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Dissertations / Theses on the topic 'Primary school teacher'
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1
Jacobs, Elfean Randall. "Teachers' perceptions whether school management teams contribute towards teacher leadership in primary schools." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6823.
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Teachers in South African schools are one of the most valuable role players in the execution and implementation of curricular and co-curricular activities. They perform almost every formal and informal task in their daily work to ensure the effectiveness of our schools. Teacher leadership, a relatively new leadership in South African education, which is embedded in a distributed leadership theory, places the emphasis of leadership not only on the principal and the school management team (SMT) but can be located to a wide range of people who work effectively to improve the organisation. The purpose of this study was to determine Post Level (PL) 1 teachers' perceptions of whether the SMT contributes towards teacher leadership in the school. In this case study, through purposive sampling, the researcher made use of one school in a case where a total of 19 teachers participated in the study. The researcher used one instrument to collect data on the PL 1 teachers' perceptions. A set of questionnaires was distributed to elicit responses from PL 1 teachers and the result was analysed by means of themes. Evidence revealed that teachers are not aware of the existence of the new model of teacher leadership. However, findings also revealed that some teachers are ready to perform as leaders. These findings can influence leadership practices, collaboration, improvements in the school, motivation, and job satisfaction, as well as learner performance.
2
Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.
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Dean, Geoffrey Brian. "Teacher knowledge of grammar in the primary school." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/27096.
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This thesis presents an investigation of the beliefs, personal epistemologies and knowledge held by 8 teachers of primary age pupils in Years 5 and 6 about the teaching of grammar, and whether learning grammar brings about an improvement in writing. The study was divided into three parts. In the first phase the teachers were interviewed about their knowledge and understanding of grammar before being taught an unfamiliar grammar programme to be administered to their classes. They were each filmed teaching a grammar-based lesson. After nine months the teachers were interviewed once more and a further grammar-based lesson was filmed. Fifteen months after the start of the project they were interviewed and filmed for a final time. The semi-structured interviews were designed to elicit their espoused changing attitudes to grammar teaching and to trace any increases in grammar knowledge over the period of the research. The filmed lessons enabled comparisons to be made between the teachers’ claims relating to their changing knowledge and pedagogies and what was actually evidenced in lessons. Interview answers were initially inductively open coded and then subjected to axial coding, leading to the identification of four main themes on which the findings have been based: subject knowledge; personal epistemologies; teacher pedagogies and pupil progress. This study is important as it is concerned with what primary teachers know about, and their epistemological positions relating to, the teaching of grammar at an unprecedented time in English education, when they must all include the teaching of grammar in their curriculum for the first time.
4
Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.
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Leo, Elizabeth Law. "Motivation and self-concept in primary school children." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1519/.
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Chow, Yau-mui Helen. "A comparison of kindergarten and primary school teacher expectations for school readiness." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18038384.
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Davies, Gareth Thomas. "Perceptions of methods of teacher appraisal amongst expatriate teachers in Hong Kong English schools foundation primary schools." Thesis, Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036466.
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Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.
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Hodgen, Jeremy. "Teacher identity and professional development in primary school mathematics." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/teacher-identity-and-professional-development-in-primary-school-mathematics(3727b6d6-726a-4553-95b2-c74e350c4b7f).html.
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Short, Leanne. "Teachers' and pupils' views of teacher-pupil relationships through primary and middle school." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2250.
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Research into teacher-pupil relationships is a rapidly expanding evidence-base with literature reporting these relationships to be fundamental to pupils’ psychological and academic development. Previous research focused on educational priorities of academic achievement, as opposed to social relationships and psychological well-being. The first paper critically reviews existing research using the Student-Teacher Relationship Scale (STRS) as a measure of teachers’ views of teacher-pupil relationships through Primary and Middle School. The studies acknowledge the importance of teacher-pupil relationships and conclude close, supportive relationships which have low levels of conflict and dependency, significantly increase pupils’ social, emotional and behavioural development, and to a lesser degree, their academic achievement. As the research in the systematic literature review focused on teachers’ reports, pupils’ views are insufficiently represented. Due to this, the empirical research uses Interpretative Phenomenological Analysis (IPA) to explore the factors that Year 6 pupils’ think affect their relationships with their teachers through Primary School. Transcripts of semi-structured interviews with four pupils were analysed and three super-ordinate themes were produced to capture the essence of their interpretations of their lived experiences of their relationships with their teachers. Overall, the Year 6 pupils’ views were in line with those reported by teachers in previous research. A supportive, inclusive relationship, with low levels of conflict and opportunities for shared experiences outside of the typical learning environment promotes pupils’ social, emotional and behavioural development, as well as their level of engagement in learning and subsequently, their overall academic achievement.
11
Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching." Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.
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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.
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Barrett, Angeline M. "Teacher identity in context : a comparison of Tanzanian with English primary school teachers." Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/8732de07-0dc6-47da-b698-e74ffedf3452.
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The last two decades has seen a plethora of literature from Anglophonic Western countries treating teachers as thinking, feeling, believing, doing human beings. By contrast, primary school teachers in Sub-Saharan Africa are often represented as input-output functions, both causes and casualties as poor quality. An exception is the literature that has explored how the material, systemic and socio-cultural context of low-income countries constrains teachers' practice. This study sets out to open up a two-way conversation between Tanzanian primary school teachers' constructs of their occupational identity and models of English teacher identity to be found in literature. In so doing it aims to combine the insights of literature on teacher identity, treated as being culturally situated, with comparativists' alertness to context. A dialogic hermeneutic epistemological framework is used, within which knowledge creation is modelled as a conversation. Participants in the conversation include the inquirer (myself), individual research participants, the collective identities of Tanzanian and English primary teachers and academic literature. Borrowing from Hall's conceptualisation of cultural identity, occupational identity is understood as non-essentialist, always in the process of being re-defined as it is negotiated between different individuals and groups within the teaching profession. Tanzanian teachers' views on their responsibilities, the purpose of education and their relations to others were collected through interviews and discussion groups. These were supported by intensive observation of two schools and more extended conversation with and observation of three focus teachers. Findings are presented in the form of description of schools; personal narratives; teachers' perceptions of their relations and responsibilities towards pupils, society and the state and teachers' educational values discussed in relation to their classroom practice. These are drawn together into a theoretical model of the Tanzanian 'teacher identity landscape', which accommodates the difference amongst teachers and intergenerational movement in teacher identity. Bernstein's competence and performance pedagogic modes and their extension to professionalism by Osborn, Broadfoot & McNess are applied to the Tanzanian case. Explicit comparison allows interrogation of the culturally-situated nature of theory developed for the English context to arrive at description of a Tanzanian competence and performance mode of professionalism.
13
So, Wing-mui Winnie. "Teacher thinking : a comparison of science elective and non-science elective primary school teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595927.
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Chow, Yau-mui Helen, and 周友梅. "A comparison of kindergarten and primary school teacher expectations for school readiness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955903.
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Fajardo, Castaneda Jose Alberto. "Teacher identity construction : exploring the nature of becoming a primary school language teacher." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1326.
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Central to this study is the question of how teachers construct their professional identity. This research explores the process of becoming a teacher and consequently of the construction of identity in terms of three specific components: belonging to a teacher community, the relationship between systems of knowledge and beliefs and classroom practice, and professional expectations for the future. A group of six Colombian preservice teachers in the final stage of their five-year teacher education programme were research participants. This case study used interviews, stimulated recall and on-line blogs as methods of data collection, and content analysis as the analytical approach. The findings reveal that while the process of learning to teach is individually constructed and experienced, it is socially negotiated. A teacher’s identity not only comprises personal knowledge and action, but is also influenced by the ideological, political and cultural interests and circumstances surrounding teachers’ lives and work. The research participants exhibited a permanent struggle between developing a personal professional style and coping with the restrictions imposed by living in a particular type of society that has already defined what teachers should do. Nevertheless, they manifested wellgrounded principles and theories of language teaching and learning and the purpose of education, and awareness of their potential as a new generation of teachers. This suggests that they had developed a sense of professional identity; a way to see themselves as teachers. This evolving identity sometimes conflicted with experience once they had faced the reality of classrooms, assumed institutional roles or negotiated modes of participation within a teacher community. The findings could be used as a point of departure in order to introduce changes into the curricula of teacher education programmes. The study has relevance for policymakers in planning action promoting professional development in pre-service and in-service teacher education.
16
Lam, Yee-mei Loretta, and 林綺薇. "Teacher stress encountered by Hong Kong secondary and primary school teachers: similarity and disparity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37598673.
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Ngai, Kam-tao. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.
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Standen, Richard Phillip, and standen@hn ozemail com au. "The Interplay Between Teachers' Beliefs and Practices in a Multi-Age Primary School." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030730.102127.
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The purpose of the research documented in this thesis is to investigate how one particular approach to groupings in one primary school, commonly referred to as multi-age, enables and constrains the practices and actions of its individual teachers. This study is located in a literature that examines the potential that beliefs and belief systems offer for understanding how teachers make sense of, and respond to particular educational contexts. It will be of particular interest to the community of scholars who are investigating the uptake of curriculum innovations in the classrooms of individual practitioners. The philosophical framework underpinning multi-age schooling is significantly different from that operating within the traditional lock-step system. The conventional school organisation has the child move through a predetermined curriculum at a fixed pace, whereas multi-age classes require that teachers focus on needs-based teaching, thus adapting the curriculum to suit the individual student. As a result of this shift in emphasis, it has been common for teachers in multi-age schools to experience dilemmas caused by the dissonance between their own and the schools assumptions about teaching, learning, knowledge and social relations. However, this clash of individuals beliefs and mandated practices is an under-researched area of scholarship particularly within multi-age settings, and is thus the focus of the present research. A framework based on the construct of beliefs and belief systems was used for understanding the personal and idiosyncratic nature of a teachers practice. Such a framework proposes that beliefs can be classified in terms of personal assumptions about self, relationships, knowledge, change and teaching and learning. These classifications, rather than being discrete dimensions acting in isolation, tend to be organised into a coherent and interdependent belief system or orientation. The notion of orientation was found to be a suitable framework within which to investigate the interplay between beliefs and practices over a two year period in one school context that is likely to provide challenges and opportunities for professional growth and development. Because the study focused upon the beliefs and practices of six teachers in a multi-age setting, elements of a qualitative approach to research were employed. The research design adopted for this study is grounded in an interpretative approach which looks for culturally derived and historically situated interpretations of the social world. Within this framework a case-study approach to research was used so as to reveal the interplay between the teachers beliefs and practices. The study found that the concept of orientations provides a suitable framework for understanding the personal and idiosyncratic nature of a teachers beliefs and practices. It was evident that beliefs about self, relationships, knowledge and change were highly significant in shaping the essential nature of teachers orientations. It was found that a summary label, based on these four beliefs, could be used to define the thematic nature of each teachers orientation. These recognisably different labels demonstrated that each teachers four beliefs were not just a pattern, but also a thematically defined pattern. It was also found that whilst some beliefs are thematically central other beliefs are not inherently thematic but are influenced in thematically derived ways. It was the configuration of these core/secondary beliefs that highlighted the importance of investigating belief combinations rather than discrete belief dimensions when attempting to understand the teacher as a person. It was also concluded that the teachers orientations in this study structured their practice in a way that was personal and internally consistent, indicating the dynamic coupling of beliefs and practices. It was clear that individual orientations, shaped by core beliefs, framed the challenges and possibilities that the multi-age ethos offered in varied and personal ways. In addition, the study found that the patterns of, and reasons for, change were complex and therefore it is unlikely that professional in-service will succeed if based on only one of the models of change proposed in the literature. The teachers in this study did not experience dilemmas as dichotomous situations but rather as complex and interrelated challenges to their whole belief system. Not all the teachers in this study approached the challenge of change in the same way. It was evident that individuals had constructed their own narrative for the need to change, and that this orientation tended to dominate the self-improvement agenda. Finally, this study demonstrated that not only the educational consequences of an innovation need to be taken into account, but also how well it is implemented in each classroom, and how compatible each teachers orientation is with the ethos underpinning the innovation.
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Naidoo, Gonasagarie Linda. "The management of teacher absenteeism in independent primary schools in Gauteng." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62895.
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Teacher absenteeism is a huge concern both internationally and nationally. If it is not well-managed the resulting consequences can be disastrous for schools and most important, the students. While there have been many studies regarding the reasons teachers get absent and the impact this has on student achievement, there is very little information available on the actual management practises of teacher absenteeism, especially in independent, primary schools. Therefore my study will focus on how teacher absenteeism is managed in independent, primary schools in Midrand, Gauteng Province. The purpose of this study is to investigate and procure a basis for understanding how teacher absenteeism is managed in independent, primary schools in South Africa, and in doing so, deliver a perspective into the effective and gainful management thereof. My study made use of a qualitative, case study approach. Numerous data collection techniques like interviews, document analysis and observations were utilised to produce the following results: School managers play a pivotal role in managing teacher absenteeism. The climate and culture they create within the school environment is fundamental to the manner in which teacher absenteeism is managed. If school managers adopt a strong stance against offending teachers and the immediate penalties are opposed, as well as, rewarding the teachers who work in a committed manner and a key component of this is for teachers to attend school regularly and on time, then that specific school will experience low levels of teacher absenteeism. Independent schools in particular exert enormous pressure on their teachers to perform at their best due to parents paying a high amount in school fees and due to the fact that independent schools have direct control over their teachers’ salaries, the teachers feel compelled to fall in line with the schools’ expectations. As a result of my study, these strategies now become available to the schools that experience high rates of teacher absenteeism.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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So, Wing-mui Winnie, and 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.
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Ellis, Bronwyn Wendy. "How teachers and parents perceive parent-teacher communication in resource-constrained primary school settings." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62915.
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The purpose of this study was to gain an understanding of parents’ and teachers’ perceptions of parent-teacher communication, its purpose and how it is implemented in resource-constrained school settings. I employed a collective case study design involving four cases, namely parents of Grade 3 learners, parents of Grade 6 learners, Grade 3 teachers and Grade 6 teachers. I followed a qualitative research approach in order to gain rich, contextual information that portrays the perceptions of the participants. I identified three primary schools to participate by combining purposeful and convenience sampling strategies, and purposefully selected 11 teachers and eight parents as participants. Eight semi-structured interviews and two focus group discussions were conducted to collect data. In addition, I relied on observation, field notes and a research diary. Following inductive thematic data analysis, I identified the following themes: general modes of parent-teacher communication, purposes of parent-teacher communication, role-players and their expectations, factors negatively impacting parent-teacher communication, and strategies to move towards effective parent-teacher communication. Findings of the study indicate that the participating schools utilised written communication, telephone contact and meetings in person to exchange information with parents, in support of learners’ performance. Children, School Management Teams and the Department of Basic Education were identified as additional important role-players in communication. However, the attitudes, behaviours and preferences of teachers and parents as well as resource-constrained contexts can negativity influence parent-teacher communication. On the other hand, more effective use of technology, the creation of more opportunities for open dialogue and the commitment of all role-players can potentially enhance regular two-way communication between parents and teachers.Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
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Johnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
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Carney, Claire Geraldine Aine. "The training of the primary school teacher to teach National Curriculum physical education." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481191.
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Ng, Shun Wing Nat. "The process of development of home-school relationships in three primary schools in Hong Kong." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248160.
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Musingarabwi, Starlin. "Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020912.
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Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.
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Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.
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Chan, Kam-wing, and 陳錦榮. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195845X.
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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the
constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom
Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects
and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables
on classroom management approaches of teachers.
Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquomanagement approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.
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Dhan, Singh Dhami Manee Chaiteeranuwatsiri. "Teacher perceptions of diversity management in Nepalese primary schools /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd400/4838018.pdf.
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White, Judith Deierling Klass Patricia Harrington. "Reduced class size and teacher perceptions of its impact in kindergarten through third grade." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819904.
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Thesis (Ed. D.)--Illinois State University, 1997.Title from title page screen, viewed June 30, 2006. Dissertation Committee: Patricia Klass (chair), Paul Baker, Larry McNeal, Thomas F. Ryan. Includes bibliographical references (leaves 109-112) and abstract. Also available in print.
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Power, Nicola. "To touch or not to touch. Male teachers' experiences of touch a hermeneutic phenomenological study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2009." Click here to access this resource online, 2008. http://hdl.handle.net/10292/664.
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(yucel), Bozdas Elif Olcay. "The Characteristics Of Effective Teachers As Perceived By Primary School Students And Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610196/index.pdf.
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This study aimed at investigating the perceptions of primary school students and teachers on effective teacher characteristics. The sample consisted of 450 primary school students from 6th, 7th and 8th grades and 150 teachers from 9 primary schools in the Province of Afyonkarahisar. Data were gathered from the participants via Effective Teacher Characteristics Questionnaire (ETCQ) developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Principal Component Analysis was used to find out the perceived dimensions of effective teacher characteristics questionnaire. Repeated Measures ANOVA was employed for the priorities of students within these dimensions and MANOVA was used to investigate whether there were significant differences among students&rsquoperceptions with respect to certain background variables. Descriptive statistics were used to analyze the responses of teachers for the questionnaire. Results of the study indicated that primary school students perceived the effective teacher characteristics with respect to teachers&rsquo
(1) relations with students, (2) personal traits and in-class behavior, (3) teaching ability, (4) motivating personality, (5) professional demeanor, (6) classroom management and (7) feedback &
evaluation. Students give the most importance to &lsquo
teaching ability&rsquo
and &lsquo
personality traits and in-class behavior&rsquo
dimensions. Descriptive statistics showed that teachers give the most importance to the items related with field knowledge, pedagogical knowledge and teaching ability.
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Rizvi, Meher. "The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15955/.
Full textAbstract:
The government primary education system in Karachi, Pakistan, is faced with many problems and dilemmas and each dilemma justifies a reason, but perhaps no problem is as grave as the dejected professional status of the government primary school teachers in Karachi. Schools are only as good as their teachers, regardless of how high their standards, how up-to-date their technology, or how innovative their programs. With a large numbers of under-educated, under-trained, under-paid and, most importantly of all, undervalued government primary school teachers in Karachi, Pakistan (Hoodbhoy, 1998; Shaikh, 1997), only a low percentage of teachers can be effective. Whether the children in Pakistan will be the enlightened and the informed citizens of tomorrow or ignorant members of society will depend on teacher knowledge, teacher education and above all teacher professionalism. If teachers do matter the most, then a series of questions result. What is being done for this section of the society that matters so much? Are efforts being taken to find out what teachers in the government primary schools need to achieve their professional goals? Are these teachers given adequate opportunities to learn, to improve and to become effective teachers? How can these teachers meet the ever increasing demands placed upon them? How will these teachers successfully lead the students into the twenty-first century? Do the primary government school teachers believe that they can successfully lead children into the twenty-first century? Are school reforms geared towards enhancing teachers' professionalism? This research that focuses on the relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan, addresses such questions. In this thesis, I outline some of the measures that have been taken at the government, at the non-government and at the school sector level to restructure and reform primary government schools in Pakistan. A mixed methods research approach was undertaken to investigate the relationships between these reforms and teacher professionalism. Quantitative data were collected by means of questionnaire surveys and qualitative data were collected in the selected four case sites by means of interviews and field notes. In this research it was important to investigate teacher efficacy, teacher practice, teacher leadership and collaborative efforts as the different dimensions of professionalism and the relationships between these and the school reforms for enhanced teacher professionalism. Research was required which addressed the question of "What it actually means to be a professional teacher in government primary schools in Karachi, Pakistan, and how school reforms can actually develop teacher learning for improved teacher professionalism?" Contrary to the detached and noncommittal attitude with which the government primary school teachers are characterized in many contexts, the teachers in this study have indicated that they are confident and capable; they can articulate and communicate ideas; they can make decisions and undertake responsibilities; they understand that it is important to collaborate and learn from one another; and they are willing to undertake leadership roles if they have the opportunities. This has strong implications for policy makers to provide teachers with the opportunities to become active and reflective professionals. It is important to regard teachers as change agents capable of generating knowledge and of making change happen, rather than as passive recipients and users of knowledge. The data provided by the teachers have indicated that it is possible to enhance teacher professionalism within the existing government primary school structures. While the different teachers were at different levels or stages of professionalism, it was quite clear that they had all advanced in terms of their professionalism as a consequence of reform initiatives. These changes in the teachers' levels of professionalism defined the relationships between the school reforms and teacher professionalism. In other words, the school reforms have been able to develop teacher professionalism and take it to a higher level than where it was when the reforms were initiated in the schools. Based on the analysis of the findings, this research theorizes that teacher professionalism is developed when teachers are provided with both the professional knowledge and skills to improve their capabilities, and opportunities to translate professional knowledge and skills into classroom and school activities to make the most of their capabilities. The research proposes that the strength of these relationships between school reforms and teacher professionalism depends on the dynamism with which the reform managers take teachers through the stage of involving them in developmental process, the stage of initiating professional development programmes and the stage of developing schools into collaborative cultures and establishing networks with the help of enlightened principals and hybrid support structures. Based on this proposition a number of principles have been identified for sustaining and further developing teacher professionalism. The study acknowledges that the process of developing teacher professionalism is complex and that it will be the blend of different elements in the schools, the particular school context and political will that will decide how professionalism can best be fostered in the government primary schools. However, since the principles derived from this research are based on grounded research findings and are also supported by literature and other relevant research in the area of teacher development, they may be applicable to other primary schools where similar reforms are being implemented in Pakistan and other developing countries seeking to address similar problems. Policy makers and large private organizations may benefit from the principles of developing and fostering teacher professionalism.
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Yip, Fung-ming, and 葉鳳鳴. "Teacher stress and coping strategies during the closure of a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27723537.
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Sinclair, LeeAnn Sharp. "Co-constructing text : the collaborative reading strategies of a first-grade teacher and her students /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841360.
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Friberg, Martina, and Sanna Neimark. "Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?" Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10656.
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Ordet entreprenörskap skrevs in i grundskolans läroplan 2011 och ingår idag i skolans uppdrag. Entreprenörskap är i ropet såväl internationellt som nationellt och begreppet har letat sig in i styrdokument via Europarådet och regeringskansliet. Syftet med denna studie är att undersöka verksamma lågstadielärares attityder till entreprenörskap i skolan för att få en uppfattning om det aktuella läget i den svenska grundskolan. Studiens frågeställningar fokuserar bland annat på hur viktigt lärare anser att entreprenörskapsarbete är i olika årskurser, om de vill arbeta med entreprenörskap samt hur de graderar elevens och näringslivets intresse gällande entreprenörskap i skolan.Det finns flertalet pågående projekt som syftar till att stimulera entreprenörskap i skolan såväl nationellt som internationellt genom organisationer som Komtek, Ung företagsamhet och Snilleblixtarna för att nämna några. Det forskas friskt på området entreprenörskap i skolan. Något som är relativt outforskat är däremot lärares attityder gentemot entreprenörskap i skolan. En del av den forskning som finns på området är gjord i Finland och Malaysia och visar i stort att lärare har en positiv inställning till entreprenörskap men upplever bristande kompetens inom området.För att kunna ställa attityder mot varandra och finna eventuella mönster valdes kvantitativ metod som grund för studien. Data samlades in via en webbenkät som skickades ut till lärare verksamma i årskurs 1-3 i ett eller flera av ämnena svenska, engelska, matematik, SO och NO.I linje med tidigare forskning visar resultaten i denna studie att lärares attityder till entreprenörskap överlag är positiv. Attityderna varierar dock och en stor del av respondenterna upplever begreppet vara värdeladdat. Resultatet visar att respondenterna övervägande anser att entreprenörskapets relevans i utbildning ökar i och med elevers stigande ålder. Detta trots att de allra flesta anser sig ha en bred definition av begreppet entreprenörskap enligt vilket entreprenörskap i skolan handlar om att utveckla grundläggande förmågor som kreativitet, innovationsförmåga och handlingskraft.
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Chancellor, Barbara, and barbara chancellor@rmit edu au. "The Changing Face of Play in Australian Primary School Playgrounds." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080414.120725.
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This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.
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Wildsmith, Rosemary. "A study of teacher attitudes as related to teacher practices at primary school level in South Africa." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006577/.
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The research reported on in this thesis investigated the nature of the relationship between teachers' attitudes and perceptions regarding the language learning/teaching process and their pedagogical practices in class, within two English as second language teaching contexts - a non-formal project and a state primary school. Both attitudes and practices were examined in relation to an educational model consisting of a bi-polar dimension, moving from a traditional, transmission-oriented perspective on teaching, to a more progressive, generative one. This model was based upon preexisting models drawn from educational philosophy and communicative language teaching. Thus, a principle of communicative orientation underpinned the model and provided the theoretical framework for the design of the major research instruments viz, an attitude questionnaire and a classroom observation scheme. The data from these research instruments were supplemented by that obtained from more naturalistic methods such as interviews, stimulated recall and diary entries, so that data was produced that could be analyzed both quantitatively and qualitatively. Thus, the state of the art of pedagogy in black primary classrooms was examined in terms of both the micro-context (pupil numbers, teacher qualifications, etc), and the macro-context (wider societal structures and ideology) which might have an influence on teachers' attitudes and practices in class. Alternatives to this type of pedagogy were then considered with reference to various project initiatives encouraging communicative approaches to language teaching. Finally, the implications of the study for research into teacher thinking in general, and for new roles in particular, are examined in relation to two innovative research techniques and an attitude awareness activity. The educational model is then reappraised in the light of the research findings.
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Banda, Grace Mkandawire. "Teacher development centres as a support strategy for the professional development of primary school teachers in Malawi." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/52710/.
Full textAbstract:
This thesis is about the influence of the teacher development centres (TDCs) as a support strategy for the professional development (PD) of primary school teachers in Malawi. PD of teachers is becoming an integral part of educational reforms in many countries. However, supporting and sustaining PD especially in poor countries is quite challenging. Many countries have adopted the use of teacher centres (TCs) as a support strategy for the PD of teachers and the TDCs in Malawi are an adaptation of the TCs from developed countries such as Britain where the concept of TCs was first hatched. The aim of this study was to investigate the influence of the TDCs as a support strategy for the PD of primary school teachers in Malawi. The issues investigated included: activities which take place at the TDCs; teacher involvement in the PD activities at the TDCs; teacher changes in their professional practices as a result of their involvement in the PD activities at the TDCs; and factors which affect the sustainability of the TDCs in providing support for the PD. I develop an adult learning approach to a study of the influence of the TDCs as a support strategy for the PD of teachers and I demonstrate how the theories of adult learning can be used to investigate how teachers learn with the support of the TDCs. The study was conducted in four TDCs in Zomba rural and Zomba urban in the South East Division in Malawi. I used both quantitative and qualitative approaches, which involved the use of questionnaire surveys and semistructured interviews to collect data. A total of 586 teachers were involved in the questionnaire surveys. A total of 16 teachers and 22 other key education personnel who were strategically linked to the establishment of the TDCs for TPD in Malawi were involved in the semi-structured interviews. To increase the validity of the data and the findings, I used both methodological and data source triangulation. The findings of this study indicated that there were a variety of activities taking place at the TDCs and that some of them were of little relevance to TPD. The majority of teachers were involved in the TDC activities and that some teachers noted in themselves some transformation. However, the findings also revealed that teacher involvement in the TDC activities was constrained by limited access to the TDCs due to the long distances which some teachers had to travel to the TDCs; teachers’ desire for workshops and monetary gains due to poverty; ineffective management of TDCs due to variations in the composition of the TDC committee members whereby some members had little formal education; limited coordination of the TDC activities due to lack of training of the TDC coordinators in TPD and the TDC coordinators had too many roles and responsibilities which were in conflict with those of the coordination of the TDCs; inadequate resources in the TDCs to support teachers in their PD; and lack of clear policy guidelines in the operations of the TDCs. In light of the findings of this study, it was concluded that the TDCs as a support strategy for the PD of teachers were implicit because they did not exert much influence on TPD. However, to have an explicit support strategy there was the need for a clear policy that would guide the operations of the TDCs in Malawi.
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Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.
Full textAbstract:
The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.Ph. D.
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Murphy, A. "Do teachers and teacher managers in a primary school differ in their views on work-related stress?" Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445852/.
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Work-related stress amongst teachers and other occupational groups, is a significant problem in terms of its prevalence and costs. Reduction of work-related stress has been attempted by a variety of intervention programmes. Most published, work-related stress programmes appear to have resulted in minimal stress reduction and this thesis is broadly concerned with the reasons for this apparent lack of success. Responsibility in the workplace for addressing stress usually lies with managers who appear willing to deal with work-related stress, but mis-direct stress programmes at the individual rather than the organizational level. A question arises about what accounts for this apparent contradiction. Part of the problem seems to be that managers and staff have different perceptions, beliefs and values in relation to stress. Managers may not have an accurate view of what is causing stress in their staff and so the 'real' stress issues are not targeted by the stress management programmes which managers provide. Another part of the problem centres on the informal communications between managers and staff around issues to do with work-related stress. If they were better able to communicate and identify the real stress problems, then more effective interventions could be developed. If managers and staff hold differing beliefs on work-related stress, can any differing manager-staff views be observed by direct observation This thesis attempted to discover whether any differing views on work-related stress were observable in the talk of teachers and teacher managers in a primary school. When teachers and their managers are not agreed on the nature of the stress problem to be addressed, there would appear to be little likelihood that a stress management programme would be effective in alleviating teachers' stress.
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Deruage, Joseph Kua. "Beginning primary teachers' induction and mentoring practices in Papua New Guinea." The University of Waikato, 2007. http://hdl.handle.net/10289/2250.
Full textAbstract:
Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.
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Apelis, Eliakim Tokacap. "The relationship between the inspectorial system and teacher professionalism : a Papua New Guinea primary school case study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/20731/.
Full textAbstract:
The inspectorial system is a legacy of the colonial era. The functions, responsibilities and strategies of the inspectorial system in PNG schools were introduced during the colonial era and since its inception there have been insignificant changes made.
There are perceived problems being experienced due to the growth of the education system and the complex management of education services as a result of the centralized and decentralized organizational functions introduced some thirty years ago. The multiple, conflicting and confusing roles of the inspectorial system developed over the years and the organizational cultures of agencies responsible for the inspectorial system have further complicated the work of inspectors. Thus the question of how effectively the inspectorial system works and how it serves its functions needs to be addressed, particularly on how it enhances the teaching profession.
Although the inspectorial system was introduced as a means of quality assurance, which is still being emphasized in PNG, the analysis reveals that supervision and professional development strategies are applied by inspectors as interactive strategies to pursue better education standards and quality education. These strategies supposedly ensure teacher professionalism is sustained and improved in order to impact on the quality of education provided by the schools. However a lack of clear understanding of teacher professionalism, despite changes and developments within the education system, may be also having an influence on how effective the inspectorial system is. The inspectorial system has developed into a complicated system. Therefore the need for clear demarcations of its functions, responsibilities and strategies is investigated in this study so that the inspectorial system is improved or developed into a more functional system that may produce tangible outcomes.
The study explores the experiences, beliefs and perceptions of teachers, head teachers and inspectors about the inspectorial system, teacher professionalism and their relationships. It does so by answering the main question, how and to what extent does the inspectorial system enhance and hinder teacher professionalism in primary schools in PNG, as well as specifically answering the following key questions:
• How does the inspectorial system operate in primary schools in PNG?
• What are the dimensions of teacher professionalism that are perceived by teachers, head teachers and inspectors?
• How are these dimensions of teacher professionalism linked to the interactive strategies applied by inspectors on teachers and head teachers?
• What redeveloped conceptual framework grounded in the realities of teachers’, head teachers’ and inspectors’ experiences, beliefs and perceptions about the inspectorial interactive strategies can enhance teacher professionalism?
In doing so, the interactive strategies of the inspectorial system (including quality assurance, professional development and professional ethics) and the dimensions of teacher professionalism (including teacher compliance, teacher knowledge, teacher leadership, teacher professional development and teacher professional ethics) are disclosed and their linkages identified. For example, professional development interactive strategies are linked directly to teacher professional development as experienced and perceived by teachers, head teachers and inspectors. This is done so that the direct impacts of each inspectorial interactive strategy on the dimensions of teacher professionalism are identified, and this leads to the creation of a conceptual framework for an inspectorial system that enhances teacher professionalism. The conceptual framework can guide supervisors, either school-based or externally based, to develop and execute an efficient supervisory system that can have a direct impact on an evolving teaching profession.
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梁仲民 and Chung-man Luke Leung. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626160.
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Speak, Lynda Overton. "A Study of Relationships Between Teachers' Knowledge of and Attitude Toward Selected Teaching Strategies and Their Implementation in the Elementary Classroom." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332248/.
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The purpose of this study was to explore the variables of content knowledge, individual attitude, and span of time from initial training with regard to implementation of selected teaching practices in the elementary classroom. The sample consisted of thirty-two elementary classroom teachers who teach reading or mathematics in a large suburban school district in the Dallas Metropolitan Area. After completion of the second day's training in an inservice program on teaching strategies, the teachers were given a test to measure content knowledge of and attitude toward the teaching strategies. The test results were used in determining four groups for follow-up classroom observations four weeks and eight weeks after the in-service sessions. Using three-way analysis of variance, the data were analyzed.
Results indicated that teachers with high content knowledge of the teaching strategies implemented these strategies to a greater degree than did teachers with low content knowledge. No significant relationship with regard to implementation was found for the variables of attitude or span of time.
It can be concluded that teachers who know the content of inservice training are able to and do implement the training in their classrooms. Of equal significance is the conclusion that teachers who do not know the content do not demonstrate teaching skills which duplicate the training concepts. It can also be concluded that training of this type is beneficial to teachers regardless of their attitude, and that teachers who implement training will do so with knowledge of the content not affected by the factor of time.
It is suggested that additional studies be conducted using these and other variables and combinations of variables which may have a relationship to the teachers' use of inservice training in the classroom.
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Carolan, Sean Anthony Joseph. "Parent, teacher and child perceptions of human rights education : a primary school study." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393818.
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Morrow, Gillian Margaret. "Teacher planning in the primary school : the person, the plan and the practice." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341782.
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Richardson, Katherine. "The primary-secondary school transition for languages : pupil and teacher experiences and beliefs." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66738/.
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The thesis explores the experiences and beliefs of pupils and teachers for languages at the primary to secondary school transition in England. The academic aspects of transition (for languages and more broadly) are examined in the literature review and emerge as areas of concern and inadequacy with issues relating to progression, continuity, appropriateness of pedagogy and cross-phase communication and liaison. This exploratory case study adopts an interpretivist paradigm to investigate pertinent aspects of language learning including the perceived aims of Primary Languages; current provision, liaison and assessment activity; and pupils’ self-efficacy and enjoyment of languages as they transfer from primary to secondary school. The study focuses on pupils’ beliefs and experiences of language learning in four cases, each comprising one secondary school and two feeder primary schools. Pupil and teacher questionnaires and semi-structured interviews were administered at three points during this transition: the end of pupils’ final year in primary school, and the beginning and end of their first year at secondary school. Whilst pupils’ transition for languages emerged as patchy, inconsistent, and inadequate in three of the four cases, pupils in one case had a contrasting experience and exhibited higher levels of enjoyment and self-efficacy for languages than in the other cases. The work contributes knowledge about pupils’ beliefs of language learning at a pivotal period in their language education. The case studies and cross-case analysis offer a novel exploration of the important issues in transition for languages and relationships between these issues. In the conclusion, the thesis gives critical consideration to how the findings might inform current and future practices and debates relating to transition for languages and successful language learning in primary schools at the advent of compulsory language learning for all pupils in state-maintained schools in England in Key Stage 2 (aged 7-11 years).
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Palmér, Hanna. "To become, or not to become, a primary school mathematics teacher. : A study of novice teachers’ professional identity development." Doctoral thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24936.
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This thesis is about the process of becoming, or not becoming, a primary school mathematics teacher. The aim is to understand and describe the professional identity development of novice primary school mathematics teachers from the perspective of the novice teachers themselves. The study is a case study with an ethnographic direction where seven novice teachers have been followed from their graduation and two years onwards. The ethnographic direction has been used to make visible the whole process of identity development, both the individual and the social part. The empirical material in the study consists of self-recordings made by the respondents, observations and interviews. The empirical material is analysed in two different but co-operating ways. First a conceptual framework was developed and used as a lens. Second, methods inspired by grounded theory are used. The purpose of using them both is to retain the perspective of the respondents as far as possible. At the time of graduation the respondents are members in a community of reform mathematics teaching and they want to reform mathematics teaching in schools. In their visions they strive away from their own experiences of mathematics in school and practice periods. Four cases are presented closely in the thesis as they show four various routes into, and out of, the teaching profession. These four cases make visible that the respondents’ patterns of participation regarding teaching mathematics changes when they become members in new communities of practice with mathematics teaching as part of the shared repertoire. But, the four cases also make visible that the existence of such communities of practice seems to be rare and that the respondents’ different working conditions limit their possibilities of becoming members in those that exist. During the time span of this study, the respondents hardly receive any feedback for their performance as mathematics teachers. Even if they teach mathematics they don´t teach it as they would like to and they don´t think of themselves as mathematics teachers. Two years after graduation none of the respondents has developed a professional identity as primary school mathematics teacher. A primary school teacher in Sweden is a teacher of many subjects but they are the first teachers to teach our school children mathematics. For the respondents to develop a sense of themselves as a kind of primary school mathematics teacher, mathematics teaching has to become part of their teacher identities. For this to become possible, mathematics must become a part of their image of a primary school teacher as an image of a primary school mathematics teacher. Furthermore memberships in communities of practice with mathematics in the shared repertoire must be accessible, both during teacher education and after graduation. Then professional identity development as a primary school teacher would include becoming and being a teacher of mathematics.
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Ye, Yujing. "From probationers to professionals : a study of first-year primary school teachers in Taiwan." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319487.
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