor teachers during the practicum, if didaktik-based teaching is to be realized in the classroom.

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Mtose, Xoliswa A. "The use of teaching portfolios in the in-service professional development of school educators." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53182.

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Thesis (MPhil)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice education programme for school educators. In this context the study had the following objectives: to establish a theoretical background for the use of teaching portfolios; to provide a rationale for teaching portfolios as tools for professional development of teachers; to investigate the use of teaching portfolios as tools for reflection in an in-service teacher education programme and to provide guidelines for utilising teaching portfolios as reflection tools for professional development of in-service teachers. The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The DE is a typical case, because the findings from this case might be used to inform other undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service teachers were targeted for the research. At the time of analysis the teachers were in the first year of a two-year diploma in Education (DE) programme. The unit of analysis of this study was teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray the professional development of the teachers through their reflections. techniques employed included document study, interviews and observations. The data generating The constant comparative method was used for data analysis. The categories derived from the data analysis were the following: Portfolios are tools for learning from experience; Self assessment strengthens commitment to competent classroom practice; Portfolios provide opportunities for professional development. Concerns about portfolio development dissipate with time and Teachers were able to reflect more deeply. The teaching portfolio in this study has been identified as a vehicle for both self and collaborative evaluation. Guidelines for implementing portfolios in an in-service teacher education programme have been offered by this study, and recommendations have been made for further research.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders. Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval, aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit. Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer; Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend; Opvoeders het die vermoë om in diepte te reflekteer. In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie gemaak.

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31

Smith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.

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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.

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32

Leste, Andre. "The socialisation of young people in the National Youth Service of Seychelles." Thesis, University of Sussex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384808.

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33

Sahin, Vildan. "Evaluation Of The In-service Teacher Training Program." Phd thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607752/index.pdf.

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The purpose of this study was to examine the effectiveness of the in-service teacher training program, The Certificate for Teachers of English (CTE), run jointly by two departments: The Department of Basic English (DBE) and the Department of Modern Languages (DML) of the School of Foreign Languages (SFL) at Middle East Technical University (METU) in terms of whether it achieved its objectives and to provide suggestions regarding the redesigning of the program for the following years. The model used for evaluating the program was one proposed by Kirkpatrick (1998
first devised in 1959). This model entails 4 levels of evaluation to carry out while evaluating training programs. Reaction, Learning, Behavior and Results. The research questions focused in this study are all in line with these four levels. The participants of the study were four folded. The main participants were the trainees attending the program. (N=6, 2 from DML
4 from DBE). Another group of participants were the trainers of the program. (N=2). The third group of participants was the chairpersons at the two departments. Finally, data were collected from the students of the trainees and non trainees. Data was collected via questionnaires from the trainees and their students, interviews with trainees, trainers and chairpersons, observations of sessions of the program and trainees&rsquo
lessons, and related documents of the program. The data collected was analyzed qualitatively using the Miles and Huberman (1994) procedure for analyzing qualitative data: data reduction, data display and conclusion drawing/verification. Results revealed that the CTE program was effective in terms of achieving its objectives. However, there could be improvements in certain components of the program. Another result of the study was that the application of Kirkpatrick&rsquo
s training program evaluation model was not very effective in the evaluation of the CTE program. The main drawback was that the model is a nonlinear one which made it difficult to concentrate on a particular level of evaluation at a particular time. Therefore the suggestion for a more linear and definite model for the evaluation of the CTE program was proposed.

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34

Duru, Sibel. "Pre-service elementary education teachers' beliefs about teaching and learning in Turkey /." [Bloomington, Ind.] : Indiana University, 2006. 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:3243776.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction (Elementary Education), 2006.
Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4430. Adviser: Mary B. McMullen.

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35

Bollington, Lynne Carol. "Pharmacy education and training in the hospital service in Wales : identifying demand and development capacity." Thesis, Cardiff University, 2010. http://orca.cf.ac.uk/55505/.

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This study was initiated because of concerns that NHS hospital pharmacy departments in Wales had insufficient training capacity to deal with a predicted increase in training demand. The first aim was to develop an understanding of the need for the research, the second aim was to estimate training workload and capacity for work-based pharmacy training. The research then focussed on preregistration pharmacist training and first aimed to explore reasons for variations in training workload and then aimed to develop recommendations for practice that would optimise training capacity. Interviews obtained stakeholder opinion about the need for the study; a questionnaire obtained estimates of training workload and capacity; case studies were used to explore preregistration pharmacist training practices and a survey was used to develop strategies and recommendations for practice. Interviews and a group discussion were used to achieve a consensus about the adoption of the recommendations. All seventeen NHS hospital pharmacy training sites in Wales were included in the study. The study resulted in the development of twelve recommendations which were contained within three strategies aimed at optimising training capacity. The strategies were: ensure preregistration trainee pharmacists have appropriate levels of responsibility; ensure that the content and level of preregistration pharmacist training is appropriate; and ensure that effective use is made of existing training resource. If NHS hospitals in Wales implemented the recommendations for preregistration pharmacist training practices identified in this study, training workload should then be reduced and/or training quality maintained or improved which would lessen the impact of an increase in training demand on services.

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36

Lu, Hong. "Information communication technology support for in-service training of higher education English teachers in China." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436797.

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This research is primarily concerned with the provision of in-service training for TEFL lecturers in universities serving rural areas of China between 1998 and 2004. Given the growing number of undergraduates studying English in these universities, there was a clear need to ensure that English teaching was delivered as effectively as possible. Following a needs analysis of English teachers based in universities in rural China, a clear need to design a programme to enhance communication skills and evaluate the possible role of ICT in delivering this programme was identified. The first stage of the research was based upon a needs analysis of lecturers in China and involved the establishment of focus groups and the administration of targeted questionnaires to ascertain the current situation concerning their training needs. As a result of the needs analysis, it became clear that in-service training was only taken up by a small percentage of lecturers each year and information was obtained on a wide variety of perceived problems (of access to and types of training) together with options on solutions. A particular concern identified was that the potential of information technology was largely unexplored, though a majority of respondents expressed support for training based on a flexible, ICT-driven approach. An additional concern expressed the need to develop lecturers' communicative skills as part of their knowledge of English.Arising from the results of the needs analysis a test model was designed to examine the potential of ICT in this area. The pedagogic and practical bases for the model drew upon an incremental approach to learning involving these two stages. A web-based hypermedia environment was constructed using as an exemplar an embryonic training unit on the acquisition and teaching of oral skills. The test model was piloted in the UK and trialed by lecturers within the target group in the UK and rural China. Data was gathered on the perceived success of the innovative approach and on aspects such as accessibility, ease of use, presentation and motivation. An evaluation of the test model was made showing clear support for the approach. Useful information was generated for future iterations of a modified training scheme. KEY WORDS: constructive research, ICT, web-based course, distance education, education technology, in-service teacher training

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37

Mofokeng, Lenka Elias. "A study of in-service education and training (INSET) of university lecturers in South Africa." Thesis, University of Pretoria, 2003. http://hdl.handle.net/2263/26731.

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38

Somuncuoğlu, Yeşim. "An analysis of change in pre-service teacher education in Turkey by using vhaos theory." Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/503730/index.pdf.

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Thesis (Ph. D.)--Middle East Technical University, 2003.
Keywords: chaos theory, pre-service teacher education, organizational change, teacher professionalism, educational restructuring and reform, teacher education programs.

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39

Nilsen, Mona. "Food for thought : communication and the transformation of work experience in web-based in-service training /." Göteborg : Acta Universitatis Gothoburgensis, 2009. http://hdl.handle.net/2077/20235.

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40

Meaklim, Timothy Paul. "The costs and benefits of training within the police service in Northern Ireland." Thesis, University of Hull, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252560.

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41

Mohamed, Abdul Rashid Bin. "The English connection tales from the Malaysian-UK BEd (TESL) in-service programme." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267562.

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42

Simpson, Donald. "The responses of local education authorities to changes in their functions : a study of in-service education and training." Thesis, Open University, 1998. http://oro.open.ac.uk/18862/.

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This research is about the politics and policy processes of education. The focus is on central Government policy relating to INSET and the political activity and responses of LEAs to new policy developments. LEAs have a statutory duty to provide efficient and sufficient schooling. This entails a concern for the professional quality of teaching. To meet this responsibility LEAs traditionally employed advisers, maintained teachers' centres and secured provision by sending teachers on INSET workshops/courses. During recent years, however, changes in the funding of LEAs and the introduction of specific grants significantly impacted on the organisation and delivery of INSET. This research ascertains the INSET provision in a sample of five LEAs; identifies the similarities and differences between these authorities in their responses to the changing funding mechanisms; and examines the underlying rationale for the variation in INSET provision. The research methodology is underpinned by an eclectic ethos. Concepts are derived from theories of organisations and policy implementation.A range of data collection techniques are employed. The research concludes that the responses to change adopted by the five LEAs in the sample are different in several important respects. Each LEAs INSET policy greatly depends on the authority's size, resources, history, culture, commitment and avenues of communication. Even where similar structures have developed, disparities in the mode of operation are evident. By way of representing the full range of responses to change which characterises each LEA, the researcher uses a spectrum. All of the LEAs in the sample sought to establish a 'partnership' with schools in regard to INSET. However, in each case, associations are framed according to a distinct set of values. At one end of the spectrum is an hierarchical association; at the centre a association which is complementary; and at the other end an enterprise association with schools.

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43

Simpson, Donald. "The responses of local education authorities to changes in their functions : a study of in-service education and training." N.p, 1997. http://oro.open.ac.uk/18862.

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44

Shawie, Khammas Ilaby. "An evaluation of the pre-service training programme for technical education teachers in Iraq." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237738.

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45

Dlamini, Zodwa Priscilla, H. R. Mhlongo, and M. S. Mabusela. "In-service training needs of educators in the teaching of writing skills: a case study of primary schools at eSwatini." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1755.

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A dissertation submitted in fulfilment of the requirements of the degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2019.
Writing is dominant in schools and continues to be important for effective communication. Therefore, learners need to be up- skilled in writing skills as their everyday activities. This study was conducted to investigate the in-service training needs of educators in teaching writing skills in primary schools at eSwatini. The study responded to the questions: (a) To what extent are educators teaching languages, trained in teaching writing skills to primary school learners? (b) What in-service training needs do educators have in teaching writing skills of primary school learners? (c) What competencies do educators possess for teaching writing skills? The mixed method design was adopted for this study which triangulated focus group semi structured interview, documentary analysis and lesson observation. Purposive sampling was used to sample N=56 educators in eight primary schools and N= 6 trainers from three teacher training colleges. The mixed-method approach was used to collect data. Quantitative data were analysed using the statistics, frequencies and percentages as well as cross tabulation. Qualitative data from focus group interviews were analysed by identifying patterns and themes. The study revealed the lack of Pedagogical Content Knowledge (PCK) in the teaching of writing skills. The findings imply that there no methods of teaching employ in teaching writing skills. In addition, the study findings imply that among other things, there was lack of parental involvement and lack of support from school administrators and government. Recommendations made from this study were that: in-service training department should strengthen workshops with regard to writing skills, there should be preparation of lessons, setting of test, scheme of work and marking of learners’ work. Furthermore, the training colleges should have comprehensive writing skills programmes for all pre-service educators, and not only those who major in languages.

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46

JOHNS, KENNETH MELVILLE. "THE INFLUENCE OF INSERVICE EDUCATION ON CURRICULUM DEVELOPMENT BY ELEMENTARY SCHOOL TEACHERS IN THE LANGUAGE ARTS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187952.

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The purpose of this descriptive study was to investigate whether or not there was any change in behavior on the part of teachers who participated in a university graduate level course which used an inservice format. The course in question was on the effective construction of elementary school language arts curriculum. The subjects were those who had taken the course and who volunteered to participate in the study. Ten of the twenty who finished the course volunteered. The data was collected by conducting two interviews and administering two questionnaires. During the interviews, the research technique of stimulated recall was used to help the subjects remember past experiences. The first questionnaire determined to what extent the subjects were likely to distort their self-reporting on the second questionnaire. The second questionnaire was used to collect data in reference to how the subjects saw their roles within the framework of the inservice course. Instrumentation consisted of: Interview quides, Part I and Part II; the Reynolds Social Desirability Scale; and the Role Perception Scale. All but the Reynolds Social Desirability Scale were developed by the researcher. An analysis of the data provided ample evidence to support the following conclusions: (1) A university level graduate course in language arts curriculum development can be regarded as inservice education. (2) A positive change in the way teachers think about the influence of effective curriculum development on student growth can occur within the framework of a graduate level course in elementary school language arts curriculum construction. (3) Teachers actually implement their personal language arts curriculums constructed as a course requirement for a graduate level course in elementary school language arts curriculum construction. (4) The university instructor plays a prominent role in bringing about change in thinking and behavior on the part of teachers taking a university graduate level course in elementary school language arts curriculum construction.

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47

Sahamkhadam, Nasrin. "Effect of In-service Training on Teachers’ Attitudes Towards Inclusion : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Jönköping University, HLK, CHILD, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49949.

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Background: Inclusive education can be of great benefit to the development of children and students with special education needs. Nonetheless, regular in-service teachers across several grade levels express their concerns over managing and educating students in need of special supports who are included in classrooms along with their peers. Inclusion-focused training has been suggested as a way to promote teachers’ positive attitudes towards the education of students with different abilities. Thus, this systematic literature review attempted to investigate the effect of in-service training on in-service teachers’ attitudes towards inclusion. Method: The search was carried out through electronic databases including ERIC, PsycINFO, Web of Science, and Google Scholar limited to studies published between 1990 and 2020. The quality assessment process was conducted utilizing CASP checklist for randomized control trials. Results: In total, 12 studies were found eligible to include in data synthesis. The quality assessment showed that most studies were of moderate quality concerning study design and generalizability of results. Nine studies reported that in-service training programs had an effect on teachers’ attitudes towards inclusion. Conclusion: This study provides an overview of the effect of in-service training on regular classroom teachers’ attitudes across grade-levels. Although the teachers’ attitudes towards inclusion appear to be changed during the intervention process, long-term effects also need to be assessed. The study indicates that system-level supports and resources in the form of in-service training are beneficial for promoting inclusive attitudes among regular classroom teachers.

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48

Frey, Timothy J. "Investigating the impact of an on-line practicum experience for in-service special education teachers." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200640.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4356. Chairperson: Dennis R. Knapczyk. Title from dissertation home page (viewed Oct. 11, 2006)

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49

Semiz, Kivanc. "Pre-service Physical Education Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.

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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.

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50

Raisch, Dennis William. "Impact of case scenarios in an educational program to change drug prescribing in a health maintenance organization." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184600.

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Abstract:

This dissertation evaluated the provision of two different one-to-one educational interventions, randomly assigned, to two separate groups of medical practitioners at a health maintenance organization (HMO), Cigna Healthplan of Tucson, Arizona. A control group received no intervention. Each group consisted of seven physicians and one nurse practitioner. The intervention was aimed at improving the prescribing of the anti-ulcer drugs, cimetidine, ranitidine, and sucralfate. The theoretical basis for the study involved the cognitive principle of vividness, which implies that more vivid information has greater effect on decisions. For this research, the vivid intervention included case scenarios, while the non-vivid intervention included statistical information of the results of a drug use review. Prescribing data, consisting of percentages and cost of inappropriate prescriptions, were collected for one month prior to and for two months after the intervention. Analysis of covariance was employed with the pre-intervention measures of prescribing as the covariate in each test and post-intervention measures as the dependent variables. No differences were found between the two interventions, but the control group was significantly different from the intervention groups. For the first post-intervention month, it was found that the interventions resulted in significantly lower percentages of prescriptions written inappropriately for indication, dose, or duration (P = 0.001). These percentages decreased by 36% for the intervention groups, while increasing by 14% for the control group. Costs of inappropriate prescribing per study prescription and per patient encounter were also significantly lower for the intervention groups than for the control group (P = 0.001 and P = 0.019, respectively). In the second post-intervention month, inappropriate prescribing increased slightly in the intervention groups and were no longer significantly different from the control group. The research demonstrated the effectiveness of a one-to-one educational intervention in improving drug prescribing at an HMO. The lack of differences between the two interventions may have been due to the overall effectiveness of the one-to-one educational discussion, the interpretation of the statistical information as prescribing feedback by the practitioners, or the inadequate presentation of vividness in the case scenarios.

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