Dissertations / Theses on the topic 'Primary teacher training'
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1
Barron, Elaine Bernadette. "Primary headteachers' perceptions of training teachers fit to practise within changing landscapes of teacher training." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/621834.
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Recent changes to the provision for teacher training have seen a move to place greater responsibility for the training of teachers with schools rather than with Higher Education Institutes. The rationale appears to be the view that this will produce the kind of teachers schools are looking to employ. However, there appears to be little research focused on the opinions of the senior management of primary schools about whether they believe this to be the case, whether they feel schools are in a good position to undertake this training, and what impact they perceive such a move will have on primary schools. This study took a constructivist grounded theory approach to explore primary school headteachers’ perceptions of how best to train primary school teachers seen by them as fit to practise and what they perceived schools could and could not provide to support this outcome. Data were initially collected in a feasibility study exploring the views of the headteacher, the school-based mentor and the former trainee teacher in identifying their perceptions of factors which contributed to the outstanding outcome for a trainee on the Graduate Trainee Programme on the completion of his training year. Reflections on one of these factors in particular, that of the crucial role of the headteacher in enabling the successful outcome, at a time when a number of significant reforms to teacher training were being implemented, prompted a reconsideration of the focus of the main study to an exploration of headteachers’ perceptions of training teachers seen by them as fit to practise in primary schools in a changing landscape of teacher training. Twelve primary school headteachers participated in semi-structured interviews. Data were analysed utilising a constant comparison method (Strauss and Corbin, 1990; Charmaz, 2006). Conclusions from a small scale study cannot easily be generalised. However the findings from the main study suggested the headteachers believed teachers who were fit to practise demonstrated the ability to think critically about their practice and that this attribute was under-represented in standards for teachers. In terms of training to become teachers fit to practise the headteachers supported the viewpoint of the primacy of practice but believed that practice alone was not sufficient to develop the teachers they sought to employ in their schools. In order to become critical thinkers trainee teachers needed to study the theory underpinning the teaching in schools. This study should be guided by experts, who most of the headteachers identified as academic partners, in teacher training located outside of the school. There was a measure of hostility from some of the headteachers to the idea that a teaching school could fulfil this expert role. The headteachers used a number of synonyms to describe the teachers they were seeking but all appeared to mean teachers fit to practise in their schools. The headteachers believed they had the ability to recognise the potential to become a teacher fit to practise in applicants to teaching and they used this to identify trainee teachers who would fit their schools. With greater responsibility for teacher training moving to schools this highlighted issues of equality of opportunity and a potentially insular approach to the training and recruitment of teachers. According to the headteachers, schools which participated in teacher training required at least a good Ofsted grade, a climate and skilled staff to support novices and strategic leadership by the headteacher. As part of the remit of this strategic leadership the headteachers perceived it was their role to protect their schools from external pressures such as Ofsted inspections. This, they believed, gave them the autonomy to decide on their level of participation, if any, in teacher training on an annual basis. Recommendations for further research, policy and partnerships have been made.
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Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.
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This study is about the ways in which the term subject knowledge is conceptualised and interpreted by student teachers, university tutors and school mentors in the context of undergraduate primary initial teacher training (ITT) in two post-1992 university providers. Subject knowledge has been a consistent feature of the policy context of ITT over decades, although disparities are apparent between the rhetoric of policy directives, the theoretical knowledge base and how primary teachers’ subject knowledge is represented, and enacted, in communities of practice in primary ITT. The conceptual framework for the research is underpinned by Shulman’s (1987) theoretical knowledge bases for teaching, and draws significantly on the conceptual tools of culture, practice and agents in educational settings, provided by Ellis’s (2007) situated model of subject knowledge. The perspective of the individual is developed further by utilising Kelchtermans’s (2009) personal interpretative framework. An additional lens is provided by the external political context, within which primary ITT is located. The research adopted an inductive, interpretative approach that incorporated multiple methods to construct a bricolage. Data collection included semi-structured questionnaires, semi-structured interviews that incorporated the production of visual data, and content analysis of documents. The study indicates that subject knowledge was understood by participants as an umbrella term representing general teacher knowledge, rather than as a critically distinct concept. Overall, there was a general lack of emphasis on subject-specific pedagogical knowledge evident in the discourse around subject knowledge for primary teaching. Conceptualisations of subject knowledge were highly individualistic. The findings indicated that the culture and practice in different contexts is interpreted and experienced in very different ways by individuals to influence their interpretations of subject knowledge and its place in pedagogy. Thus, this study makes an original contribution to knowledge in the field by: 1) mapping the details of the conceptualisations of subject knowledge held by student primary teachers, university tutors and school mentors in the context of undergraduate primary ITT, to identify commonalities, and disparities, with the theoretical knowledge base; and 2) identifying and examining cross-contextual and personal influences on conceptions of subject knowledge and in so doing, extending and adapting Ellis’s (2007) model of subject knowledge, to the specific context of undergraduate primary ITT.
3
Al-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.
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This study explores the quality assurance mechanisms in primary teacher education programmes in Jordan in order to examine how the participants perceive the systems in their programmes. As a point of reference the English experience in quality assurance was incorporated. The main areas investigated were (i) The components of primary teacher education programmes in Jordan (the objectives, the theory, the school experience, the teaching methods, the management system, and facilities) (ii) The problems that hinder the implementation of the quality assurance systems (iii) Suggestions for promoting quality assurance (iv) Guidelines for quality assurance obtained from the English teacher education programmes. Data was collected from all public Jordanian universities that are concerned with primary teacher education programmes and in 9 English universities and one college. The three main research methods employed in the research were documentary analysis, questionnaires, and the interview. It is concluded that quality assurance systems are not clearly specified or implemented in the primary teacher education programmes in Jordan. The perceptions of the majority of the participants indicated that they were dissatisfied with both the components of the programme and the management system. The study argues that without the co-operation of the people involved in the quality assurance systems, the system will not totally achieve its objectives. Communication and commitment by all the participants are essential if quality assurance systems are to be effectively employed.
4
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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Adams, Muriel Sylvia. "Problems of managing teacher appraisal schemes in Gwent primary schools." Thesis, Cardiff University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311320.
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Sim, Ju Youn. "The impact of in-service teacher training : a case study of teachers' classroom practice and perception change." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/36858/.
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The central focus of this study concerns the impact in Korea of an in-service teacher training (INSET) course on teachers’ classroom practice and their perception change. A qualitative case study involving observation and interviews was carried out during a period of six months before and after an INSET course. The three-week INSET course itself was observed. This was followed by the observation of five consecutive English lessons given by the two teachers. The teachers also took part in four semi-structured interviews. While the observations shed light on how the teachers implemented what they had learnt from the INSET into their teaching practice, the interviews explored a range of issues. These included their general expectations and outcomes of the INSET course, their perception changes and difficulties in putting new ideas into practice. Interviews also explored their perceptions of longer-term outcomes. The main finding in this study indicated that the two teachers faced some difficulties and challenges in implementing new ideas or knowledge obtained from the INSET course into their classroom practice, and did not do so to the same extent. The contextual differences between the INSET and real practice, the content of the INSET, and lack of school support were identified as constraining factors that limit implementation. The analysis also showed that the teachers’ confidence and motivation resulting from the INSET led to their better career prospects and affected their professional identity. Some important implications from the study for language teacher training are discussed to highlight how the potential impact of INSET could be optimised: (i) INSET should provide ongoing support to promote developmental continuity after the course; (ii) INSET should consider teaching contexts sensitively, especially large classes and limited materials; and (iii) trainees continue their professional development under their own initiative even after the INSET course.
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Govinda, Ishwar Lingam, and n/a. "Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041021.131036.
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This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
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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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Puteh, Marzita. "Factors associated with mathematics anxiety and its impact on primary teacher trainees in Malaysia." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267728.
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This study investigates the extent and nature of mathematics anxiety in primary school teacher trainees in Malaysia, and identifies the factors that are associated with it. This is qualitative research and hence the approach is to understand the current phenomenon and to obtain a rich and in-depth insight into significant issues. Three methods for obtaining data are used: questionnaires, interviews and observations of subjects doing mathematics. Evidence for the nature and source of mathematics anxiety was derived from what the teacher trainees said about (a) their perceptions of mathematics; (b) themselves with regard to mathematics (self-image); (c) their feelings towards mathematics; and (d) their behaviour when doing mathematics. Hands-on mathematics was given to the teacher trainees in order to observe how mathematics anxiety affects them in an actual scenario of doing mathematics. Interviews were carried out immediately after the hands-on observations in order to give the teacher trainees opportunities to explain their actions. Teachers-students relationship, teachers' style of teaching, examination pressure, parental and peer group influences were identified as the main factors contributing to the trainees' mathematics anxiety. The cultural setting for these factors emerged from the research as being of particular significance.
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Bowen, Robert. "Illuminating primary design and technology : an investigation into planning and teaching methodology." Thesis, Nottingham Trent University, 1999. http://irep.ntu.ac.uk/id/eprint/9551/.
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Bourne, Jill. "Inside a multilingual primary classroom : a teacher, children and theories at work." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333590.
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Remy, Dawn Cheryl. "Training and practice : a case study of teacher education in St. Lucia." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283349.
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Whitehead, Dawn Michele. "Taking the road less traveled primary teacher retention in Ghana /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278234.
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Thesis (Ph.D.)--Indiana University, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3797. Adviser: Barry Bull. Title from dissertation home page (viewed May 8, 2008).
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Allingham, Pauline Kay, and n/a. "Thank God it's Friday : occupational stress and coping among Catholic primary teachers." University of Canberra. Teacher Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060531.155625.
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Occupational stress among teachers is a painful, prevalent and costly
phenomenon, one which impacts on individuals, families, schools and
wider society. A growing body of evidence suggests that individuals'
susceptibility to occupational stress is not determined exclusively by
environmental or personality factors, but by the cognitive and
behavioural transactions between the individual and potentially stressful
events. Two major factors which contribute to individual stress are a
person's appraisal of events as threatening or demanding, and the
strategies they use in coping with those events.
The purpose of this study is to explore the relationship between
experience, stress levels and coping patterns in a group of primary school
teachers. Two groups of teachers were surveyed, 'Starters' who were in
their first year of teaching and 'Stayers' who had at least 10 years of
teaching experience. Stayers were divided, on the basis of their responses,
into Low-stress, Moderate-stress and High-stress groups. The aspects of
coping which were explored are:
1. The range of coping strategies used by teachers in each group,
2. The frequency of use of those coping strategies for each group, and
3. The coping styles preferred by teachers in each group.
The results of this study show no direct connexion between stress
level and any of the demographic variables (sex, age, religion, piety,
teaching experience, full-time teaching, part-time teaching and time away
from teaching). Nor are significant differences found between the coping
patterns of more or less experienced and more or less stress teachers.
A pattern is suggested by correlational analysis, wherein
inexperienced teachers (Starters) and highly-stressed experienced
teachers (High-stress Stayers) show the same preference for coping styles.
It is hypothesized that this similarity of preference relates to role of
control in reducing stress, and that these groups are examples of different
stages of adaptation to teaching. Implications for the use of these
preferences in detecting teacher stress, and for the inclusion of coping
strategies in teacher training are discussed.
15
Menendez, John. "Modernising initial teacher education/training : primary teachers as technician/deliverers or moral-craftpersons. Who cares? Who decides?" Thesis, Nottingham Trent University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441438.
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The post-modern era has seen the rising influence of technical rationality across society, its institutions and functions (Turner 1990): and, Initial Teacher Education/ Training (ITE/T) has not been immune to this. Technical rationality is marked by bureaucratisation and rationalisation and has led to an 'intervene and prescribe' approach to ITEfT. The advocacy for technical-rationality amongst ITEfT policy makers raises the study's principal question: 'What are some of the implications, and influences, of UK [England] government's techno-rationalist driven ITE/T policy over the last 25 years on primary student/trainee-teachers, ITE/T providers, ITE/T policy makers and society in England?' The study considers this question, through research at the macro-level (policy review) and micro-level (case study of a small group of primary student/trainee-teachers undertaking ITEfT in the 1990s). The study's research concludes that ITE/T policy over the last twenty-five years had led to both significant achievements but also raised significant issues. Achievements on a macrolevel include: the creation of a quasi-ITE/T market has widened consumer choice (Le Grand and Bartlet 1993), invoked regulation through 'next steps' agencies working through the 'new managerialism' (Dunsire 1995; Gains 1999) to achieve common standards and processes (Furlong 2005), the recent adoption of a 'Third Way' approach (Giddens 1998, 2000; Newman 2001) has achieved greater stakeholder participation in ITE/T policy making and implementation including the re-defining of teacher professionalism (through QTS standards). These achievements have in turn produced the highest standards in new teachers (Tabberer 2003, 2005). At a microlevel ITE/T policy has achieved greater choice for individual consumers, and increased direct participation in ITE/T particularly for teachers and schools. The study suggests that despite techno-rationality driven policy's successes that it has limitations, principally discounting the human attributes or social capital of 'teacher as person' (Clark 1995: 4) which had motivated primary student/trainee-teachers to enter teaching in the first place, and which remained stable amongst the study's student/trainee-teachers despite the influence of technical-rationalist government policies. The most significant feature of the QTS standards in influencing student/trainee-teachers' teacher thinking is the relative balance between technicalreflection, practical-reflection and critical-reflection. The study's findings raise the question: 'what 'type' of new teachers does society expect: those of technical deliverers/technicians (Lawlor 1990) or reflective practitioners/moral-craftsperson (Tom 1984)?' Further consideration of this question leads to defining the key challenge facing ITE/T policy makers and stakeholders as being: (i) defining the qualities society expects of its new teachers (teacher professionalism) ...; and, (ii) considering how ITEfT can best educate student/trainee-teachers to support sustained improvement for gll pupils, including the most under-privileged, and contribute to 'a fairer society'? The study concludes that if further progress is to be made on raising standards for Q)l pupils and creating 'a fairer society', as outlined in government's most recent policies (DfES 2004a, 2004b and 2006), that a broader approach which 'counts-in' explicitly the human-side to teaching (Elbaz 1992, Hargreaves 1998, Dunne 1997), needs to be adopted. Four recommendations are developed which seek to enhance the part ITE/T plays in raising standards for 'all pupils' and creating 'a fairer society'. Several ways in which research could inform further policy making and developing ITE/T practices are highlighted.
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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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Ahmed, Mah-E.-Rukh. "Comparative perspectives on initial primary teacher education and training in England and Pakistan." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:5533.
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This study explored the extent to which initial teacher education and training programmes provide an adequate preparation for the needs of the primary school teachers in England and Pakistan. An integral part of this exploration was the identification of particular aspects of ITE programmes which had a significant impact in enhancing the professional development of teachers, the effectiveness of the ITE programmes and then overall quality. The second notable feature is that this study is a comparative one. The researcher chose two countries where initial teacher training programmes were being implemented, albeit in different ways. England and Pakistan are two contrasting countries from different global regions and having different cultural and social contexts. This is not a problem for comparison because the issue is whether they provide an adequate and enriching professional preparation for beginning teachers in their respective contexts. The study also aims to explore how far the English experience has potential for development and improvement in the Pakistani initial primary teacher education programme. The issue was examined in detail in different teacher education institutions located in England and Pakistan. For this purpose the researcher used Bereday�s comparative methodology to investigate the juxtaposition of these two initial teacher education programmes. The researcher hopes thereby to add to the stock of theory through the use of a cross-national study. The study indicated to what extent the beginning teachers were adequately prepared for the demands of work and the responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to contribute to the perceived adequacy of the professional preparation of student teachers. An enriching curriculum together with availability and quality of physical facilities and educational resources contributed to this situation. At the same time, the support from the principal stakeholders in terms of funding and staff professional development was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers in England and Pakistan. The aim of this research was to investigate initial teacher education in Pakistan and England to gain insights into two initial teacher education systems with a view to improving initial teacher education in Pakistan. To achieve this aim, a cross-cultural study using a multi-method approach was adopted. This research revealed how questionable it can be to merely state what the similarities and differences really are between two initial teacher education systems. Nonetheless, it did identify some important differences as between the two initial teacher education systems, namely in terms of: - cultural differences affecting initial teacher�s attitude and values; - differences in governmental vision, political will, and government policies and institutional provision; - teacher education curricula, policies and delivery; - traditional and economic disparities; and theoretical underpinning. Having conducting this research, it is the view of the writer that it is possible for Pakistan to gain from certain aspects of the experience in England, especially in administration and quality control.
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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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Yeung, Siu-hong Aaron. "Environmental education in Hong Kong with particular reference to teacher training /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1994620X.
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Chilora, Henri Gadafulama. "Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7486.
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Includes bibliographical references (leaves 93-101).Studies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.
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Eller, Amanda. "A mixed-methods study determining new teachers' perceived level of preparedness in primary literacy instruction." Thesis, Northwest Nazarene University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643018.
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Historically, new teachers have entered the profession woefully underprepared to immediately be highly effective, primary literacy teachers. The twenty-first century has brought to education extensive reforms in literacy instruction, but are teacher preparation programs keeping up? This research examines the varying levels of perceived preparedness with which new primary teachers are entering the profession. The researcher surveyed K-3 teachers throughout three districts of varying sizes in a northwestern state. The survey focused on determining teachers' perceptions of their levels of preparedness in literacy instruction in general, as well as in the core literacy elements of phonemic awareness, phonics, fluency, and comprehension. The data collection portion of the survey differentiated between new teachers in their first 3 years, practiced teachers with 4-10 years of experience, and veteran teachers with 11 or more years of experience. The practiced and veteran teachers were asked to reflect upon their preparation and their first years of teaching when answering the survey questions. The researcher completed a comparative analysis of the three groups to determine if there has been improvement over time in perceived levels of preparedness for literacy instruction. The survey results determined that this sample population has, in fact, indicated an improvement in the level of literacy-related teacher preparation. This improvement better enables new teachers to be highly effective in primary literacy instruction, to the great benefit of their students.
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Forrester, Victor David Nicolson. "Motivational adjustment of (primary) teacher trainees in the early stages of learning to teach English in Hong Kong." Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1236/.
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Despite decades of research on human motivation within an educational context, there emerges neither one theory nor one pragmatic intervention that is commonly accepted. These observations raise two fundamental questions: why does human motivation confound a common theoretical base and why does it appear to resist interventions? Addressing these two fundamental questions, this thesis offers a literature critique that highlights motivation in education as value-laden. The thesis then posits that to understand motivational adjustment the critical focus lies not on the value-agents (lecturers, parents) but on the value-receivers (the students). Additionally, the thesis posits that an adequate comprehension of students' motivational adjustment requires a research methodology that embraces the defining context. The research subjects are two cohorts of trainee (Primary) teachers. The first cohort (N=47) comprises incoming students direct from Secondary education. The second cohort (N=33) are post Certificate in Education students with prior work and teaching experience. Both cohorts are enrolled in first semester, Batchelor of Education programmes at the Hong Kong Institute of Education in Hong Kong, Special Administrative Region of the Peoples' Republic of China. A feature of this study is that the research subjects are ethnic Chinese. Reporting a semester-long study, a critique of 'motivation' is provided in the light of data collated from both pre and post semester questionnaires (N= 160) and mid and end semester interviews (N= 38). Data analysis displays the emergence over one semester of an underlying motivational conformity towards prioritising 'self-defense'. Three effects of prioritising 'self-defense' are noted: first, students' perception of an event is subservient to its short-term experience; second, cognition is subservient to affective responses and third, goals are determined by the interaction between the affective and cognitive responses. The thesis concludes by noting implications for further research in both human motivation and cultural studies. Key words: Motivation, teacher-training, culture. ethnic Chinese, Hong Kong (PRC).
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Wilson, Christopher D. "Male perceptions of teaching in the primary grades| A phenomenological study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570377.
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Since the 1970s, a continuous decline in the number of males entering into the teaching profession has resulted in significant underrepresentation of male teachers in public schools, especially in elementary schools. The problem is applications to elementary school positions by females far outnumber applications by males. This qualitative phenomenological study was designed to identify potential male elementary school teachers’ perceptions of teaching in the primary grades and how the perceptions are influenced. Nine male veteran teachers and 11 male nonveteran teachers participated in the study. All data were collected with in-depth interviews using open-ended questions. Six relevant themes pertaining to attracting and retaining male teachers in elementary teaching emerged during data processing, including the decision to teach, stereotypical expectations about elementary teaching, the importance of money, reducing barriers for male teachers, the benefits of teaching, and technological teaching orientations. Exploration of the emergent themes on an individual basis provides information for school leaders that will help refine recruiting practices and allow leaders to target potential male elementary teachers more effectively.
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Toker, Sacip. "An Assessment Of Pre-service Teacher Education Program In Relation To Technology Training For Future Practice: A Case Of Primary School Teacher Education Program, Burdur." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605345/index.pdf.
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The purpose of the study is to reveal pre-service teachers&rsquotechnology competencies during their four-year teacher training program at Burdur School of Education, Sü
leyman Demirel University in Turkey. The sample size is 1086 students from Primary School Teacher Education department. 262 is 1st year, 269 is 2nd year, 288 is 3rd year, and 265 is 4th year students. 435 are males, and 644 are females. The research design is non-experimental survey. Technology Use Self-Competency scale (TUSS) was used for the study. Reliability of the instrument is .96. The study is indicated that most of the pre-service teachers felt themselves as intermediate technology user. The descriptive, correlation, regression and higher-way ANOVA are applied. Gender, years of computer use and computer ownership and having access to internet variables are associated with significantly to technology use self-competency scores. Also the most useful predictor of technology use self competency is years of computer use. Finally, there is significant difference among categories of computer ownership and internet access, gender, years of computer on technology use self-competency. The recommendations and directions to future researches are presented.
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Elligate, John Edward, and res cand@acu edu au. "Developing Better Practice for Beginning Primary Teachers: The significance of the practicum." Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp182.20112008.
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“Practicum” refers to the time students undertaking initial teacher education programs spend in schools during their training. Its purpose is to enable the university and accredited teachers to assist student teachers to gain experience in translating educational theory into classroom practice. It is recognised as a vital component of teacher education. In 1998 the Australian Catholic University (ACU National) Melbourne campus, introduced the ‘extended practicum’ into their teacher education program. The extended practicum, undertaken by students in their final year, is significant to student learning as it enables them to spend an extended period of time with the same group of pupils. However, to date this program has not been formally evaluated. This study used qualitative methodology to investigate the effectiveness of the extended practicum in the Bachelor of Education course offered through the Trescowthick School of Education at ACU National Melbourne Campus. Literature pertaining to the development and current understandings of the practicum in teacher education and the partnership between the university and schools in managing the practicum was reviewed. Questionnaires, semi-structured interviews and focus groups were used to gather data about the experiences and reflections of pre-service teachers, first year teachers, supervising teachers and university staff involved in the extended practicum. The data were analysed and key themes were identified and compared between groups. The findings suggested that while all stakeholders recognised the importance and value of the extended practicum in teacher education, their ideas about its major aims and strengths differed. A number of issues were identified that could improve the quality of the extended practicum and thus enhance the learning experience for pre-service teachers. These issues included preparation of the pre-service teachers, length and timing of the practicum, supervision and assessment of pre-service teachers during the practicum, professional development for supervising teachers and most importantly improved communication between the university and schools. Information from this study can inform the development of the extended practicum, and as a consequence, the total practical teaching program at ACU, (National), Melbourne. This will further support the ongoing relationships between the university and schools and teachers who support the program and who provide an improved learning opportunity for pre-service teachers.
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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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Vaz, Arnaldo de Moura. "Being challenged : reflections on the contribution of Paulo Freire's work to teacher education; the Thematic Investigation of primary teachers' thinking and practice with regard to the teaching of science." Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308417.
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Ahmad, Abdulaziz al. "An evaluation of the primary school teacher preparation in the college of education at Kuwait University." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344065.
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Shaba, Chester B. K. "Establishing a new teachership through interactive radio instruction : evaluating the impact of IRI on teachers' practices in Malawian primary schools." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2242.
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This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.
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Hitt, Peter D. P. "Teacher perceptions of management in schools : a qualitative study involving interviews with a selection of primary, secondary and independent school teachers in Lothian Region." Thesis, University of Edinburgh, 1991. http://hdl.handle.net/1842/19850.
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Hoye, Lynda Janice. "'On the edge' : students into teachers : a qualitative study of primary postgraduate students focusing upon their transition from students into teachers." Thesis, University of Bristol, 1996. http://hdl.handle.net/1983/011475f1-77d9-4869-bfff-499d32d3edda.
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Chakanyuka, Sharayi. "Mentoring and the professional development of pre-service primary teacher training students of Masvingo Teachers' College, Zimbabwe : a case study." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413867.
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Dharsey, Zorina. "PSP’s support of science education through teacher development : a case study." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97981.
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Thesis (PhD)--Stellenbosch University, 2015ENGLISH ABSTRACT: An analysis of a teacher development programme known as the Cluster Project is central to this research. Study of the form, processes and outcomes of the project model draws attention to teacher professional development (TPD) as a critical strategy for improving science education in primary schools. High quality teaching at the foundational level supports children develop the appropriate level of knowledge that would allow them to take up and succeed at science at higher levels. With the object of strengthening primary science education the Primary Science Programme (PSP) implements a Cluster Project in Western Cape schools. The project model offers training workshops, classroom guidance and essential resources to support teachers develop both their knowledge and teaching competencies to teach science well. Training workshops are designed to build teachers’ understanding of critical science concepts, improve science content knowledge, and offers guidance with curriculum implementation and assessment of learning. In-classroom support and team-teaching, supported with teaching and learning materials and other resources, assists with improving teaching practice in context. This interpretive case study analyses the Cluster Project model and its processes within three theoretical frames: activity theory, complexity theory, and a research-developed qualitative framework to trace teacher professional development. Activity theory is applied to the purpose, organization and function of the Cluster Project, while complexity theory probes the meaning and implications of educational change for teachers and TPD. The qualitative framework with its five critical indicators of autonomy, knowledge, practice, and collaboration and continuing development analyses empirical evidence of TPD with respect to six teacher participants. Activity theory draws attention to the use of flexible adaptive teacher professional learning models which can accommodate frequent change to curriculum and context, and further highlights the importance of promoting collaboration and reducing contradictions in order to improve learning outcomes. Complexity theory expands understanding of teacher professional learning through its focus on the critical concepts of pedagogy, holism, learning as a nonlinear process, the unpredictability of teaching and learning, networking and connectedness, change by emergence and self-organization, changing environments, and teacher development programmes as open, complex adaptive systems. This research observed the six teacher participants were able to improve aspects of their teaching of science, thereby achieving a measure of professional development, although this was not a general observation within the Cluster Project teacher population. Research findings show that teachers’ active participation in meaningful practical science experiences promotes teacher learning, improves practical science in the classroom, and encourages the ready take-up of helpful and innovative science teaching ideas and strategies. This research recommends that practical science teaching, integrated with language and mathematics teaching, should form an essential part of education and training programmes for both pre-service and in-service primary and high school science teachers.
AFRIKAANSE OPSOMMING: Die analise van`n onderwyser-ontwikkelingsprogram, bekend as die Groepsondersteunings Projek, is die kern van diè navorsing. Studie van die vorm, prosesse en uitkomste van die projekmodel, vestig die aandag op onderwysers se professionele ontwikkeling as `n kritiese strategie vir die verbetering van wetenskaponderrig in primêre skole. Hoë gehalte onderwys in die grondslagfase, ondersteun die kinders se ontwikkeling op `n geskikte vlak van kennis wat hulle in staat sal stel om wetenskap verder te neem en daarvan `n sukses te maak op senior vlak. Met die doel om wetenskaponderrig te versterk in die primêre skool, implimenteer die Primêre Wetenskap Program (PSP) tans `n Groepsondersteunings Projek in die Wes-Kaapse skole. Die model voorsien opleiding deur slypskole, klaskamerleiding en noodsaaklike leerhulpmiddels om onderwysers se kennis en onderrigvaardigheid, om wetenskap as vak goed te onderrig, te ontwikkel. Opleidingsslypskole fokus daarop om onderwysers se begrip van kritiese wetenskaplike konsepte en opgradering van wetenskapinhoudskennis op te bou en ook om te help om die kurrikulum te implimenteer en kinders se leerwerk te assesseer. Klaskamer ondersteuning en span-onderrig, met die hulp van onderrig-en leerhulpmiddels, help met die verbetering van die onderwyspraktyk in konteks. Diè interpreterende gevallestudie analiseer die Groepondersteunings Projek model en die prosesse binne drie teoretiese raamwerke, die aktiwiteits-teorie, kompleksiteits-teorie en `n stel aanwysers wat ontwikkel is om bewyse van onderwysers se professionele ontwikkeling te ontleed. Die aktiwiteits-teorie is toegepas op die doel, organisering en funksie van die Projek, terwyl die kompleksiteits-teorie die betekenis en implikasies van die opvoedkundige verandering vir onderwysers en onderwysers se professionele ontwikkeling ondersoek. Die stel aanwysers met vyf kritiese fokuspunte: outonomie, kennis, praktyk, samewerking en voortdurende ontwikkeling, lei die analise van ses onderwyser-deelnemers se professionele ontwikkeling. Die aktiwiteits-teorie beklemtoon die belangrikheid van aanpasbare professionele leermodelle wat gereelde verandering aan die konteks en kurrikulum kan akkommodeer, en beklemtoon ook die belangrikheid om samewerking bevorder, teenstrydigheid te verminder en om sodoende die leeruitkomste te versterk. Die kompleksiteits-teorie verbreed die insig van onderwyser se professionele leer deur die fokus te plaas op die kritiese konsepte van pedagogiek; holisme; leer as `n nie-lineêre proses; die onvoorspelbaarheid van onderrig en leer; netwerk en aaneenskakeling; verandering deur die ontstaan en self-organisasie; veranderende omgewings en onderwyser-ontwikkelingsplanne as oop, komplekse aanpasbare stelsels. Diè navorsing het waargeneem dat die ses onderwyser-deelnemers in staat was om aspekte van hul wetenskap-onderrig te verbeter en sodoende was hulle in staat om `n mate van professionele ontwikkeling te behaal alhoewel dit nie `n algemene waarneming binne die Groepsondersteunings Projek se onderwyspopulasie was nie. Navorsingsbevindings dui aan dat onderwysers se aktiewe deelname aan betekenisvolle, praktiese wetenskapondervindings, leer kan bevorder en begrip kan bevorder van `n praktiese implimentering daarvan in die klaskamer en moedig die geredelike opname van nuttige en innoverende leer-idees en strategieë aan. Die navorsing beveel aan dat praktiese wetenskap-onderrig, integreer met tale en wiskunde, `n noodsaaklike deel moet vorm van onderwys-en opleidingsprogramme vir voor-diens en in-diens primêre en hoërskool wetenskaponderwysers.
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Momany, Mohammad Ahmad. "Pre-service and in-service primary teacher training in Jordan : with special reference to the teaching skills and training/teaching methods." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247392.
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Charles, Sarah. "Can't spell, can't teach? : an exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621547.
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The aim of this research was to investigate stakeholder attitudes towards people, with dyslexia, training to be primary classroom practitioners. The study examined stakeholder awareness and understanding of the term dyslexia; their perceived strengths and challenges, of those training to be teachers, with dyslexia. The study explored the impact of attitudes on disclosure of dyslexia and the potential of their employability as primary teachers in light of inclusive legislation and whether attitudes, held by a range of stakeholders, were on a neutral to positive or neutral to negative spectrum. The research entailed the implementation of an online questionnaire completed by 214 current stakeholders (including Initial teacher Education lecturers, school staff, Initial Teacher Education students and parents) and 11 semi-structured interviews. Findings suggest that there is uncertainty and confusion about the term dyslexia, its associated characteristics and its causes. Many stakeholders perceive dyslexia negatively with key characteristics being linked, predominantly, to deficits in reading, writing and spelling. This research has found that stakeholders identify a number of strengths that those with dyslexia bring to the teaching profession. These key strengths include empathy, inclusive practice and ease of identification of children with dyslexia. The main challenges/concerns identified by stakeholders, of those entering the profession, with dyslexia, were - the demands of the profession; the inability to teach particular age groups/subjects and the level of support needed to ensure success and retention following qualification. This latter concern constitutes a key finding of this research, as the level of support afforded by universities is perceived as being unrealistic in the workplace. The ethical responsibility that universities have, in preparing students for the demands and reality of the workplace, has emerged. The notion of what constitutes ‘reasonable adjustments’ is questioned by many stakeholders. This research concludes that a number of ‘reasonable adjustments’ are perceived as being unreasonable within the teaching profession due to the professional roles, responsibilities and requirements of being a teaching professional. Furthermore, uncertainty about legislation exists with regard to reasonable adjustments, whose responsibility it is to enforce reasonable adjustments and how schools can actually support those with dyslexia, in light of professional standards. Overall, this research has found that 16.1% more stakeholders display attitudes on the neutral to positive spectrum than neutral to negative with regard to those with dyslexia training to be primary classroom teachers. However, this masks major differences between stakeholders and between responses to particular statements/questions. A significant majority of stakeholders demonstrated a negative attitude towards the notion of people with dyslexia entering the teaching profession, believing that parents should be concerned if their child is being taught by someone with dyslexia. Both of these findings could have serious implications on the future disclosure of those with dyslexia. This research has found that a fear of stigmatisation and potential discrimination, which deter those with dyslexia from disclosing on course and job applications are justified and real. This research concludes that employability chances are lessened upon disclosure of dyslexia.
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Yan, Bing. "The development of assessment literacy in Chinese pre-service primary teachers." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/11.
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Over the past decades, there has been a growing consensus among researchers and teacher educators that more support and training should be provided for pre-service and in-service teachers in order to help them acquire basic assessment knowledge and competence. Using a quasi-experimental research design, this dissertation study examined the effectiveness of a backward-designed assessment training course for improving the assessment literacy levels of pre-service primary teachers who were participating in college-level teacher preparation programs in Shanghai. Two extant naturally formed classes, within which the eighty pre-service primary teachers from a private pre-service teacher education institution XT in Shanghai fit the participants recruiting criterion, were used to serve as the treatment and control groups. Framed by the design approach of Understanding by Design (UbD) developed by Grant Wiggins and Jay McTighe (2005), an assessment training program was developed and provided for those in the treatment group during a 12-week period of time; in contrast, those in the control group were not provided with any assessment-related courses. For all the participants, their levels of assessment literacy were measured twice, before and after the intervention, by using the Chinese version of the Assessment Literacy Inventory (Mertler & Campbell, 2005) which I modified further to better meet the context of this study. Results of the study suggest that: 1) among the courses (excluding the intervention itself) provided for the pre-service primary teachers involved in this study, limited efforts had been made to prepare the pre-service teachers for their future assessing tasks; 2) due to the inadequacy of assessment training, most of the Chinese pre-service teachers being tested were not initially literate enough in their assessment knowledge or practice; and 3) whether or not one participates in the assessment training course is a statistically significant predictor of pre-service teachers' assessment literacy, with their previous assessment literacy controlled. In other words, with the embedded theoretical framework of UbD, the designed assessment literacy training course appears to have had a large positive impact on improving pre-service teachers’ assessment competency ( F (1, 77) = 135.91, p 2 partial = .638).
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Keflom, Tsegaye. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace." Thesis, University of the Western Cape, 2001. http://hdl.handle.net/11394/2049.
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Magister Educationis - MEdThis study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.
South Africa
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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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Onyango, Moses Orwe. "A collaborative action for tutors' development : case study of teaching about HIV and AIDS at a teacher training college in Kenya." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610734.
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Lambley, Hanne. "Initial teacher training for the teaching of reading : an exploratory study with final-year primary B.Ed. students." Thesis, University of Leicester, 1995. http://hdl.handle.net/2381/35650.
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The field of study was the preparation of primary B.Ed. students for the teaching of reading. It was carried out at a time of public debate about the quality of education and particularly in the preparation of teachers for reading. Review of relevant research revealed a paucity of information in this area. The aim of the study was to explore students' knowledge, skills and beliefs in the teaching of reading, identifying areas of discrepancy between intended and actual performance and to use the acquired information to explore ways of improving existing procedures for the preparation of teachers in reading. Over five years the study involved four teacher training institutions and a sample of 835 students, 680 teachers and 151 college supervisors. The study, focusing on the final block school experience of students, consisted of two phases. Phase I adopted survey methods employing purpose designed questioimaires and interviews to gather information on students' performance in the teaching of reading as perceived by themselves, their classteachers and supervisors. This provided a baseline and focus for further study. Phase II was carried out in one institution. It adopted an action research approach and explored the potential and limitations of a specially designed programme to heighten students' 'reading metaknowledge'. A Follow-up Study probed the performance of recently qualified teachers in this area. The outcomes of the study were: 1. Findings demonstrating possible ways of improving students' perceived performance and feeling of competence in teaching reading by raising their awareness of knowledge they held 2. Development of a model for learning to teach reading, identifying the role of metacognition in linking theoretical knowledge with teaching activities 3. Development of research instruments for exploring beliefs and perceived performance in the teaching of reading. The study has implications for theorists and practitioners in the field.
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Walker, Lynn Jean. "Men in school-centred initial teacher training : an exploration of issues and experiences in one primary SCITT." Thesis, Open University, 2018. http://oro.open.ac.uk/58454/.
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Poor retention of men is seen across all types of primary teacher training programmes in England. Previous research has largely focused on undergraduate and postgraduate university routes to teaching. This study concentrates on a small number of men in a one year school-centred initial teacher training (SCITT) programme, a professional learning pathway to teaching which the government now actively promotes, to explore how these trainees experience the female-dominated environment of the primary school. The research framework uses theories of identity (Beauchamp and Thomas 2009), including gender (Skelton 2003), communities of practice (Wenger 1998) and social constructivism (Vygotsky 1978) to explore the challenges male primary trainees encounter as they negotiate who and what they are , professionally and personally, as a teacher and as a man, within the primary school. Findings include: performing stereotypical gender roles in school appears to enable the participation of male trainees; men can feel excluded in the all-female social space of the school staffroom; men feel unfairly scrutinised in safeguarding discussions and training; mentors report difficulties in supporting men who are mature career-changers. The research sits within a qualitative, interpretive paradigm and uses a case study approach; the male trainees on the SCITT programme constitute the case. The study uses mixed methods of data collection: semi-structured interviews with male trainees, documents profiling the characteristics of cohorts of men over five years, an all-male focus group discussion and mentor questionnaires. Although numbers are small, the study explores a problem which is replicated nationally and has persisted for generations, in the new context of SCITT. The data suggest that school-centred training, where men are required to assume a professional role quickly, offers little preparation or space for thought about gender and masculinities. The study concludes with suggestions for SCITTs to consider how they can support male trainees.
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Kranz, Carol A. "A qualitative case study of novice Kenyan primary school teachers what messages transmitted by the teacher training colleges are internalized and applied?" Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4956.
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The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.ID: 030423103; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 257-265).
Ed.D.
Doctorate
Education
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Ngai, Kam-tao, and 魏錦圖. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary schoolteachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955599.
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Ralston, Christine R. "Collaborative data-driven decision making| A qualitative study of the lived experiences of primary grade classroom teachers." Purdue University, 2013.
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Zhou, Wenyan 1980. "Video portfolios as a tool in primary grade student evaluation and their potential in pre-service teacher training." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83846.
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This thesis examines the potential for pre-service teacher training of video portfolios of elementary students doing school tasks. Study 1 investigates pre-service teachers' use of such records to assess student progress. Ten undergraduate education students each viewed two video portfolios, one for mathematics and one for reading. Each portfolio consisted of four video records. Participants watched the four records in an incorrect order and attempted to put them in their original order. Their orders by-and-large were correct. Most ordered the records according to task characteristics and provided detail interpretations and justifications for their ordering. Since the usefulness of video portfolios in teacher training rests on their ability to highlight characteristics of student learning, Study 2 further analyzes eleven mathematics video records selected from Study 1 to investigate whether the task condition constructed in the adult-student interaction allows sufficient presentations of student achievement. Potential threats in task administrator's instructional behaviors to video quality were discussed.
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Al-Ruwaih, Meshari Eisa. "Raising standards in initial teacher training in physical education for primary schools : a comparative analysis between Kuwait and England." Thesis, Liverpool John Moores University, 2005. http://researchonline.ljmu.ac.uk/5797/.
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Pausigere, Peter. "Primary maths teacher learning and identity within a numeracy in-service community of practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017183.
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This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
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Alawadhi, Nabil. "The impact of computer use in the development of mathematics teaching in primary education." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5829.
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The educational system in Kuwait is intended to provide primary and secondary students with required skills in order to operate in the technical careers commonly undertaken. However, mathematics education lags significantly behind other countries in Kuwait. In the 1997 and 2008 TIMMS international studies of primary and secondary mathematics achievement, Kuwait ranked near the bottom on almost all scores. Thus, improving mathematics education in Kuwait is an issue of serious concern. This research focuses on the question of whether mathematics teaching and learning in Kuwaiti primary schools (grade 4) can be improved through the use of computer-based tools for practice drills and constructive mathematics play. An observational intervention was used in a classroom of 24 children, where students took a pre-test for mathematics achievement, then engaged in a series of exercises through the term and were retested at the end of the term. This was accompanied by a series of in-services and teacher interviews that were conducted within the school, in order to discover attitudes about mathematics teaching and learning and to train teachers in the suggested approaches and techniques. A combined qualitative and quantitative approach included analysis of test scores and interviews with teachers and students. The overall outcomes of the study did show a slight increase in mathematics achievement scores. However, more importantly it showed an improvement in children's and teacher's attitudes to mathematics learning related to the introduction of constructive play activities (derived from the Cambridge University N-RICH program and selected for students based on level of achievement) Overall, the importance of this study is that it provides pragmatic information for Kuwaiti teachers and curriculum designers on improving mathematics teaching and learning.
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Aron, Ana Maria. "Design and evaluation of a teacher training programme aimed at the development of social skills in children attending third and fourth grade of primary education in Chile." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263857.
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Guyver, Robert Malcolm. "The development of knowledge bases for the effective teaching of primary history : case studies of postgraduates' reflections on initial teacher training." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288310.
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