Dissertations / Theses on the topic 'Initial Teacher Education initiatives'
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Sanderson, Nicole Brigit. "Gender issues in initial teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ33449.pdf.
Full textHooks, Laura Sebastian. "Towards More Effective Teacher Professional Development Initiatives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1586.
Full textPaul, Leocordia. "Values and conflict in initial teacher education." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/798096/.
Full textTilbury, Daniella. "Environmental education : developing a model for initial teacher education." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.
Full textRoberts, Deborah Claire. "Student withdrawal and persistence in initial teacher education." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552816.
Full textSmith, Mary Elizabeth. "Partnership in initial teacher education: a first evaluation." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488269.
Full textDiaz, Patricia Barrientos. "Developing reflectivity in initial teacher education in Chile." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444107.
Full textHeaney, Sally. "Change in initial teacher education : a case study." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361384.
Full textCarlisle, K. "An examination of Coteaching in Initial Teacher Education." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501241.
Full textWhitworth, Linda. "Engaging Phronesis : religious education with primary initial teacher education students." Thesis, Middlesex University, 2018. http://eprints.mdx.ac.uk/23887/.
Full textLebar, Othman Bin. "Evaluating initial teacher education in Malaysia : a case study." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296933.
Full textReynolds, Margaret. "Competences in initial teacher training : a philosophical perspective." Thesis, Queen's University Belfast, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295422.
Full textYontz, Brian David. "Teacher Candidates’ Perceptions of the Emphasis on Stewardship in Their Initial Teacher Licensure Program." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275054415.
Full textAl-Smadi, Yahya. "Evaluation of the 'class-teacher' pre-service teacher education programme at the University of Jordan." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287157.
Full textBack, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.
Full textRobinson, Deborah Christine. "Developing initial teacher education for special education needs, disability and inclusive practice." Thesis, Open University, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664283.
Full textWilkin, Margaret. "Ideology and the initial teacher training curriculum 1960-1990." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294995.
Full textAlderton, Julie. "Pedagogical discourses and subjectivities in primary mathematics initial teacher education." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html.
Full textCompton, Ahsley Kerry Jane. "The interplay between creativity and assessment in initial teacher education." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9510.
Full textMELO, ALESSANDRA SILVA TARGINO DE. "FUTURE TEACHERS IN INITIAL TEACHER EDUCATION MEETINGS: AN EXPLORATORY PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26544@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Esta dissertação tem como objetivo lançar uma perspectiva exploratória para reuniões de trabalho, das quais participam um grupo de professores em formação inicial e sua formadora, previstas dentro do Programa Institucional de Bolsa de Iniciação à Docência (PIBID|CAPES), que desde 2007, configura-se como um incentivo do governo federal à formação inicial de professores. Orientada pelos princípios da Prática Exploratória, a pesquisa é de cunho qualitativo e insere-se no paradigma participativo e colaborativo. Por buscar entendimentos acerca da área de formação de professores e ao investigar o discurso em reuniões sociohistoricamente situadas, este estudo interdisciplinar insere-se na área da Linguística Aplicada e apoia-se em conceitos da Sociolinguística Interacional e da Análise da Conversa, para proporcionar um maior entendimento do que estava acontecendo na interação entre os participantes. Duas reuniões foram gravadas em áudio: uma, entre os licenciandos e, a outra, na presença da coordenadora. A análise dos dados selecionados baseou-se no desejo de entender e refletir sobre as crenças e questionamentos presentes no discurso do grupo de futuros professores e nas suas identidades profissionais construídas no entre-lugar de licenciandos, bolsistas e futuros professores. Os entendimentos gerados nesse estudo interpretativo apontam para a construção interacional de identidades a partir de crenças e questões sobre a vida em sala de aula e fora dela, que vão de encontro ou assemelham-se com o olhar exploratório da professora-pesquisadora, tanto como ex-licencianda quanto como professora já em serviço. O estudo contribuiu para criar maiores inteligibilidades situadas e exploratórias sobre questões emergentes na formação de professores. Foi possível construir entendimentos relevantes a respeito do discurso docente pré-profissional e problematizar a influência destes discursos na qualidade de vida das salas de aula onde os futuros professores irão atuar.
This dissertation takes an exploratory perspective towards work meetings in which a group of future teachers and their teacher educator participate. These meetings happen in the context of the Institutional Grants Program for Initial Teacher Education (PIBID|CAPES), which started in 2007 as a federal government encouragement of initial teacher education. Oriented by the principles of Exploratory Practice, this research is qualitative in nature and was developed within a participatory and collaborative paradigm. In its search for understandings about teacher education and due to its interest in studying the discourse of socio-historically-situated meetings, this interdisciplinary Applied Linguistics research also relies on concepts of Interactional Sociolinguistics and Conversation Analysis to provide deeper understanding of what is happening in the interactions between participants. The data selected for analysis were the audio-recordings of two meetings: one among undergraduates and the other in the presence of their teacher educator and were analyzed in order to understand and reflect on the beliefs and issues that emerge in the discourse of future teachers and in their identities, as constructed in their combined roles of undergraduate students, grantees and future teachers. The understandings generated by this interpretative study point to the interactional construction of identities, as participants discuss their beliefs and issues about life inside and outside the classroom. This group s belief system resembles and distances itself from that of the teacher-researcher, both as a former undergraduate and as a novice teacher. The current investigative reflection contributed by generating greater intelligibility about emerging themes in initial teacher education. It was possible to reach relevant understandings about the discourse of initial teachers and to problematize the influence of this discourse on the quality of life of the classrooms where these future teachers will work.
Flornes, Kari. "An action research approach to initial teacher education in Norway." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/122/.
Full textBermingham, Susan Hazel. "Problematising the concept of 'personal geography' within initial teacher education." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/579562/.
Full textGunn, Lynette M. "Initial teacher education for early childhood teachers: A rhizomatous inquiry." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112362/8/Lynette_Gunn_Thesis.pdf.
Full textEferakorho, Jite. "A critical analysis of multicultural education reform initiatives in a collegiate teacher preparation program /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115540.
Full textJones, Jean. "Towards partnership in teacher education : the development of structure and process in a postgraduate initial teacher education course." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10006536/.
Full textSood, Krishan. "Marketing and initial teacher training in higher education : bridging the gap." Thesis, University of Leicester, 2001. http://hdl.handle.net/2381/30978.
Full textYip, Heung-ling, and 葉香玲. "A study of kindergarten principals as mentors for initial teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B42574912.
Full textField, Sue. "Identifying a pedagogy of initial teacher education (ITE) : issues and ambiguities." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/14170/.
Full textYip, Heung-ling. "A study of kindergarten principals as mentors for initial teacher education." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B42574912.
Full textVan, Heerden Sene. "Newly qualified teachers ‘classroom practices as supported by initial teacher education." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2870.
Full textThe objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.
Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.
Full textTurvey, Keith. "Narrative ecologies : a teacher-centred model for professional learning and practice with technologies in initial teacher education." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/f2fd22b1-cfb1-4c22-ab78-51ab27d52e77.
Full textCooper, Victoria L. "Perceptions of secondary school-based partnership courses in initial teacher training." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246293.
Full textMatei, Speranta-Gabriela. "Student teachers as researchers : an inquiry-oriented approach to initial teacher education." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269853.
Full textLong, Kelly Ann. "The teaching practice component of initial teacher education: a social justice approach." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60200.
Full textWai, Ling Chu. "Learning through group discussion : a case study of initial teacher education practice." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435969.
Full textWu, Li-Juing. "Initial teacher education in England and Taiwan : the issue of curriculum inconsistency." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283945.
Full textMouvogny, LieÌ Patrick. "Information and communication technology and initial English language teacher education in Gabon." Thesis, University of Brighton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441890.
Full textHernon-Jarvis, Jane. "The role of emotions in initial teacher training in English further education." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28655/.
Full textCampbell, Maria. "Initial teacher education and the Irish multicultural classroom : opportunities, challenges and developments." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10020750/.
Full textRamollo, Jeanette Khabonina. "The construction of Foundation Phase Mathematics Pedagogy through Initial Teacher Education Programmes." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45896.
Full textDissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted
Pedley, William G. "The initial education of secondary teachers in England and France : a comparative study." Thesis, Loughborough University, 1989. https://dspace.lboro.ac.uk/2134/13714.
Full textHall, Michael D. "The new further education teacher as an agent of change : a case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/703813/.
Full textHall, Michael D. "The new further education teacher as an agent of change: A case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. https://arro.anglia.ac.uk/id/eprint/703813/1/Hall_2018.pdf.
Full textMcDougall, Mary Catherine, and m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students perceptions of why they want to teach." Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.
Full textAhmed, Mah-E.-Rukh. "Comparative perspectives on initial primary teacher education and training in England and Pakistan." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:5533.
Full textWolf-Watz, Margareta. "Becoming a Teacher in Mathematics and Science : A Study of the Transition from Initial Teacher Education to School Practice." Licentiate thesis, Umeå University, Education, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-327.
Full textThis study follows student teachers from initial teacher education into their first teaching jobs, with the aim of gaining insights how student teachers become teachers of mathematics and science. The study has in two stages. In the first part focus, the focus is on the beliefs and conceptions – termed here as ’personal didactics’- that student teachers have about teaching and learning mathematics and science. These are captured by open-ended interviews on completion of initial teacher education. Stage 1 is thus subject specific. Findings indicate that student teachers have an applied approach to mathematics and science. Findings of the study challenge teacher education to develop mathematics and science as a more democratic, moral and cultural enterprise. It is suggested that closer connections are needed between different parts of initial teacher with a continued discussion about how and in what areas subject teaching can develop in teacher education. The second stage of research - two years later – involved data collection through observation, field notes and post-observation interviews. This stage is a follow-up study building on the stage 1 and has a more sociological emphasis inspired by Bernstein’s concept of educational codes. The research shows how the structure of schools influences teachers and their possibilities to enact teaching that is consistent with their understanding of mathematics and science as school subjects. Schools have different codes and teachers’ practices were constrained by the opportunities that each school offered as well as each teacher’s personal didactics. Most of the teachers in the study worked in schools organised in such a way that new teachers have considerable autonomy over their own teaching. After two years of practise teachers generally felt freer to organise science teaching and put more planning and preparation of science lessons as compared to mathematics. The overall study illuminates the relationship between initial teacher education and school practice, and suggests an enhancement of initial teacher education and professional development as a unity.
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/.
Full textWilliams, Joan B. "The nature of the mentor/trainee relationship in physical education initial teacher training." Thesis, University of Brighton, 2010. https://research.brighton.ac.uk/en/studentTheses/b15a4243-7f89-4361-a165-a7be30b1195a.
Full textChrisostomou, Charalambos Loizou. "An investigation of the information technology provision in initial teacher education in Cyprus." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369376.
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