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1
Wong, Tak-wing Paul. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601915.
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Chan, Kam-hung. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18886899.
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Wong, Tak-wing Paul, and 王德榮. "Stress, burnout and attrition of PE teachers in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959088.
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Swan, A. "Learning from multilingual teachers of English." Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11891/.
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The changing nature of English Language teaching in today’s world, driven by the forces of Globalisation, prompts a number of questions about the roles and identities of English language teachers. Previously acceptable dichotomies, notably ‘native/non-native speaker’ and ‘Centre/Periphery’ are consequently being challenged in studies of who teaches English, where they teach it and what they teach. I embarked on the current study because I felt that the ‘native/non-native’ dichotomy did not adequately describe the knowledge and skills of English teachers I had worked with worldwide. I developed a qualitative interpretative approach, as befitted the interpersonal nature of the study, and gathered data by recording conversations with fifteen participants from seven countries about their experiences of learning, using and teaching English in their contexts. The rich content they provided enabled me to delve below the oft-quoted dichotomies and uncover qualities rarely acknowledged in multilingual teachers. The most important features identified in the study concern the diminished importance of the ‘native speaker’ and the concomitant growth in the confidence of the multilingual teacher. My data reveals that this confidence has been acquired through depth of linguistic knowledge, through observance of other cultures, and through resistance to the encroachment of English by finding a place for the language which satisfies the needs of multilingual users without requiring subservience. In discovering these strengths of multilingual teachers, my exploration of their contexts demonstrates the importance of stepping outside the boundaries of one’s own limited environment and appreciating the range and depth of knowledge which individual English teachers are able to draw on to take ownership of their professionalism.
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Fletcher, Simon. "Touch as problematic practice : PE teachers in the context of risk society." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/343990/.
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Physical contact is an inevitable aspect of physical education, yet the discomfort which this engenders in a risk averse climate makes tactile interaction between adult and child distinctly problematic. This thesis will analyse the contemporary challenges and practical tensions that surround the act of touch between physical education (PE) teachers and their pupils, attempting to understand the influence of a culture of accusation on professional identity. Utilising semi-structured interviewing with a range of PE staff, the findings have been analytically reinterpreted to form a fictional narrative, representing empirical discussion in a way that cultivates an evocative interrogation of adult/child discomfort. The use of two differing methodological approaches deliberately exploits parallels which may not be immediately apparent. The combination of ‘conventional’ empirical method with ‘alternative’ techniques allows us to redefine the traditional alongside a procedurally sound investigation, taking advantage of the interplay between what is both said and unsaid. Benefitting from the theory of Michel Foucault, Ulrich Beck, Zygmunt Bauman and Anthony Giddens, the project engenders a collaborative conceptual outlook alongside a formative rationalisation of the contemporary educational landscape. Using this work has enabled an analysis of disciplined conditioning amongst PE teachers, the risk practice and fear which has contemporarily emerged, and the role of reflexivity within this. Given that current trends have prioritised suspicion, thereby undermining notions of practical freedom, it is important to explore the ways in which staff have alternatively reacted to this, since ‘traditional’ modes of interaction are gradually eradicated. Through the combination of appropriate social theory with an expressive methodological approach, it has become possible to attend to the current climate with an exploitation of discursive social formation. The study has ultimately recognised the potential for a disruption of fear based discourse thorough an alternative treatment of marginalisation, in ways both productively suggestive and previously underexplored.
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Karageorgopoulou, Efstathia. "Inclusion and teaching Physical Education (PE) in Greece : PE teachers' understandings and practice of inclusion and Mosston's Spectrum of Teaching Styles." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/29054.
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Inclusion in relation to special educational needs (SEN) has become an imperative in the educational policies of many countries. However, the implementation of inclusive practice is not straightforward and has been the focus of many studies. In Physical Education (PE), Mosston’s Spectrum of Teaching Styles is an integral component of many educational systems but has not been studied in relation to teachers’ understanding of inclusion and inclusive practice. Mosston’s Spectrum of Teaching styles has been promoted in Greece since 2006 and this study investigates the relationship between the beliefs and practices of specialist primary PE teachers in Greece in relation to inclusion and Mosston’s Spectrum of Teaching Styles. The study has a single-case research design with embedded units and was conducted in mainstream primary schools with 15 participant PE teachers. Data was collected using semi-structured observations of participants’ PE lessons followed by semi-structured interviews focusing on their understanding of inclusion, of inclusive practices and their knowledge and use of Mosston’s Spectrum of Teaching Styles. The findings suggest that some of the teachers’ beliefs about inclusion resonate with current understandings as reported in the literature whereas other teachers refer to older understandings of inclusion and disability. Very few teachers had a detailed knowledge of Mosston’s Spectrum of Teaching Styles but were found to use them to some extent during their lessons. While not commonly associated with inclusion, the teaching styles from Mosston’s Spectrum that were used did not prevent the use of inclusive practices by the teachers. This study relates Mosston’s Spectrum of Teaching Styles to a single dimension of inclusion and challenges the value it is accorded in Physical Education policy in Greece where inclusive practice is promoted by particular educational policies. The findings lead to suggestions for enhancement of both policy and practice in the context of Physical Education in Greece and more widely.
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Kubanyiova, Magdalena. "Teacher development in action : an empirically-based model of promoting conceptual change in in-service language teachers in Slovakia." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10387/.
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This longitudinal mixed methods study concerns the professional development of eight non-native English as a foreign language (EFL) teachers in Slovakia. Raising awareness of the teacher's role in creating conducive learning environments has not traditionally been part of the aims of EFL teacher education programmes. This study therefore set out to explore the impact of a 20-hour experiential in-service teacher development course that had been informed by theoretical principles drawn from within as well as outside the domain of applied linguistics, including second language motivation research, group dynamics and educational psychology. A combination of quantitative measures (pre- and post-test questionnaires measuring students' perceptions of their classroom environment) and qualitative measures (interviews, observations, and written course feedback) were employed to assess the course impact on the teachers' conceptual change. The results show that although some traces of impact were found in the participants' teaching practice, conceptual change did not occur despite their positive appraisals of the programme. Further interrogation of qualitative data about the reasons for this outcome has led to the generation of an integrated model of Language Teacher Conceptual Change (LTCC), which accommodates and thus interprets the variable and individual ways in which the eight teachers responded to the course input. The fact that the complex and idiosyncratic growth patterns fitted comfortably into the proposed conceptual framework provides validation for the theoretical construct, and the LTCC model is therefore believed to offer an integrated, theoretically-informed and empirically-grounded framework for future research on language teacher development and for designing effective teacher education interventions.
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Chan, Kam-hung, and 陳錦雄. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959222.
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Sonyel, B. "Teachers' perceptions on their actual teaching performances : a case study of English preparatory school teachers' perceptions in Eastern Mediterranean University of North Cyprus." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11211/.
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This research is carried out to explore teachers’ perspectives upon their teaching practices with respect to the in-service training program, C.O.T.E. they had been through. Teaching and in-service training have always been my interest area. Besides, after having informal conversations with the administrators from the Ministry of Education and owing to my observations, in North Cyprus the current education system needs to reformed considering main themes such as curriculum, in-service, pre-service training, material and curriculum design, lifelong learning, duration of school hours, financial issues and so forth. In this qualitative research, two major research questions guided this study. As a researcher the constructivist philosophical stance has been employed due to the fact that the purpose is to investigate teachers’ perspectives and in order to achieve this teachers themselves constructed their own perspectives on their teaching practices. Questionnaire, semi-structured interviews, video recording methods were used to gather the data. Questionnaire is used at the beginning of this research to grasp the general picture and at the same time to determine the number of participants. Then, semi structured interviews as pre and post were used to grasp a deeper understanding of teachers’ perspectives and video recordings were used to reflect teachers’ perspectives on their actual teaching practices. I finalized the research study by analysing and triangulating the participants’responses in relation to two major points as follows: o The effectiveness of the programme on teachers’ practice as evidenced through video recordings and discussions of their teaching. o Teachers’ perceptions of C.O.T.E with respect to the effectiveness of the training programme in course design, materials and practical experiences. I ended the research with the voice of the participants by underlying the significance and effectiveness of in-service training programs in general. The limitations of this study with the recommendations for further research are suggested at the end.
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Lei, Man. "Teachers' understandings of the 2011 PRC curriculum for teaching English." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33831/.
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This thesis reports an enquiry into Chinese primary and junior high school English teachers’ perceptions of, and responses to The Revised Curriculum (2011) for Full-time Compulsory Education. This document claims to hold a very different view of English teaching from pervious curricula, but this claim is largely unexplored. The research first aims to understand the challenges The Revised Curriculum (2011) poses for primary and junior high school teachers of English in the PRC. On the basis of this, the research also aims to understand teachers’ beliefs about The Revised Curriculum (2011) and what challenges they identify. Research into effective teaching gives a prominent role to teacher beliefs and knowledge not only about teaching, but also about changing any existing practices. Fullan (1993) argues that any educational reform ultimately relies on teachers, so their views and perceptions are pivotal to the success of The Revised Curriculum (2011). The study was conducted in two phases. Phase one involved a document content analysis of the 2001 and 2011 curricula to identify the changes aimed for in the 2011 curriculum and evaluates how these changes might affect teachers. In this phase of the research, a novel approach was taken to examine teachers' views of the Revised Curriculum (2011) through their activities on web forums in China. Their comments were sampled and analysed using NVivo to generate a map of their views and the relationships between them. The Phase one research showed that The Revised Curriculum (2011) is different from the 2001 version in some important ways. It foregrounds the humanistic value of student-centred teaching and learning, while giving teachers free choice of teaching method and a new role by contributing to curriculum development for the classes they teach from reflecting on the effectiveness of their methods and practices. Phase two of the research, based on the findings of Phase one, used written teacher questionnaire responses and semi-structured individual interviews in order to collect the views of a wider sample of teachers. This thesis reports the results and analysis of the teachers’ views and perceptions. The findings amplified the findings from the Phase one research and suggest that teachers have a range of concerns. The teachers in this study were uncertain about their new role; they were not clear about what a shift to student-centred teaching and learning implied. The teachers were also uncertain about the nature of reflection on their own practice and the possible accountability this reflection might entail. This study suggests these teachers were finding it challenging to understand the notion of the teacher as a professional who does not simply know and deliver the curriculum according to the new definition, but is seen as responsible for designing and creating the curriculum for their own particular students. This study also identifies an important tension between the published curriculum and the assessment system for English in China which, if left unresolved, is likely to leave teachers unable to meet the demands of both.
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Gheralis-Roussos, Eleni. "The motivation of English language teachers in Greek secondary schools." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/11245/.
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This thesis addresses a largely uncharted area within language motivation research, which is the motivation of teachers of English as a foreign language (EFL). A qualitative research approach was employed to identify and document different motivational influences affecting EFL teacher motivation. The method of analysis employed in our dataset, which consisted of a series of in-depth qualitative interviews with Greek state EFL and non-EFL teachers, followed the principles of grounded theory. Most of the findings coincided with insights from other teacher motivation studies; namely that the intrinsic aspect of teaching was the most satisfying, and thus the most motivating, of all motivational factors, while the extrinsic aspect both within and outside the school context was one of the main contributors to teacher demotivation. However, the findings have also highlighted an area that had not been paid much attention to in the literature, the temporal dimension of teacher motivation, which plays an important role in the development and motivation of the teacher due to the fact that teaching as a profession is a lifelong engagement. The study has offered several insights into EFL teacher motivation and the results are hoped to facilitate the alleviation of the problem of teacher demotivation and dissatisfaction. The thesis concludes with implications for future work in this novel area of research.
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Grell, Lina, and Anutida Holmgren. "(No) Touching Discourse in Indian PE : A study on the physical interactions between PE teachers and their students in the Indian state of Kerala." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60913.
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This study was conducted in the Indian state Kerala, among 15 physical education (PE) teachers. The aim of this study was to investigate intergenerational touch in the daily work of Indian PE teachers, and more precisely whether or not the teachers thought intergenerational touch was an issue and what their views on this subject were. The data was generated through semi-structured interviews with teachers from Keralan primary, secondary and upper-secondary schools. Collected data was analysed by using Michel Foucault’s theoretical concepts of discourse, power/knowledge, bio-power, governmentality, normalisation and panopticism. The study identifies a number of different discourses, in which physical interaction emerged as a dilemma for Indian PE teachers. Two of the most distinct ones were, what we refer to as, the “no touch”- and “risk”-discourses. Based on the findings of this study we conclude that the gender of the PE teacher plays a crucial role in whether a teacher choose to physically interact with their students or not. Societal norms have a great influence on PE teachers’ actions concerning intergenerational touch, which in this context cohere around no touch.
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Beaumont, Lee. "PE teachers' and pupils' perceptions of the delivery of health-related exercise in physical education." Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/40454/.
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The concept of health-related exercise (HRE) emerged within the Physical Education (PE) profession during the 1980s (Green, 2008). Subsequently, HRE has gained momentum within many UK schools and the position of health has increased within the National Curriculum for Physical Education (NCPE). The ambiguous nature of the NCPE, over this period, led to educationally undesirable practices in HRE (Cale and Harris, 2009a; Harris, 2009, 2005, 2000a). This has been exacerbated by the NCPE only outlining the content to be taught and not 'how' the content should be implemented (Harris, 2009). The purpose of this study was to explore HRE delivery methods (permeated-only, discrete-only and combined approaches) in secondary school PE lessons. Fifteen PE teachers (7 female and 8 male; aged 22-54 years) and forty-seven pupils (35 male and 12 female; aged 11-16 years) were selected from four secondary schools. A qualitative multiple site design was adopted that utilised semi-structured interviews of PE teachers and pupils, and direct lesson observations. The study revealed that the discrete approach was by far the most popular method of delivering HRE. PE teachers preferred the discrete approach because it allowed a designated time slot to undertake meaningful health and fitness work. Pupils also preferred HRE being delivered in a discrete manner because it was more 'functional' than other approaches and allowed them to concentrate on one aspect at a time within a lesson. The two other approaches investigated displayed mixed fortunes. Results are discussed in relation to the implications for research and practice and provided the first insights into pupils' and teachers' perceptions of the range of HRE delivery methods 'in situ' HRE practice. Future research should investigate the most effective method of HRE delivery.
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Mohammed, Alnijres Batoul. "An investigation into the professional development of English teachers in Syrian secondary schools." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/21874/.
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Despite continued interest and research into teacher professional development (TPD), as an important topic within English language teaching, the researcher identified some areas where there is much still to reveal. These include: teachers' customary engagement with different TPD activities aside from when a researcher imposes some TPD activity on them for a study (normal TPD practices); whether teachers are aware of the notion of TPD, and, if so, what they think it is; what TPD activities they would ideally like to follow: and what they and other stakeholders in a particular context see as the effects of TPD on teaching (beliefs about TPD). I interviewed twenty secondary school teachers of English in provincial Syria, of varying backgrounds (e.g. years of experience, training, rural or urban teaching location) and eighteen other stakeholders with a range of relevant roles in the same context (e.g. head teachers, trainers, ministry officials). The data was analysed thematically and showed that individually the teachers exhibited beliefs that lack fully formed knowledge of the concept of TPD, though between them most of the key features were mentioned. Teachers reported engaging in a number of TPD activities not prompted from the outside (e.g. reflective) and evidenced a broad view of TPD by wanting to pursue many different types of it, not just the same types as what they already did. Obstacles to TPD included many things that would exist even without the war, such as rural location. There was evidence that teaching experience, prior TPD in the form of training courses, and contextual factors affect TPD. Teachers and other stakeholders exhibited points of both agreement and disagreement concerning the impact of TPD on teachers and teaching, though the vast majority of both stakeholders and teachers reported a positive impact, including on teacher affect as well as teacher beliefs and practices with respect to teaching. Implications are suggested both for teachers and other stakeholders.
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Upton, Pamela Rose. "Re-positioning the subject: trainee English teachers' constructions of grammar and English." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/10168/.
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There is a requirement, within Key Stages One to Four of the National Curriculum for English, that pupils should be taught various aspects of Knowledge About Language which draw on an explicit understanding of English grammar. Many English teachers find themselves ill-equipped to deal with grammar, not only because they have gaps in their own knowledge, but because they struggle to reconcile the teaching of grammar with the progressive philosophies which have underpinned English teaching in recent decades. A number of studies have explored the philosophies of English teaching. My aim was to examine the perceptions of trainee English teachers on grammar and its place in English teaching within the context of changing definitions of English, and specifically the National Curriculum version that they would be teaching to. A mixture of quantitative and qualitative data from questionnaire surveys and interviews enabled me to make a detailed description of trainees' prior experience of learning grammar and their feelings about teaching it. However, when I came to analyse their understandings of grammar and English, I came up against issues of interpretation and epistemology which caused me to re-think my analytical approach and my overall methodology. The problem was that questions on the meanings of grammar and English teaching had generated a complex, wide-ranging and often contradictory set of responses. I felt a conventional method of coding and analysis could not adequately reflect the intricate, shifting nature of trainee perceptions at this early stage of their apprenticeship. Allied to this were problems of epistemology: the dangers of treating data as fact at a time when the view of my respondents on teaching and on themselves as teachers were in a state of transition. My solution was to change my analytical method, to treat the data as discourse, to use discourse analysis to explore the multiple meanings of English and grammar for trainee teachers and to construct a model which could reflect the fluidity, the contradictions and the potentialities of this discourse. In this way I was able to provide evidence of a transformative process whereby trainee constructions of grammmar were broadening and becoming more compatible with their constructions of English and of themselves as English teachers, while at the same time demonstrating the contradictions and conflicts which continue to characterise subject English.
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Chewapun, Suchart. "Job Satisfaction Among Physical Education Instructors at Teachers Colleges in Thailand." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330841/.
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The purpose of this study was to investigate job satisfaction among physical education instructors at Teachers Colleges in Thailand by using the Faculty Job Satisfaction/Dissatisfaction Scale developed by Olin R. Wood, which was translated into the Thai language by Vatthaisong. The investigation was based on the 10 facets of job satisfaction selected from Herzberg's Motivation-Hygiene theory: achievement, growth, interpersonal relations, policy and administration, recognition, responsibility, salary, supervision, the work itself, and working conditions. The questionnaire consisted of 68 items. A 6-point rating scale was used for the 10 facets of job satisfaction. A total of 169 physical education instructors from 36 Teachers Colleges in Thailand, or 86.22% of the population, participated in this study. For this investigation, frequencies, percentages, one-way ANOVA, and the Scheffe method were used for data analysis. Significance was established at the .05 level. From the findings of this study it could be concluded that physical education instructors were satisfied with their jobs. The major sources of satisfaction were ranked as follows: interpersonal relations, the work itself, achievement, recognition, responsibility, working conditions, growth, policy and administration, supervision, and salary. The gender variable did not contribute significantly to job satisfaction, while region, age, level of education, work position, years of teaching experience, and salary level did contribute significantly to job satisfaction. There were no significant differences between the overall job satisfaction (item 68) of the physical education instructors and their demographic classifications. The levels of overall job satisfaction derived from the 10 facets and item 68 were similar. Thus it could be concluded that physical education instructors at Teachers Colleges in Thailand were satisfied with their jobs.
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Rossi, Anthony James, and mikewood@deakin edu au. "Knowledge, identities and dilemmas of the self in physical education teacher education." Deakin University. School of Social and Cultural Studies in Education, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.140209.
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The purpose of this study was to understand how becoming a physical education teacher is shaped by personally and socially constructed knowledge and is affected by the rules and resources of the structural systems in which physical education teacher education (PETE) takes place. The study was influenced by the traditions of Personal Construct Theory (Kelly 1955), the theoretical tenets of social constructionism (Gergen 1991), and Giddenss work on structuration (1984) and self-identity (1991).
Ten PETE students participated in the study over almost three years. They undertook repertory grid sessions periodically through their study, followed by learning conversations, in which the grid itself was discussed, reworked and collaboratively analysed. All conversations were audio taped and were fully transcribed. The data were analysed in three ways, all of which were used to construct a story of the study. First, the grids were analysed for patterns, consistencies across students and for consistencies within students. These grids provided the first level story that related to constructions of knowledge. These constructions were then content analysed using analysis categories developed from Gergens notion of the saturated self and Giddens ideas of identity in late modernity. These analyses represented what Giddens calls a double hermeneutic since to all intents and purposes, the story of the study was constructed from the participants constructions of what it is to be a physical education teacher.
The data suggests that during the process of constructing professional knowledge the student experienced a series of dilemmas of professional self-identity. It seems that to become a PE teacher, the dilemmas must be worked through until a position of what Giddens calls ontologist security has been achieved. Some students in this study had not managed to reach such a point before they left university and entered the teaching profession. In spite of this, the methods of the study allowed the participants to begin to articulate their theories and visions of teaching physical education. The therapeutic qualities of Kellys theory encouraged a number of the students to see it differently (Rossi, 1997) and to begin to develop a rationale for physical education based on educational practice that considers the needs of individuals and the promotion of a socially just community. I have argued however that this critical approach to physical education pedagogy was considered risky and as such students who were prepared to engage in such risk strategies also had other strategic relational selves (Gergen, 1991) to minimise risk at key times during their teacher education.
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Jamil, M. G. "Technology enhanced teacher-learning in rural Bangladesh : a critical realist inquiry with secondary teachers of English." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/383975/.
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In this thesis I explore the feasibility of technology enhanced teacher-learning approaches in rural Bangladesh. The secondary teachers of English are my research focus and, apart from them, the core stakeholders include the head teachers and the local teacher trainers. My research questions cover specific inquiries on the learning culture of these teachers, their attitudes about the application of technology in teacher-learning, and realistic pedagogical and management procedures for operationalising technology enhanced teacher-learning in rural Bangladesh. In my investigation I follow the critical realist and mixed-method research approaches by addressing the psychological, social, educational and technological perspectives of the stakeholders. Based on an extensive literature review on learning, pedagogy and technological interventions in professional development, I propose that the post-constructivist approaches (I use this term to refer to social constructivism and connectivism) are appropriate for the teacher-learning programmes for rural Bangladeshi teachers. The approaches are also compatible to various technological interventions. I initially design a technology enhanced teacher-learning framework emphasising the applications of teachers’ experiences and reflections which, based on my research findings, extends to the applied form by incorporating the management, application of teacher-learning in teaching, and monitoring procedures. For collecting the research data I conduct a questionnaire-based survey and a series of six workshop-led focus group discussion sessions in a rural district of Bangladesh. In the process I emphasise the inclusion of different stakeholders and their higher participation to gain relevant indigenous knowledge representing realistic findings. The collected research data and their analysis provide useful baseline information particularly about the learning culture of the stakeholders and their perceptions about technology enhanced teacher-learning approaches. It also provides practical guidelines on the effective and sustainable approaches of technology enhanced teacher-learning in rural Bangladesh context. I expect that the learning from this research would help design and implement effective technology enhanced teacher-learning schemes for rural Bangladesh and, at the same time, provide guidelines to operationalise similar professional development programmes for the teachers of other subjects of other institutional levels representing different educational contexts.
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Dagkas, Symeon. "Physical education teachers' practice and perceptions in relation to the teaching of PE to Muslim students in Greece." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392788.
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Wang, Qiang. "Primary EFL in China : teachers' perceptions and practices with regard to learner-centredness." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2420/.
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The central focus of this study is to explore how learner-centredness is perceived and practised by Chinese primary EFL teachers in the recent national curriculum reform in China, which promotes learner-centred ideology in all school subjects beginning from 2001. Following an introduction to the research context, the study begins with a comprehensive literature review for the purpose of finding out where and how notions of learner-centredness originated and developed in the West from the past to the present, from general education to the field of English language teaching, along with doubts, criticisms, and confusions gathered around the ideology. This is followed by a review of studies on learner-centred educational reforms in developing countries. Chinese philosophical thoughts, traditional educational practices, and recent research efforts into learner-centred teaching are also reviewed to highlight the influence of specific cultural contexts for implementing such an ideology. To investigate the Chinese primary EFL teachers' views on and practices in learner-centredness, this study adopted a mixed mode of research methods using both quantitative and qualitative techniques to collect data in order not only to reveal the scale of impact of the curriculum reform on teachers' views and practices but also to provide an in-depth understanding of teachers' classroom behaviours with regard to learner-centredness. The study involved a large scale questionnaire survey of 1000 primary EFL teachers and 18 classroom observations of teachers acknowledged as being good teachers along with various forms of teacher interviews by which teachers' beliefs and behaviours regarding learner-centredness were studied. The main findings from the study are as follows: (1) Chinese primary EFL teachers overwhelmingly welcomed the new ideology for curriculum change while pedagogically they preferred a middle path - the teacher-directed learner-centred approach (TDLC). (2) Both their beliefs and reported practices reflected a mixture of learner-centred and teacher-centred teaching. (3) Classroom practices of 18 teachers representing good practices at the time of the study showed clear Chinese characteristics of teacher-directed learning centred teaching. Based on the data collected from different sources, the cultural appropriateness of learner-centred teaching in the Chinese context is discussed. A reconceptualisation of the concept for the Chinese primary EFL context is drawn from teachers' views, which contributes to a better understanding of Chinese primary EFL teachers' perceptions and practices of learner-centredness in China. The research has important implications for teacher educators in understanding and supporting teachers for curriculum change and for research into learner-centred education in different contexts as well as for research into primary EFL in other developing countries.
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Aldred, Deborah Elizabeth. "Exploring students' and teachers' perceptions of roles in English language classrooms in Hong Kong." Thesis, University of Glasgow, 2002. http://theses.gla.ac.uk/1963/.
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The difference between roles prescribed by teaching methodology and roles that classroom participants are or are not willing to adopt is sometimes cited as one reason for the problems in the implementation of new teaching policy. Personal experience, consistent with such an argument, formed part of the rationale for this research into students’ and teachers’ perceptions of roles in language classrooms in Hong Kong. This thesis presents a pathway for exploring perceptions of roles of students and teachers through the development and use of a conceptual framework. This conceptual framework highlighted the need to explore the concepts of perceptions and roles, and the factors influencing roles. Exploration of these indicated that the research should include an analysis of the research context and two empirical studies. These studies focused on attitudes, beliefs and cultural dimensions and data were collected through questionnaires and interviews. The findings identified differences between the perceptions of roles expressed by students and teachers. Comparison was also made with reports from teachers and stereotypical images portrayed in the literature. While findings and differences may in part be associated with the social and economic changes in Hong Kong, they also provide insights that potentially offer greater understanding about the role relationship between students and teachers. These insights include possible implications of these findings for teaching approaches, curriculum and materials design, educational change and teacher education. The findings illustrate that students’ and teachers’ beliefs need to be investigated more deeply to ensure that further information is gained that can be applied to the teaching and learning process.
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Herold, Frank. "The development of pre-service teachers subject knowledge during a post-graduate physical education teacher education programme." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/13618.
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This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher Education (PETE) course. It investigates the knowledge bases for teaching which pre-service teachers recognised, developed and prioritised, as well as the key influences that impacted on their subject knowledge development. Adopting an interpretive methodology informed by constructivist grounded theory, the study employed interviews, lesson observations and post-lesson reflections as principal research methods. Pre-service teachers were seen to make wide-ranging progress in their subject knowledge, including the development of content knowledge, pedagogical content knowledge, general pedagogical knowledge, knowledge of curriculum and knowledge of pupils. Through this they advanced their view of the nature of PE and how they wanted to teach it. The research highlights, that the process of knowledge development in PETE is socially constructed and complex. Much of the pre-service teachers development was influenced by various communities of practice, particularly their school placements PE departments, but also their University-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to pre-service teachers development. University-based learning was credited by pre-service teachers with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. The impact of different subject knowledge profiles and the consequences of knowledge deficits are identified. This raises questions about the role and development of subject knowledge within PETE and calls for a re-vitalised debate on the nature of the knowledge in PE. Framed within an ever-changing policy landscape is the need for enhanced and stable partnerships that promote shared visions of PETE, an essential part of which is the need to collaboratively design and evaluate explicit knowledge development pathways which allow pre-service teachers to fulfil their potential and genuinely decide how they want to teach PE.
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Can, Nilufer. "A Proverb Learned Is A Proverb Earned: Future English Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613381/index.pdf.
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This thesis investigates future English teachers&rsquoexperiences of learning English proverbs in Anatolian Teacher Training High Schools (ATTHS) in Turkey. In order to reveal the situation about proverb teaching in English language classrooms in ATTHS, students&rsquo
opinions are sought and coursebooks are analysed. In doing this, this study aims to find out EFL teacher trainees&rsquo
attitudes towards learning and teaching English proverbs, their conceptualization of proverbs, their thoughts about their knowledge and use of English proverbs, and perceptions about how sufficiently their English teachers and coursebooks at high school taught them English proverbs. This study also aims to uncover how the English coursebooks they used in ATTHS teach proverbs. To achieve these aims, a questionnaire is administered to 187 freshman ELT students
a semi-structured interview is conducted with volunteers and the coursebooks used by the majority are examined using an analysis form and a checklist. As a result, it is found that those teacher trainees have positive attitudes towards learning and teaching English proverbs, think that they do not have enough knowledge of English proverbs and that their English teachers and coursebooks did not teach proverbs sufficiently. Moreover, the participants&rsquo
conceptualization of proverbs reflects traditional definitions. Besides, coursebook analysis reveals that while the examined local coursebooks contain almost no proverbs at all, the analysed international coursebooks include a relatively bigger number of proverbs. However, except for some of the semantic and cultural aspects of proverbs, there is hardly any explicit reference to other aspects of proverbs in all the coursebooks examined.
24
Erdoǧan, Sultan. "Experienced EFL teachers' personal theories of good teaching : a PCT-based investigation." Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2624/.
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The importance of understanding teachers' cognition has been frequently stressed in connection with an ongoing debate regarding the need for a new knowledge base in English language teacher education. However, as is indicated in Chapter One of the present thesis, there has so far been relatively little actual research into teachers' cognition in the field of ELT, and the majority of studies have focused on pre-service and novice, rather than experienced teachers. Research into experienced teachers has tended to rest on the questionable assumption that characteristics of `experts' can be identified and their knowledge prescribed to novices. Additionally, most studies have been carried out in ESL contexts, not the secondary school EFL contexts in which most teachers of English in the world work. This justifies the focus in the present study on identifying experienced (but not necessarily `expert') teachers' personal theories of good teaching in an EFL secondary school context in Turkey. Both the contents and the overall nature (structure and sources) of such teachers' theories are investigated, as is the extent to which their classroom practices are congruent with their theories. The study adopts a Personal Construct Theory (PCT) perspective which is justified and explained in Chapter Two, and employs repertory-grid and follow-up interviews, and stimulated recall interviews based on video-recordings of lessons (as explained in Chapter Three). Four teachers, whose years of experience range from eleven to twenty-five years, are particularly focused upon. Findings are presented and discussed in four chapters, which focus, respectively, on: participants' core constructs relating to `Significant others' in their past and present experience (Chapter Four); shared views (as revealed by content analysis) relating to professional development, and roles and relationships (Chapter Five); both shared views and individual constructs relating specifically to classroom practice and pedagogy (Chapter Six); and, finally, how the participants' personal theories are put into practice and situational constraints are perceived (Chapter Seven). In Chapter Eight I discuss how the personal theories of the participants in this study appear relatively unaffected by formal theories of teaching and learning but are particularly informed by core constructs which have moral and affective significance. These core constructs have deep roots in participants' personal biographies, and they have, to varying extents, developed ways of mediating them into their practice. This process is explained with reference to PCT, and original findings are also offered regarding the overall structure of teacher cognition and the way teachers respond differently to common constraints. The thesis ends (Chapter Nine) with a summary of implications and limitations of the study, suggestions for future research, and final reflections on theory-practice dissonance.
25
Zhang, Naixin. "Beginning EFL teachers' beliefs about teaching and learning in the context of secondary schools in China." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33399/.
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This study examined the beliefs about English teaching and learning of six Chinese secondary school EFL teachers, whether any changes occurred in their beliefs during the first three years in the profession, and why beginning teachers changed or did not change their beliefs. Data were collected over a period of 10 months using semi-structured interviews, concept mapping, and journal entries. The findings showed how teachers’ learning in the workplace influenced change or no change in beliefs, how their schools supported learning, how teachers elected to engage in activities and how these affected the nature of their beliefs.
26
Armenta, Delgado I. "Constructing the concept of 'culture' in a Mexican university language department : the struggles of a small group of English teachers and students." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12991/.
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This thesis is an investigation of how a group of foreign and local English language teachers and students at the Language Department of the University of Guanajuato, Mexico construct ‘culture’. Through an ethnographic approach, with the use of interviews and classroom observations as the means for gathering data, the stories of eight teachers and twenty four students were explored, in order to unravel their constructions of ‘culture’. Given the abstract nature of the concept ‘culture’, critical incidents from my personal and professional experience were used to spark the participants into sharing their stories. It was through the telling of these stories that the thoughts, ideas and feelings of the participants regarding the Self and the Other were revealed. The construction of ‘culture’ was found to be a complex process in which teachers and students struggle in negotiating diverse sources of knowledge—from the personal (parents and upbringing), to professional and/or public discourses. The processes of relativization, recognition and transformation, as understood in the cosmopolitan tradition, were adopted to explore individuals’ capabilities in constructing ‘culture’. When constructing people and ‘cultures’, individuals are seen to traverse personal and professional trajectories, making the ability to relativize worldviews a challenge. Thus, the cosmopolitan imagination, which foresees Self and societal transformation, is seen to aid the individual in effecting the relativization of worldviews, so that recognition from the perspective of the Other and transformation are made possible. Constructing ‘culture’ was found to be a non-linear process, sometimes smooth and sometimes a struggle. Indeed, this thesis proposes that there are many intersecting factors in the construction of ‘culture’: the concepts which are invoked, the processes involved, and the abilities utilized when deliberating over ‘culture’. The individual is seen to draw upon all of these resources according to the specific contextual factors of the intercultural event.
27
Chinda, Bordin. "Professional development in language testing and assessment : a case study of supporting change in assessment practice in in-service EFL teachers in Thailand." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10963/.
Full textAbstract:
This longitudinal qualitative study concerns the investigation of the impact of a professional development (PD) programme conducted at an English department in Thailand. The PD programme was carried out as a series of nine in-service workshops with five non-native English as a Foreign Language (EFL) teachers in the English Department. The workshops aimed to provide these teachers with theoretical and practical understanding of performance-based language assessment with a focus on the rating process. In the investigation of the impact of the PD on these teachers, individual and focus group interviews were used as the research methods. From the analysis of the data, guided by Grounded Theory, the findings show that the PD programme had a positive impact on the teachers who participated in the workshops. These teachers have become aware of their rating styles, established their own consistent rating styles, become confident when rating students’ performances, become critical to the assessment practices, realised roles of teachers in assessment, and recognised possibilities of changes in assessment. In other words, they have become more self-consistent when rating their students’ performances and they have become more critical to the assessment being used in the department. The insights gained from this research pose the implications for professional development, indigenous rating criteria and collaborative action research.
28
Althaqafi, Abeer Sultan. "Perceptions of pioneer female Saudi higher education EFL teachers : a qualitative study of their experiences in English language teaching." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30695/.
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This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices. This research is teacher-centred in the sense that it is written from the teacher’s point of view, at a time of multiple changes in Saudi Arabia, where teachers’ views are not always taken into consideration. The research focus is on teachers’ perceptions of current EFL practices and the role they play in curriculum development and planning, and considers what barriers are hindering them from working towards student-centred and active inquiry-oriented learning environments. The data used to examine teachers’ perceptions and experiences of current English language teaching (ELT) practices are drawn from a sample of 12 female Saudi EFL teachers, who have been awarded international degrees and who are practising ELT in a university in Saudi Arabia. Data sources include semi-structured interviews, classroom observations, focus group discussions and a drawing activity. The findings revealed: (1) Overall, bureaucracy and a top down approach adopted by the higher education institution affects teachers’ perceptions and pedagogical quality; (2) Empowerment appears to be an essential, but not sufficient condition to achieve real changes and successful educational outcomes as it depends on teachers’ expertise and their own methods of instructional practice; (3) The need for more continuous professional development (CPD) programmes is an emergent aspect that requires further attention. Three significant issues were raised for further research and comment, relating to the mismatch between current policy aspirations for professional development and the reality of teachers’ experience. At the end of this thesis, implications for in-service training of teachers in a mono-cultural society such as Saudi Arabia were discussed.
29
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.
30
Abdullah-Sani, Azizah Siti Zaleha. "An analysis of the development of teacher belief constructs during teaching practice and in the novice year of teaching : a case study of English language teachers in the Malaysian context." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/36424/.
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If you ask a group of people "What are the qualities of a good teacher?" they are more likely to say that a teacher must be knowledgeable, compassionate, firm and fair. If you ask the same group of people "How do we prepare teachers to have all those good qualities?" you are more likely to get as many suggestions as there are people in the group. We all seem to agree on the quality teacher we want but we are less in agreement about the ways in which we might achieve those objectives. Over the years several models of teacher education have been suggested. These models testify to the continuous search for the best way to prepare teachers. There are varying viewpoints on whether teachers are better prepared if they spend more time in school so that their knowledge is acquired through practical means or whether teachers should receive sufficient knowledge on campus studies before they are let loose. What is sufficient theoretical and practical knowledge for the beginning teacher anyway? Do we know enough about how the participant on the teaching program makes sense of the knowledge acquired from the program when against his/her life experiences? This study explores the process of learning to teach by eight young women on the B.Ed degree link program as they prepare themselves to become English language teachers for secondary schools in Malaysia. The study follows their progress as they make the transition to beginning teachers. Specifically, the study explores the construct of their beliefs about teaching and learning prior to teaching practice, during teaching practice and in the post-training situation. Discussion of the findings from this longitudinal study is followed by recommendations for improving the preservice program and the support for beginning teachers in the novice year of teaching.
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August, Thozama Ncediwe. "Improving school management systems of low pass rate of high schools in the PE school district." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/12571.
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The DoE is structured in such a way that in all the provinces there are Districts which are formed by clusters. The performance of each province is measured according to that of the different Districts. This District performance reflects back to the schools in the clusters where they are found. Everyone is keen to know which District will be the top performer in the Grade 12 results in the Eastern Cape; because this is where performance of each school is measured. In the past years it was sad to notice that the Eastern Cape schools have had a very low pass rate. The DoE (PE) District has a challenge to change the situation in which the province finds itself. This research seeks to address the challenges encountered by the schools which are not able to improve their pass rate. It focuses on the school management systems of low pass rate schools; and how can they be modified. It is vitally important to manage the organisation or institution in a way which will optimize performance. That is the reason for discussing and debating the way school management is operated in the high pass rate schools, so that differences between the two categories of schools are noted and good strategies are utilised in low pass rate schools. For the PE District to improve; the schools in the circuits must improve in their performance. Each circuit is allocated an Educational Development Officer (EDO). It is the duty of the EDO to monitor and evaluate the schools in their circuits. These departmental officials have to ensure that schools are managed well; that is, that the school management systems are functioning properly. They need to assist the schools in any way they can, in order to improve the performance of the schools. This research study seeks to bring forward the challenges faced by the low performing schools so that every stakeholder in the schools and in the DoE is on board to improve the situation. Improvement in the circuit will help the province to enhance its overall performance.
32
Ko, James Yue-on. "Consistency and variation in classroom practice : a mixed-method investigation based on case studies of four EFL teachers of a disadvantaged secondary school in Hong Kong." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11363/.
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This mixed methods study was based on teacher case studies examining classroom practices of four EFL teachers of the same department of an underperforming secondary school in a socially-disadvantaged area in Hong Kong. Beside two international classroom observation instruments used for the quantitative classroom observations, extensive qualitative field notes were collected concurrently. Confirmatory factor analyses using the lesson as the unit of analysis generated a six-factor and a three-factor of model teaching behaviours respectively. For both instruments, results showed strong validity and reliability for strongly correlated underlying dimensions of teaching practices. Considerable differential teaching effectiveness in terms of inconsistency in observed teaching behaviours of the four teachers was noted across the various dimensions and across contexts. The qualitative field notes provided evidence that increased understanding of the variation in observed practice. Two teachers showed teaching behaviours more inconsistent across dimensions and lessons, though their effectiveness in certain dimensions in some lessons was found. Their fluctuating teaching effectiveness seemed to be under the influences of student year groups, class composition, subject content, school policy on learning, rather than class size. Themes emerged from the interviews with these teachers, the department head and the school principal suggested that cultural and school contexts might result in inconsistent teaching behaviours and revealed challenges and contradictions at individual, department, school, and system levels. This study was significant in demonstrating that both the generic and differentiated theories of teacher effectiveness may be required to account for the full spectrum of observed teaching behaviours. It also contributed to testing validity and reliability of two classroom observation instruments as it indicated that the high-inference instrument used by the inspectors might be slightly better in predicting overall judgment of lesson quality, while the lower inference instrument developed by the academics tended to generate underlying dimensions that were more distinguishable.
33
Pettersson, Ronny. "Förändringar i skolan de senaste 25 åren och idrottslärares uppfattning om sin undervisning." Thesis, Örebro University, Department of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-279.
Full textAbstract:
I den empiriska undersökning har fem idrottslärare intervjuats om vad det innebär att vara
idrottslärare i dagens skola. För att genomföra undersökningen används kvalitativa
intervjuer för att kunna komma mer på djupet och förstå hur lärarna tänker, dels angående
arbetet som lärare i stort och dels arbetet som just idrottslärare.
Alla fem lärarna är tvåämneslärare och alla jobbar i arbetslag. De har ungefär samma struktur
på sina idrottslektioner. Däremot skiljer de sig lite när man tittar på betygsbedömningen. Fyra
av lärarna utgår ifrån de nationella och de lokala betygskriterierna, medan en inte gör det, för
han anser inte att det befintliga betygssystemet är objektivt.
Svaren från intervjuerna har jag kopplat till de förändringar som skett i skolan under de
senaste 25 åren. Detta för att se hur många av förändringarna som är genomförda i praktiken.
34
Mifsud, Maria. "The relationship of teachers' and students' motivation in ELT in Malta : a mixed methods study." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12983/.
Full textAbstract:
This thesis investigates the relationship between the motivation of secondary school teachers and students of English in Malta. The study involved 34 Form Four teachers of English and their 612 students (15 year-olds). A mixed methods research methodology, involving a survey and an interview study which complemented each other, was employed. The survey measured levels of teacher and student motivation and the relationship between them through questionnaires. Some of the teachers who had taken part in the survey were then interviewed about their motivation to teach and their perceptions of the relationship between this motivation and their students' motivation to learn. The results show that mainly two factors link the motivation of teachers and students of English. These are a good rapport between teachers and their students and high teacher efficacy. Both of these factors increase the motivation of the students and their teachers. Type of school and the students' attitudes toward Maltese speakers of English were also found to be influencing factors in the relationship between teacher and student motivation. Recommendations which stem from the study are that teachers should seek ways of professional self-improvement through support groups and Continual Professional Development courses. Other suggestions, both at the school level and the policy level, are put forward. These recommendations, if implemented, should improve teacher motivation which would in turn lead to improved student motivation as a positive relationship between the two has been established. The study is one of its kind in that it has established, for the first time, that an empirical link exists between teacher and student motivation.
35
McGee, J. E. "Keeping the faith : a study of Muslim schoolgirls' identity and participation in school-based PE, and teachers' understanding of students' religious needs." Thesis, University of Worcester, 2011. http://eprints.worc.ac.uk/1604/.
Full textAbstract:
This thesis is an ethnographic case study empirical investigation of a group of Muslim schoolgirls and their PE teachers at two schools in the West Midlands. It examines the issues surrounding their religious and ethnic identity and how this may conflict with participation in school-based PE . The issues raised in the introductory literature on ethnic identity, gender and cultural issues in PE give rise to the over-riding purposes and key aims of the present study. The four main aims are:- 1. To investigate the identity of Muslim schoolgirls. 2. To investigate whether the Muslim female identity impacts upon participation in school-based PE 3. To investigate PE teachers‟ perception of the Muslim female identity and how they meet the needs of female Muslim pupils in PE and school sport 4. To investigate whether the PE teachers use inclusive practices in their lessons. Social Identity Theory underpinned the study focusing the research analysis and interpretation and aims to explicate the PE experiences by employing a qualitative methodology and in the process generate theory grounded in the data. The empirical data were gathered over a period of twenty months, mainly by in-depth interviewing of the two sets of respondents, using semi-structured interview schedules. Through forms of triangulation, the research illuminates the same issues from two different perspectives: the pupils and their teachers. The social categories of ethnicity and religion play a key part in shaping the identity of Muslims schoolgirls. The girls have supportive families whose values are moulded to a large extent by an Islamic ethos. However, the teachers, by-and-large, misunderstand various religious and cultural mores of these pupils‘ and their families. The girls perceive PE as a subject, which allows for freedoms not found elsewhere in the curriculum and they recognise the importance of physical activity. Nevertheless, the study confirms the findings of previous research, which found that issues of kit, fasting during Ramadan and extra-curricular activities posed problems for Muslim pupils; 4 these are features, which are especially compounded when teachers are not aware of the issues. The findings exposed the inadequacies of teacher training and the exclusionary nature of traditional physical education settings. It was apparent that although teachers were committed to inclusive practice, in reality the experiences of pupils were more reliant upon the quality of individual teachers. Teachers are effective where they have been trained to teach in multi-ethnic schools and are, therefore, sensitive to the issues involved. Multi-cultural and racism-awareness courses appear to be indispensable for a better understanding of the pupils and making them available to all teachers, regardless of their hierarchical standing, can be advantageous.
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Sousa, Bernardina Santos Araújo de. "A Escola Normal Regional Nossa Senhora do Carmo em Belo Jardim-PE: desfilando o habitus professoral pelas ruas da cidade." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/4726.
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It is evident the effective participation of the catholic segment in the new directions of the town, including in it the public instruction. In this sense, the crossway of the catholic morality and the teachers‟ education proposal is unveiled as teacher s habitus. Habitus, as a category, is borrowed from Pierre Bourdieu and particularized, in the educational perspective, as a manifestation of a way to be a teacher. Michel de Certeau contributes with the category of quotidian. Through it, the explicit marks of way of being a school and the way of being a city is explored. The categories of memory, silence and forgetfulness find in Paul Ricoeur a fundamental theoretical support. These categories recover along the text some important references about the collective memory of the normalistas‟ (teachers to be in the process of education), of the town and of the Escola Normal Regional Nossa Senhora do Carmo‟. The 1950 decade situates temporally this research as this period refers to the implantation and the closure of this institution. Belo Jardim, Pernambuco responds for the space where this institution wrote its existence. The narratives, the written and iconographic documents, and the journals constituted the corpus of the research. Being ethnographic, this research involves eight subjects in interviews. Seven of them used to be students and one used to be a teacher at the Escola Normal‟. The personal files, as well as the interviewers‟ biographical objects contributed significantly to the constructed understandings about the research object. In the same way, the public achieves contributed with their documents and journals to elucidate various points along this study. The consociated projects referred in the objective supported the commitment of the teacher‟s education with a model of society that assumed the contents of the civilization, higienism, and modernization as the proposed horizon. Thus, the so called the fine flowers girls were demanded, as subjects of prestige, to be committed to the construction of a town in quest of a urban model, designed upon the economical perspective of the industrial capital. This perspective, for one hand, demands a paradigm of the higienism, civilization, urbanity and patriotism and, for another, must preserves the patterns of the catholic morality. In consequence, these women were introduced in this model, as protagonists in the search of the balance between the tensions keeping apart and putting together new habits and old catholic traditions. The genealogy of the Escola Normal Regional Nossa Senhora do Carmo‟ reveals the teachers Antenor Vieira de Melo and Maria do Carmo Paes Vieira as the ones who fomented, in the local plots, the installation of both the Instituto São Luiz e da Escola Normal Regional Nossa Senhora do Carmo. In this sense, they were the responsible ones for the symbolic construction of this paradigm. The religious and civic festivals are highlighted as being of equivalent value to the consociated projects guiding the proposed urban model. The strong involvement of the Escola Normal‟ in these festivals, in spite of its private non-confessional nature, reveals the intents of a town building its conservative-modern discourse through the teacher‟s education bias. Thus, the Escola Normal‟ was identified, by the way of the establishment and consolidation of the teacher s habitus, as the proper ambience to prepare, in the missionary view, the new protagonists of the proposed urban reformation.
Este trabalho tem como objetivo compreender os projetos consorciados entre a Escola Normal Nossa Senhora do Carmo, primeira do seu gênero em Belo Jardim, e a Igreja Católica local. Evidencia-se a participação efetiva do segmento católico nos rumos novos da cidade e da instrução pública. Nesse sentido, o atravessamento da moralidade católica na proposta de formação das normalistas, traduzido no habitus professoral, é desvelado. A categoria habitus, apropriada de Pierre Bourdieu, e ressignificada na perspectiva do pedagógico, em termos gerais, é particularizada como habitus professoral, que se traduz como a manifestação de um jeito de ser professora. Michel de Certeau contribui com a categoria cotidiano. Exploram-se, através dela, as marcas expressas cotidianamente no jeito de ser escola e no jeito de ser cidade. As categorias memórias, silêncio e esquecimento buscam em Paul Ricoeur seu principal apoio teórico. Elas recuperam ao longo do texto importantes referências sobre a memória coletiva das normalistas, da cidade e da Escola Normal. O recorte temporal é a década de 1950, período referente à implantação e fechamento desta instituição e o espacial a cidade de Belo Jardim, em Pernambuco, onde a escola escreveu existência. As narrativas, os documentos escritos e os periódicos constituíram o quadro da pesquisa. De natureza etnográfica, ela envolve envolveu oito entrevistadas, sendo sete ex-normalistas e uma ex-professora. Os arquivos pessoais e objetos biográficos das entrevistadas contribuíram significativamente com os entendimentos construídos. Igualmente contribuíram os acervos de documentos e periódicos dos arquivos públicos (municipal e estadual). Os projetos consorciados referenciadas no objetivo endossaram o compromisso da formação docente com um modelo de sociedade que assumia os conteúdos da civilização, do higienismo e da modernização como horizonte. As moças da fina flor foram convocadas, como sujeitos de prestígio, a assumirem o compromisso com a construção de uma cidade que perseguiu um modelo urbano, construído na perspectiva econômica do capital industrial. Tal perspectiva, ao mesmo tempo em que demanda um paradigma moderno de higienismo, civilidade, urbanidade e patriotismo, deve manter, contudo, os padrões próprios da moral católica. Assim, essas mulheres se inseriam na construção desse modelo como protagonistas na busca do equilíbrio entre as tensões que separam e aproximam novos costumes e velhas tradições católicas. A genealogia da escola normal revela os professores Antenor Vieira de Melo e Maria do Carmo Paes Vieira como os sujeitos que fomentaram, nas tramas do local, a implantação do Instituto São Luiz e da Escola Normal Regional Nossa Senhora do Carmo, fazendo, assim, emergir a construção simbólica desse paradigma. Nessa construção, as festividades cívicas e religiosas se tornam de equivalente valor dentro dos projetos consorciados que encaminham o modelo urbano proposto. O forte envolvimento da Escola Normal nas festividades cívicas e religiosas da cidade, apesar de sua natureza não confessional e seu pertencimento à esfera privada, revela os propósitos de uma cidade que edificava seu discurso moderno-conservador pelo viés da formação de normalistas. Assim, a Escola Normal identificou-se, através do estabelecimento e consolidação do habitus professoral, como ambiente que se reservava o dever de preparar, na perspectiva missionária, as novas protagonistas da reforma urbana proposta
37
Hassan, Syed Sabih Ul. "Recent education changes at higher education level in Pakistan : English language teachers' perceptions and practices." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7662/.
Full textAbstract:
Higher Education Institutes (HEIs) of any country could be a source of providing professionals to the country in many fields. By doing so, HEIs could play a pivotal role in the economic growth of the country. In Pakistan, it seems that, in the wake of this realization, steps have been taken to reform Higher Education. Drawing on the Triple I model of educational change covering Initiation, Implementation and Institutionalization (Fullan, 2007) this study focuses on the planning and implementation of reforms in the Education system of Pakistan at higher education level that have been introduced by the Higher Education Commission (HEC) since its inception in 2002. Kennedy’s model of hierarchical subsystems affecting innovation and Chin and Benne’s (1985) description of strategies for implementing change also provided guidelines for analyzing the changes in education in the country to highlight the role that the authorities expect the language teacher to play in the process of implementing these changes. A qualitative method is followed in this study to gather data from English language teachers at three universities of the Khyber Pakhtunkhwa province of Pakistan. A questionnaire was developed to look into the perceptions of English language teachers regarding the impact of these reforms. This was followed up by interviews. Responses from 28 teachers were received through questionnaire out of which 9 teachers were interviewed for detailed analysis of their perceptions. Thematic Content analysis was used to analyze and interpret the data. Some of the most significant changes that the respondents reported knowledge of included the introduction of Semester System, extending the Bachelors degree to four years from two years, promotion of research culture, and increased teachers’ autonomy in classroom practices. Implications of these reforms for English teachers’ professional development were also explored. The data indicate that the teachers generally have a positive attitude towards the changes. However, the data also show concerns that teachers have about the practical effectiveness of these changes in improving English language teaching and learning in Pakistani Universities. Some of the areas of concern are worries regarding resources, the assessment system, the number of qualified teachers, and instability in the educational policy. They are concerned about the training facilities and quality of the professional training available to them. Moreover, they report that training opportunities for their professional development are not available to all the teachers equally. Despite the HEC claims of providing regular training opportunities, the majority of the teachers did not receive any formal training in the last three years, while some teachers were able to access these opportunities multiple times. Through the recent reforms HEC has empowered the teachers in conducting the learning/teacher processes but this extra power has reduced their accountability and they can exercise these powers without any check on them. This empowerment is limited to the classroom and there appears to be no or minimal involvement in decision making at the top level of policy making. Such lack of involvement in the policy decisions seems to be generating a lack of sense of ownership among the teachers (Fullan 2003a:6). Although Quality Enhancement Cells have been developed in the universities to assure the desired quality of education, they might need a more active role to contribute in achieving the level of enhancement in education expected from them. Based on the perceptions of the respondents of this study and the review of the relevant literature, it is argued that it is unlikely for the reforms to be institutionalized if teachers are not given the right kind of awareness at the initiation stage and are not prepared at the implementation stage to cope with the challenge of a complex process. The teachers participating in this study, in general, have positive and enthusiastic attitudes towards most of the changes, in spite of some reservations. It could also be interesting to see if the power centers of the Pakistani Higher Education appreciate this enthusiasm and channel it for a strong Higher Education system in the country.
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Kutubkhanah, Alsaeid Hanan I. "The opportunities and constraints experienced by students and teachers using online systems for learning English at King Abdulaziz University, Saudi Arabia." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50824/.
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This case study used a mixed method approach to explore the teaching and learning of English as a foreign language through the medium of a new online synchronous programme (CentrEM) at King Abdulaziz University, Saudi Arabia. Information was collected using questionnaires (240 students) personal interviews (8 students and 4 teachers) and observations (30 online classes). A case was identified in which technology supported a restricted approach to online English language learning based mainly on grammar, listening, reading, and writing. Female learners were disadvantaged because they were not encouraged to speak in English. The Internet was used mainly as a platform for instruction and to provide access to limited learning materials (mainly the online course book). Most participants expressed optimism for the potential opportunities of e-learning; however, student attendance was relatively low and active participation was limited. Encouraging student participation was a major issue. The teachers used numerous affective strategies to persuade the students to participate; however, technological difficulties intruded at regular intervals, disrupting the flow of communication and preventing the teachers from knowing who was present. Some students were less skilled in computing and English language than others, further disrupting the classes. A traditional teacher-centred face-to-face classroom strategy was adapted for online instruction. The flow of information was mainly from the teacher to the student, with emphasis on low level recall, encouraged by prompts. The students did not engage in deep learning. There were few opportunities for the students to enter into extensive dialogues with the teachers or to be reflective. The teachers did not use feedback adaptively to plan a differentiated approach. The curriculum was not flexible enough take into account the different abilities, learning styles, and preferences of each individual student. Recommendations are provided for learners, teachers, and the institution to help develop the online programme in the future.
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Elvinsson, Tomas. "It's always good to exercise : A qualitative study about young PE teachers' attitudes towards weight training for students in primary and middle school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43704.
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Styrketräning har historiskt sett tillskrivits som en farofylld aktivitet för barn- och ungdomar.Rekommendationer från förr ger ungdomar klartecken att styrketräna först när de växt färdigt, alltså vuxen ålder. Styrketräning har dock genom modern forskning visat sig vara väldigt fördelaktigt även för barn- och ungdomar då träningsformen kan bidra med en mängd hälsovinningar. Dagens idrottande barn- och ungdomar utför ofta skadefyllda idrotter såsom fotboll, hockey och friidrott vilka skulle kunna vara betydligt mindre skadefyllda om utövarna ökar sin kroppsliga kompetens, bentäthet och styrka som styrketräning medför. Eftersom skolväsendet är den perfekta grogrunden för kunskap så vore även utbildning om- och utövande av styrketräning optimalt under dess tidiga stadium.Syftet med forskningsstudien är att undersöka unga idrottslärares attityder till styrketräning för låg- och mellanstadieelever inom ämnet idrott och hälsa. De frågeställningarna som ämnas undersökas är; 1) Vilka attityder till styrketräning för barn i låg- och mellanstadiet finns representerade hos respondenterna? 2) Hur påverkar idrottslärarnas attityder till styrketräning för barn i låg- och mellanstadiet idrottsundervisningen och i förlängningen elevernas hälsa? 3) Är idrottslärarnas tankegångar om styrketräning för barn i låg- och mellanstadiet förankrade i modern forskning eller bygger de på historiska föreställningar och rekommendationer?Studien är av kvalitativ natur då attityder och åsikter undersöktes. Datainsamlingsmetoden var enskilda intervjuer och forskningsmetoden som användes var fenomenografi. Den intervjuade populationen bestod av fyra unga idrottslärare som i dagsläget undervisade i idrott- och hälsa. Samtliga intervjuer spelades in för att sedan transkriberas. Transkriptionerna användes sedan i den fenomenografiska analysen som resulterade i fem teman.Resultatet bestod av de 5 teman som innehåll idrottslärarnas attityder till styrketräning för elever i låg- och mellanstadiet. De olika teman var följande; 1) Styrketräning ökar elevernas kroppsliga och idrottsliga rörelseförmågor, 2) Idrottslärarna vill ha mer styrketräning i undervisningen men yttre förutsättningar dikterar styrketräningens utformning, 3) Styrketräning bör var utformad annorlunda för låg och mellanstadieelever jämfört med vuxna, 4) Styrketräning ökar elevernas hälsotillstånd och 5) Styrketräning kan vara en enformig träningsform.Resultatet visar att de intervjuade idrottslärarna har övervägande positiva attityder till styrketräning för låg- och mellanstadieelever. Vidare så uppvisar samtliga informanter aktuella kunskaper om och gällande rekommendationer för styrketräning för barn- och ungdomar, dock i varierande grad. Historiska och inkorrekta synsätt återfinns emellertid också hos informanterna vilket skapar ett behov av vidare forskning inom området på en större och mer generaliserbar population.
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Mélo, Edjane de Lima Brito. "Formação continuada dos professores alfabetizadores do PNAIC da rede municipal de ensino de Catende - PE: desafios e aprendizagens." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/5592.
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A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Esta tem como objetivo geral analisar a formação continuada oferecida aos professores alfabetizadores da rede municipal de ensino de Catende-PE, no âmbito do Programa Pacto Nacional pela Alfabetização na Idade Certa, considerando as possibilidades de mudanças ou não na prática pedagógica dos professores egressos da primeira edição do Programa. Os objetivos específicos são: descrever a formação continuada do PNAIC no município de Catende; analisar as possíveis contribuições da proposta de formação continuada do PNAIC para professores alfabetizadores da rede municipal; e propor ações para potencializar a transformação das práticas docentes voltadas para a alfabetização no município de Catende. Proposto pelo Ministério da Educação (MEC), o PNAIC tem por objetivo alfabetizar todas as crianças até os oito anos de idade, e, para atingir esta meta, o programa traz como eixo principal, a formação continuada docente. A relevância desse estudo consiste nas reflexões feitas sobre os desdobramentos desse Programa na formação dos professores alfabetizadores e o reflexo desta nas salas de aula do terceiro ano do ensino fundamental. A abordagem da pesquisa é qualitativa e o tipo é estudo de caso, com produção de dados através da realização de uma seção reflexiva, realizada com vinte e um professores alfabetizadores das escolas urbanas, bem como do questionário aplicado a vinte e dois professores das escolas urbanas que participaram do PNAIC no período de 2013 a 2016 ininterruptamente. O referencial teórico foi construído a partir dos documentos do programa (BRASIL, 2015) e da contribuição de autores como Soares (2015), Tardif (2002), Gatti (2008), Freitas (2002). Os resultados da pesquisa indicaram que a formação continuada do PNAIC trouxe importantes contribuições para a mudança da prática dos professores alfabetizadores de Catende. Dentre essas mudanças destacam-se a valorização da troca de saberes e experiências docentes, a reflexão crítica sobre a prática, o reconhecimento da importância da ludicidade, a aplicabilidade de práticas de letramento. Foram detectados também entraves que atrapalharam o processo formativo: problemas de infraestrutura, pois não havia um local específico para os encontros; falta de recursos para apoiar o professor na confecção de materiais pedagógicos. Outras dificuldades identificadas foram a ausência dos gestores escolares nas ações do programa e a falta de uma proposta de acompanhamento sistemático às salas de aula. A partir da análise dos dados foi elaborado um Plano de Ação Educacional cujo objetivo é colaborar para a superação dos desafios encontrados e suscitar estudos posteriores e mais aprofundados em torno da temática aqui discutida. As principais ações do PAE são: monitoramento às salas de aula; organização de um calendário de formação continuada mensal para professores, educadores de apoio e gestores escolares, incluindo este último nas ações do programa e disseminação das boas práticas pedagógicas no âmbito da rede municipal de ensino de Catende.
This thesis is developed in the Professional Master in Management and Education Assessment (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). It has the general objective to analyze the continuing education offered to literacy teachers of municipal Catende-PE teaching under the Programme National Pact for Literacy in the Age One, considering the possibilities of change or not in the pedagogical practice of the graduating teachers of the first edition from the program. The specific objectives are: to describe the continuing education of PNAIC in the municipality of Catende; analyze the possible contributions of the proposed continuous training of literacy teachers PNAIC to the municipal system; and propose actions to enhance the transformation of teaching practices for literacy in the municipality of Catende. Proposed by the Ministry of Education (MEC), the PNAIC aims to alphabetize all children up to eight years old, and to achieve this goal, the program has as main axis, the teacher continuing education. The relevance of this study consists of reflections on the developments of this program in the training of literacy teachers and the reflection of this in the classrooms of the third year of elementary school. The research approach is qualitative and the type is case study with production data by performing a reflective session, held twenty-one literacy teachers in urban schools as well as the questionnaire applied to twenty-two teachers from urban schools who participated in the PNAIC in the period from 2013 to 2016 without interruption. The theoretical framework was built from the program documents (BRAZIL, 2015), and the contribution of authors such as Smith (2015), Tardif (2002), Gatti (2008 Freitas (2002). The results indicated that the training continued the PNAIC brought important contributions to change the practice of literacy teachers Catende. Among these changes include the appreciation of the exchange of knowledge and teaching experiences, critical reflection on practice, the recognition of the importance of playfulness, the applicability of literacy practices. were also detected obstacles that hindered the formation process: infrastructure problems, as there was no specific location for the meetings; lack of resources to support the teacher in the production of teaching materials. Other problems identified were the lack of school managers in the program's actions and the lack of a proposal for systematic monitoring to classrooms. From the data analysis was prepared an Educational Action Plan which aims to contribute to overcoming the challenges encountered and raise further studies and more in-depth about the topic discussed here. The main actions of PAE are monitoring the classrooms; organizing a monthly continuing education calendar for teachers, support teachers and school managers, the latter including the program's actions and dissemination of good pedagogical practices in the municipal Catende teaching..
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Williams, Leslie Michelle. "A Case Study of Virtual Physical Education Teachers' Experiences in and Perspectives of Online Teaching." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4962.
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The 21st century has brought changes to education — changes that include greater distance learning options for middle and high school students. While distance learning has been around for a century, the progressive ways in which students are able to select and complete virtual courses through the internet in nearly every secondary content area are increasing. Physical education courses at the secondary level are among the courses offered online to students across the United States and Canada. One question that prevails in communities and particularly in physical education circles is, “How do you teach PE online?” In an effort to address that very question, this study sought to describe online secondary physical education instruction through the lived experiences of four teachers who were doing just that. This was a 12–week qualitative case study that included data from two interviews with each of the four online PE teachers, interviews with two distance education administrators, virtual classroom observations, field notes, and the researcher's reflections. Analysis of the data showed that these online PE teachers had similar pathways to the online setting, they provided individualized instruction to their students, they offered students choices in the online PE classes, they facilitated student success in the online PE classes, and they each implicitly ascribed to constructivist educational theories and practices as online PE teachers. The results of this study support the premise that online secondary–level PE instruction has been a viable option for some teachers in the U.S. and Canada.
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Hassan, Zuber. "PE teacher education in Malaysia : a case study." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399838.
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Coetzee, Mercia. "Klasklimaat vir die onderrig van liggaamlike opvoeding / Mercia Coetzee." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9356.
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A school classroom is a complex, dynamic social system. As the formal and informal norms and
rules of classroom behaviour evolve, a stable socio-psychological climate is created. Teachers
frequently speak of a classroom's climate, atmosphere, tone or ambience and consider it to be
both important in its own right and influential on student learning. Classroom climate is
considered a useful criterion variable for evaluating the instructional and learning process. It
helps educators to understand the social, emotional and psychological dimensions in classroom
life. Over the past two decades, researchers have produced numerous studies attesting to the
importance of classroom climate in mediating cognitive and affective outcomes. The three
common approaches to studying classroom environment involve systematic observation, case
studies and assessing student and teacher perceptions. Perceptual measures were used in this
study. Although important educational climate work has been undertaken by researchers
interested in a variety of school subject areas, very little research has been done on the classroom
climate of physical education classes.
The ultimate aim of the study was to derive knowledge of and insight into the classroom climate
in physical education classes. To realise this goal the following aims were set for this study:
To conceptualise and identify the determinants that decide classroom climate enhancement
in general and specifically PE-classes by means of a literature study.
To measure the reliability and validity of a suitable instrument to measure the classroom
climate in PE-classes.
To determine the classroom climate by means of the suitable measuring instrument.
To achieve the first aim of the study an empirical literature survey was conducted where
classroom climate was conceptualised and specific determinants were identified which could
influence classroom climate in general and the classroom climate in PE-classes specifically.
To achieve the second aim, a pilot study was conducted to determine the reliability and validity of
an adjusted form of the CES (CES-PE) and the ML-LO to be used in PE classes. Reliability and
validity of the CES-PE and ML-LO to be used in PE settings, were proved.
To achieve the third aim of the study a questionnaire study was conducted on 1178 pupils and 22
teachers in 11 schools of the Northwest and Gauteng provinces. The pupils included in the study
ranged from standards 6 to 9.
The results of the empirical research were as follows:
The classroom climate experienced in PE-classes was regarded as being very positive.
The PE teacher perceived the classroom climate in a more positive light than the pupils.
There were no major differences between boys and girls of the classroom climate
experienced.
There were no major differences between the different standards of the classroom climate
experienced.
Some determinants that could influence classroom climate in PE-classes were measured with
the ML-LO. Results thereof were that the pupils regarded the PE-teacher, PE-uniform, the
status of PE, the use of PE in the school programme and the availability of PE-apparatus
positively. There were some negative aspects, the main one being that there was not
sufficient time to undress and dress and for hygiene care after PE-classes.
The PE-teachers completed an additional questionnaire (MO-LO) to gather their views on
certain aspects in PE classes. Two main findings came to light: firstly that PE-teachers
regard themselves as being well equipped to teach PE at school and, secondly, that the main
goal of the PE-teacher is to make PE-classes enjoyable and thereby foster a positive attitude
towards physical activities and sport in the pupils.
The following recommendation resulting from this research was considered to be the most
important:
There is a vast necessity for further research to be done in the RSA with regard to the
creation of a positive classroom climate in secondary schools, especially in light of the new education policies. This aspect can be addressed by including courses in classroom climate at tertiary education centres.Proefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995
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Campos, Del Valle Daniela Sofía, Baltazar Camila Guadalupe Carrion, Reynoso Gerardo Manuel Mazanett, Hurtado Diana Isabel Salinas, and Navarro Francisco Javier Urbina. "Proyecto EduPro." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/657612.
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El proyecto concretado fue con un fin que es una vía adicional y de escape para el desarrollo de la educación no tan solo a nivel escolar y universitario, sino también para las personas que dictan esta clase que es evidente que deben estar en una constante actualización de las nuevas tendencias y este proyecto tiene el nombre de “EduPro”.
EduPro es una plataforma virtual enfocada en el aprendizaje de los maestros. Es por eso por lo que se creó un canal online en donde se podrá encontrar diferentes cursos para potenciar la enseñanza de las personas que dictan clases y presentan dificultades. Los cursos serán diseñados para potenciar la enseñanza y dinamizar la clase con la finalidad de que el estudiante no se sienta inconforme con el método de aprendizaje y problemas comunes en este nuevo tiempo en donde todo es en el formato digital.
Este proyecto surgió por el problema del Covid-19 que aún se está viviendo y la proyección que puede verse afectada la población peruana tiende a más de 2 años por las medidas que se deben optar por la esperada vacuna para todas las personas del país, es por ello que las instituciones educativas tuvieron un cierre por el no contacto de las personas y los más afectados fueron los estudiantes al igual forma que los profesores que se habían acostumbrado a las clases presenciales con los métodos de enseñanza tradicionales y sin usar otra vía para dinamizar las clases. Dentro de este contexto sucedieron diversos problemas en el sector de educación, pero EduPro llegó para ayudar a los profesores para dinamizar una clase y que el alumno no sienta esa sensación de estar fuera del salón, pero lo más importante es brindar una calidad de enseñanza a los alumnos y que no se pierda la esencia de la clase presencial incorporando las nuevas plataformas de educativas.The concrete project was with a purpose that is an additional and escape route for the development of education not only at the school and university level, but also for the people who teach these classes that it is evident that you must be in a constant update of new trends and this project has the name "EduPro". EduPro is a virtual platform focused on teacher learning. That is why an online channel was created where you can find different courses to enhance the teaching of people who teach classes and have difficulties. The courses will be designed to enhance teaching and energize the class so that the student does not feel dissatisfied with the learning method and common problems in this new time where everything is in digital format. This project arose due to the problem of Covid-19 that is still being experienced and the projection that the Peruvian population may be affected tends to more than 2 years due to the measures that must be chosen for the expected vaccine for all people in the country, is For this reason, the educational institutions were closed due to the non-contact of the people and the most affected were the students as well as the teachers who are accustomed to face-to-face classes with traditional teaching methods and without using any other means to stimulate the lessons. Within this context, various problems occurred in the education sector, but EduPro came to help teachers to energize a class and that the student does not feel that feeling of being outside the classroom, but the most important thing is to provide a quality of teaching to students and that the essence of the face-to-face class is not lost by incorporating the new educational platforms.
Trabajo de investigación
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Modén, Adam. ""Idag ska vi tälta på skolgården" : Ramfaktorers inverkan på friluftsundervisningen." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36428.
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The purpose of my study was to examine how teachers in physical education experience different frame factors impact on their outdoor education and their choice of didactic approach. My study is based on Lundgren´s frame factor theory and Peitersen´s didactic learning model. I have used a qualitative research method to answer my questions. I have been using semi-structured interviews to interview six PE teachers who all teach at high school level. Based on my results we see that the teachers experience teaching hours and class sizes as the frame factors that mainly affect the outdoor education. Teachers often choose to split up the outdoor activities into sequences in order to achieve better learning. Based on my results the report concludes that the teachers experience outdoor education as a major part of physical education. They consider the organizational framework to be strenuous and to be something that requires careful didactic planning.Syftet med min studie har varit att undersöka hur lärare i idrott och hälsa upplever olika ramfaktorers inverkan på sin friluftsundervisning samt deras val av didaktiskt tillvägagångssätt. Min studie lutar sig mot Lundgrens (1989) ramfaktorsteori samt Peitersens (2001) didaktiska inlärningsmodell. För att besvara mina frågeställningar har en kvalitativ forskningsmetod används. Jag har med hjälp av semistrukturerade intervjuer intervjuat sex idrottslärare som alla jobbar på högstadiet. Utifrån mina resultat ser man att idrottslärarna upplever undervisningstiden och klasstorlekarna som de ramfaktorer som påverkar friluftsundervisningen i störst grad. Lärarna väljer ofta en deluppbyggnadsundervisning när de ska lära ut friluftsliv i skolan. Utifrån mina resultat är uppsatsens slutsats att idrottslärarna upplever friluftsundervisningen som en stor del av ämnet. De anser att de organisatoriska ramarna är påfrestande och kräver en noga didaktisk planering.
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Jassas, Rashid. "The promotion of physical activity within secondary boys schools in the Kingdom of Saudi Arabia." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/10252.
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Background There are concerns over the low proportion of young people in the Kingdom of Saudi Arabia [KSA] who regularly participate in physical activity [PA] (Al-Hazzaa, 2004; Al-Hazzaa, et al., 2011). Schools have a unique opportunity to promote PA and provide adequate PA opportunities for young people via the formal/informal curriculum, school sports programmes, and out-of-hours PA (Dobbins et al., 2009). However, implementing effective PA promotion programmes in schools is a challenge and requires consideration of a range of factors. In Saudi Arabia context, the secondary boys school PE programme comprises two main elements: 1) the PE curriculum which is compulsory for all students and includes one 45 minute PE lesson per week; 2) the extra-curricular programme which is optional and comprises the Internal Physical Activity Programme (IPAP) and the External Physical Activity Programme (EPAP). The IPAP activities occur during breaks between lessons whilst the EPAP takes place after school. Both are delivered by PE teachers. Research Aims The aims of this study were: 1) To investigate the nature and extent of the promotion of PA in boys secondary schools in Saudi Arabia. 2) To explore physical education teachers perspectives on the promotion of PA in boys secondary schools in Saudi Arabia. 3) To identify the factors that influence the promotion of PA in boys secondary schools in Saudi Arabia. Theoretical Framework The theoretical framework for the study was based on Social Cognitive Theory (Bandura, 1997) which presumes that PA behaviour is influenced by: personal characteristics; behavioural factors; and environmental factors. In addition, the Active School model (Cale, 1997; Cale & Harrris, 2005) was utilised as a conceptual framework, guiding the investigation of PA promotion within schools and the analysis of data. Methodology In order to investigate the research questions, a two phased mixed method (Creswell, 2009) research project was carried out. Phase one involved a detailed survey questionnaire, informed by the Active School model, which was designed to gather information about PE teachers policies, practices and views with respect to the promotion of PA. The questionnaire s validity was enhanced via a number of Saudi experts who confirmed its appropriateness for use in the Saudi context. Moreover, a pilot study was undertaken to obtain valuable feedback relating to the format, content and clarity of both the survey questionnaire and interview schedule before the main study. The questionnaire was distributed to all secondary boys schools in Riyadh in KSA (N=181 schools). The response rate was 52%. The Statistical Package for Social Sciences (SPSS) version 17 was employed in the analysis of the data. Phase two involved semi-structured interviews. Prior to conducting these, the interview schedule was piloted at one secondary school. Six PE teachers drawn from the survey sample were interviewed and the interview data were then transcribed and analysed using MAXQD10 software. Research Findings The survey revealed that two thirds of the secondary boys schools had a plan or policy for the promotion of PA, and almost 70% of PE teachers thought that their school significantly contributed to the promotion of PA. Games activities (e.g. football) dominated the PE curriculum, and the majority of schools also organised inter-school games competitions (e.g. league). In contrast, exercise and fitness-related activities (e.g. circuit training) were less common within the schools PE curricula. The PE curriculum was viewed by the teachers as the most important avenue to promote PA, followed by the IPAP and EPAP (95%, 91% and 73% respectively). Sports/activity facilities varied between schools, particularly in terms of indoor facilities, and over half of the PE teachers considered their indoor and outdoor facilities to be inadequate for promoting PA (54% and 57% respectively). The vast majority (90.3%) of the schools did not offer PA opportunities to parents/families. Furthermore, three quarters of the teachers expressed a need for professional development specifically in the area of PA promotion. On a positive note, headteachers and local PE supervisors were reported to be supportive of efforts to promote PA in the schools and provided support for both the IPAP and EPAP. All PE teachers, who were interviewed, considered the time allocated to PE programme to be insufficient for promoting PA amongst pupils. Further, some teachers viewed PE lessons as time off from serious school subjects and entertaining time . Most teachers reported that parents considered PE as unimportant and/or playtime . Discussion/Conclusion PE teachers views on role of schools in the promotion of PA were generally positive. The ways in which the teachers practiced the promotion of PA varied and maybe have been due to their narrow understanding of the whole school approach to PA promotion. The teachers focused on the PE curriculum and the PE extra-curricular programmes as the main avenues through which to promote PA within their schools, and gave less attention to other avenues such as the whole school environment. Almost all of the teachers had a sporting philosophy for PE leading them to privilege competitive sports. Although the teachers reported to have support from head teachers and local PE supervisors, many schools were not as conducive to PA promotion as they could be due to the narrow range of physical opportunities on offer, and the teachers lack of relevant professional development, the limited sports facilities and the insufficient maintenance of these. In addition, the status of, and time allocated to PE were found to be an issue influencing the promotion of PA in schools. It was concluded that actions could be taken to broaden PA promotion within Saudi schools. For example, policy update and development for PA promotion could be improved to address clothing and changing, traffic/transport, and playground bullying; establish links with outside sports agencies and professionals; and increase PA opportunities before or after school, or at weekends. The findings suggest that if the descriptor comprehensive which is widely used to distinguish whole school approaches from curriculum-only models of PA promotion is to be fully realised, schools need to make a clear and explicit effort to promote PA within the social/cultural environment. Further that research is needed on the social and cultural values, norms and perspectives affecting PA promotion in schools.
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Roth, Mattias. "Friluftsliv i skolan : En kvalitativ studie om hur lärare tolkar och undervisar friluftsliv i skolan." Thesis, Högskolan i Halmstad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41775.
Full textAbstract:
Teaching in outdoor recreation has long been an obvious part of the school, especially in the field of sports and health. In the new school reform, Lgr 11, outdoor life has more space than previous curricula. The purpose of the study is to investigate what sports teachers say about how they teach in outdoor life and to investigate what factors affect teaching in outdoor life. The result shows that all the sports teachers who participated in the survey think it is positive that outdoor life has been given a more significant role in the new curriculum, but the say that there is less outdoor life in their teaching than they wish. The biggest factors that influence their teaching in outdoor life are knowledge, time and school location.Undervisning inom friluftsliv har sedan länge varit en självklar del i skolan, framför allt i ämnet idrott och hälsa. I den nya läroplanen, Lgr 11, har friluftsliv mer utrymme än i tidigare läroplaner. Syftet med studien är att undersöka vad idrottslärare säger om hur de undervisar i friluftsliv samt undersöka vilka faktorer som påverkar undervisningen inom friluftsliv. Resultatet visar att samtliga idrottslärare som deltagit i undersökningen tycker att det är positivt att friluftsliv har fått en mer betydande roll i den nya läroplanen men säger att det förekommer mindre friluftsliv i deras undervisning än vad de önskar. De största faktorerna som påverkar deras undervisning i friluftsliv är kunskap, tid och skolans läge.
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Adkins, Gregory. "TEACHER PERFORMANCE PAY: THE PERCEPTIONS OF CERTIFIED SCHOOL-BASED PE." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3585.
Full textAbstract:
To meet the continued demand for educational reform, the state of Florida enacted legislation in 1998 that required school boards to base a portion of the salary for school administrators and instructional personnel on performance. Although ahead of the required statutory timeline, the School District of Lee County implemented a teacher performance pay plan during the 1998–1999 school year as a result of Florida's legislative direction. The problem of this study was to determine the perceptions of Southwest Florida school-based certified staff regarding the implementation of teacher performance pay in a school district where performance pay had been in operation for the five years prior to this study. The population of this study consisted of the certified school-based personnel employed by the School District of Lee County, Florida. A random sample of 1,000 members was selected from the instructional population. Additionally, this study included the entire population of 176 school-based administrators for an overall sample of 1,176 members. Participants were asked to complete the survey instrument, Teacher Performance Pay Attitudinal Survey designed by the researcher. This instrument was developed to fit the unique requirements and specific nature of this study. Although intended to motivate teachers, the teacher performance pay plan examined in this study was perceived by instructional staff and administrators as not motivating. Findings of this study also show that most teachers and other instructional respondents disagree that teacher performance pay provides an incentive to work harder toward improving student achievement. Additionally, a majority of the instructional respondents did not agree that performance pay encouraged them to participate in staff development or motivated them to change their instructional practice. Finally, most respondents, both instructional and administrative, did not agree that the current performance pay system was fair. These findings suggest that the performance pay program of the current study may have fallen short of its intended goal. This study also found many differences in perceptions of teacher performance pay among the demographic variables. These differences were particularly significant in several survey areas to include the respondent's years of experience, union status, and position. Findings in this study suggest that performance plan design should clearly connect the compensation reward to performance so that educators understand the performance level required. The findings of this study also suggest that improving the alignment between the performance pay plan and school goals should be a consideration in any future plan revision.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Gunnarsson, Tomas. "Friluftsliv i gymnasieskolan En kvalitativ studie om idrottslärares uppfattning om hur friluftsliv bedrivs och värderas Outdoor education in high School A qualitative study of PE teachers perception of how outdoor education is conducted and valued." Thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-56747.
Full textAbstract:
Sammanfattning Idag har friluftsliv en väldigt framskjuten position i skolan, åtminstone om man ser utifrån kursplanen för idrott och hälsa. I både kursplanerna Gy 11 och Lgr 11 så är friluftsliv en av de få undervisningsdelarna som är obligatoriska. Friluftsliv är samtidigt inte begränsat till en eller flera aktiviteter utan beskrivs snarare som ett kunskapsområde som involverar flera dimensioner (Backman, 2011a). Nationella utvärderingar av skolan och tidigare forskning har dock visat att undervisningen i många fall blir begränsad och får olika fokus bland utbildningarna (Skolverket 2005, Idrottshögskolan i Stockholm 2004-). Studien syftar därför till att bidra med kunskap omkring hur friluftsliv upplevs bedrivas i gymnasieskolan, vilka värden som framträder och vad som styr utformningen. Via ett kvalitativt tillvägagångssätt har jag valt att intervjua fem stycken lärare med semistrukturerade intervjuer. Studien utgår ifrån en hermeneutisk metodansats för att tolka deltagarnas upplevelser kring området. Metoden har valts för att skapa en helhetsbild och på en djupare nivå förstå hur och varför lärare bedriver undervisningen som de gör. Resultaten av studien visade att friluftsliv i gymnasieskolorna upplevs bedrivas med ett fokus på värden som stämmer överens med friluftslivsgruppen. Det vill säga samtliga lärare bedriver former av friluftsliv där de betonar värdet av naturupplevelsen och ser friluftsliv som ett egenvärde. Lärarnas undervisning speglar också starkt deras egen syn av friluftsliv. Flertalet poängterar även vikten med kunskaper och tekniska färdigheter i friluftsliv. Dessa anses viktigt för att möjliggöra ett livslångt lärande samt för att kunna bedöma friluftsliv. Likt tidigare studier så visar även denna på vikten av lärarnas kunskap inom friluftsliv och att kunna särskilja dess värden från idrottens. Mängden friluftsliv som bedrivs styrs dock av begränsande faktorer där tid kopplat till kollegialt samarbete är särskilt avgörande. Begränsande faktorer påverkar inte bara mängden friluftsliv i de undersökta skolorna utan även lärarnas didaktiska val och planering för friluftsliv.
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Franco, Dulanto Renata, and Escurra Grethel Ximena Galvez. "Inteligencia emocional y engagement en docentes del sector público en Lima." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653393.
Full textAbstract:
El objetivo de la presente investigación es relacionar las dimensiones de Inteligencia emocional y el Engagement en docentes de Instituciones Educativas del sector público de Lima Metropolitana. Como objetivos específicos, se comparó la Inteligencia emocional y engagement a través del sexo, estado civil, turno de dictado y las etapas de adultez de los docentes. Participaron 210 docentes entre 20 a 69 años, 57.1% mujeres. A esta muestra se les aplicó dos instrumentos: Wong-Law Emotional Intelligence Scale WLEIS (Wong & Law, 2002), y Utrecht Work Engagement UWES (Schaufeli & Bakker, 1990). Se realizó el análisis factorial exploratorio en ambos instrumentos y se confirmaron sus componentes. Los resultados evidencian una correlación positiva unilateral entre Inteligencia emocional y engagement, a mayor uso de la emoción para facilitar el desempeño (WLEIS), mayor dedicación, vigor y absorción (UWES) en docentes. Por último, se hallaron diferencias significativas en el análisis comparativo según la etapa de la adultez en la que se encuentra el docente.The objective of this research is to relate the dimensions of Emotional Intelligence and Engagement in teachers of Educational Institutions of the public sector of Metropolitan Lima. As specific objectives, emotional intelligence and engagement were compared through sex, marital status, dictation shift, and the teachers' stages of adulthood. There are 210 participants from 20 to 69 years old, 57.1% women. Two instruments were applied to this sample: Wong-Law Emotional Intelligence Scale WLEIS (Wong & Law, 2002), and the Utrecht Work Engagement UWES (Schaufeli & Bakker, 1990). The exploratory factor analysis was performed in both instruments and their components were confirmed. The results show a unilateral positive correlation between the variables and a positive correlation between the dimensions Use of emotion to facilitate performance (WLEIS) with the dimensions Dedication, Vigor and Absorption (UWES). Significant differences were found in the comparative analysis according to the stage of adulthood in which the teacher is.
Tesis