Dissertations / Theses: 'Secondary teacher training'

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Lewis, Derek. "Teacher appraisal : secondary teachers' reactions to issues and schemes." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252736.

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Sweetingham, Pauline Margaret. "Class teacher - support teacher relationships in secondary schools." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300064.

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Udofot, M. "A teacher education proramme for Nigerian junior secondary school teachers." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356251.

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Cronk, K. A. "Teacher-pupil conflict in secondary schools : an educational approach." Thesis, University of Sussex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356500.

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Warner, Smith Penny, and n/a. "Women and secondary teacher training at Goroka Teachers' College, Papua New Guinea, 1979-1984." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.163320.

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Cepni, Salih. "New secondary science teachers development in Turkey : implications for the 'Academy of New Teacher' Programme." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239922.

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Newblom, Jane Corinne. "Alternative teacher certification| Secondary school principals' perspective in Indiana." Thesis, Purdue University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613247.

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As teacher recruitment intensifies to locate qualified teachers for our nation's classrooms, alternative teacher certification programs are becoming prevalent. Initially these programs were designed to attract professionals and college graduates to enter urban classrooms. However, what has occurred is that over 140 alternative certification programs are available to teacher candidates. Some of these programs are well designed with education courses and content area methodology along with pre-service teaching internships while others may not provide the opportunities for new teachers to be successful in their first years of teaching. This study investigated the perceptions of secondary school principals regarding the effectiveness of traditional and alternative teacher preparation programs.

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Exton, Virginia Norris. "A Qualitative Case Study of Developing Teacher Identity among American Indian Secondary Teachers from the Ute Teacher Training Program." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/181.

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The purpose of this foundational study was to explore the factors that contributed to developing teacher identity among new American Indian teachers. Multifaceted research into the history of American Indian education, the design of American Indian teacher training programs, and the beliefs and experiences of four American Indian secondary teachers gave this study a richly detailed context. Three overarching patterns emerged during the process of analyzing the data: (a) solidarity and independence, (b) habit and change, and (c) tradition and invention. From these patterns, six factors were identified as contributing to developing teacher identity. School-based experiences that affected developing teacher identity included cohort-based peer support, preparation for content area expertise, and teachers as role models. Personal, home, and community beliefs that affected developing teacher identity were as follows: giving back to American Indian communities, serving American Indian students, and becoming empowered as American Indian teachers. Participants in this study represented various tribe affiliations but were all registered students in the Ute Teacher Training Program from 2002 to 2005. The goal of this program, administrated by the Ute Tribe, was to mentor, train, and certify American Indian secondary teachers through an ongoing university education program offered at a rural location close to the Ute reservation. Recommendations in the final chapter of this qualitative case study may provide useful information for the design and implementation of future American Indian teacher education programs.

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Konting, Mohd Majid bin. "The study of teacher effectiveness in the Malaysian secondary schools." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281695.

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Cooper, Victoria L. "Perceptions of secondary school-based partnership courses in initial teacher training." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246293.

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Egbeji, Bridget Ekwutosi 1947. "CERAMICS INSTRUCTION FOR NIGERIAN JUNIOR SECONDARY TEACHERS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276492.

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This thesis develops a discipline-based ceramic instruction using art history, art criticism, aesthetics and art production, which will be used to train Nigerian junior secondary school ceramic teachers. Concepts of discipline-based art education, materials, and techniques of ceramics production will be used to make a systematic, sequential, written curriculum of activities that will be used in the class.

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Back, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.

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With no apparent theoretical justification the Department of Education (DFE) Circular 9/92 has made mandatory, school-based Initial Teacher Training (ITT) whereby trainees are located in schools for the majority of their training. Schools and Higher Education Institutions (HEIs) have been encouraged by government to form complementary partnerships in which the school is the senior partner responsible for final assessment. Central to school-based partnership training is the role of the subject specific mentor who has, it is claimed in the literature on mentoring, a new and exacting task to perform as teacher educator rather than the purely supervisory role pre-1992. The tentative hypothesis is that there is a gap between the rhetoric of mentoring and the reality of mentoring in school-based partnership ITT post-1992. Three models representing `stages' of professional development: the apprenticeship model; the competency model and the `reflective practitioner' model of mentoring are considered from the perspective of both subject mentors and trainees. The data, gathered by participant observation, semi-structured interviews, questionnaires and recorded mentor-trainee feedback sessions, investigates to what extent there is in the training year slavish imitation reinforced by practical skills associated with apprenticeship, and/or professional development in trainee learning informed and extended by trainee access to teacher expertise. Changes in ITT appear largely administrative, mentors focusing on supervision of competent apprentices, passing on basic skills using a `top-down' model of knowledge transfer to passive novices. A model of mentoring is outlined whereby the professional tutor assumes a school leadership role, liaising with the HEI partner in joint planning of ITT, taking responsibility for trainee overview and professional development of Newly Qualified Teachers (NQTs). Two stages of Qualified Teacher Status (QTS) are described in a model of future teacher preparation whereby master classroom practitioners can be professionally identified and appropriately rewarded.

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Patterson, Nancy. "Impacts of teacher induction: A longitudinal cross-case comparison of beginning teachers in a content-specific program." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279957.

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This paper explores the impacts of an induction program on three beginning secondary science teachers. These teachers participated in a beginning teacher support program, the goal of which was to help bridge the gap between preservice experiences and traditional in-service education opportunities. The goal of the support program was to provide needed support, encourage the implementation of inquiry-based methodologies, and dispose teachers to reflect upon their teaching experiences. The study describes these beginning teachers' beliefs about teaching and learning and explores how these conceptions, along with instructional practices, developed during the induction period. Descriptions of each teachers' development were enriched through attention to individual personal backgrounds and professional contexts. Descriptive case studies were based on a framework established by the data collection, which then guided comparison of individual experiences and contexts across cases. There were several conclusions. First, development of beliefs about teaching and learning varied across cases over the span of the induction period. Second, the differing degree of inquiry-based implementation can be attributed to the context in which each teacher worked. Finally, the differing degree of impact of the program from one individual to the next can be explained in part by the beliefs about teaching and learning that participants brought to the program, as well as the context in which each participant worked.

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Aydogan, Yenmez Arzu. "An Investigation Of In-service Secondary Mathematics Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614991/index.pdf.

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Although an increasing number of research studies in mathematics education have begun focusing their efforts on mathematical modeling as a need for change to convey mathematical ideas beyond schools, there is not enough information about the nature of the teacher knowledge for effective use of modeling in mathematics teaching and how this knowledge evolves. The goal of this study is to investigate teachers&rsquo
evolving knowledge when they engage in professional development activities based on lesson study cycle from modeling perspective. Professional development program of this study included a cyclical process. Lasting a month, each cycle consisted of meeting before the implementation of the model eliciting activity, implementation of the activity and meeting after the implementation. The study took five months and was conducted in two public schools. The participants were four in-service mathematics teachers where two teachers were selected from each school by purposive sampling. The study was designed as case study. Data analyses were conducted during and after data collection and with two approaches as with-in case and cross-case analysis. As the professional development activities created learning environments for the teachers to develop their models for teaching mathematics from a modeling perspective, the results of this study showed that the professional development program used in the study had a positive effect on teachers&rsquo
evolving pedagogical content knowledge and pedagogical knowledge based on the theoretical and empirical backgrounds in the literature. Besides, implications, suggestions for professional development, for teachers and for further research are provided.

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Deakin, Paul Andrew. "Revisioning the religious education teacher : towards a multidimensional model for training secondary RE teachers in an age of competences and standards." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246482.

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This thesis seeks to: 1) establish reasons for the introduction of Competenceand Standards-based Initial Teacher Training (ITT) in England and Wales; 2) assess the impact ofCompetences and Standards on Secondary RE ITT; 3) offer proposals for a new 'multidimensional' RE ITT paradigm. The thesis is structured around four research questions. The first research question: Why were Competences and Standards introduced into the lIT process? informs a historical inquiry into the origins of Competences and Standards in Part 1. The second and third research questions: To what extent do documents such as 9/92 and 4/98 represent idealized models of teacher training and assessment? and How do Ofsted inspectors interpret ITT Competences and Standards in practice?, are considered in Part 2, where DfEE Circulars 9/92, 4/98 and other ITT inspection-related materials are analyzed and critiqued. The fourth research question: Can Standards be successfully integrated into ITT structures that seek to develop personal and professional qualities that lie far beyond the mechanical acquisition of depersonalized and decontextualized skills, behaviours and knowledge? leads in Part 3 to the presentation of proposals for new Secondary RE ITT structures. After outlining the salient features of these proposed ITT structures, possible barriers to their successful implementation are considered.

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Ward, E. "Processes involved in an examination linked, teacher based curriculum innovation in secondary education." Thesis, Open University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372183.

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Thompson, Mary C. "Beginning Teachers' Perceptions of Preparedness: A Teacher Education Program's Transferability and Impact on The Secondary English/Language Arts Classroom." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/67.

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In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University’s Teacher’s College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). Duncan stated that “America’s university-based teacher preparation programs need revolutionary change – not evolutionary tinkering” (U.S. Department of Education, 2009, p.2). To improve student success in the classroom, policy makers must understand the key role well-trained teachers play in achieving this goal (Boyd, Lankford, Clothfelter, Ladd & Vigdor, 2004; Loeb, Rockoff, & Wyckoff, 2007; Provasnik & Young, 2003; Rice, 2003; Rivers & Sanders, 2002). This study examined the specific aspects of an English teacher preparation program that beginning teachers implement and rely on in their classrooms on a consistent basis. In addition, this study examines how administrators/department chairs view the pedagogical competence of graduates from the English teacher preparation program. The research questions that guided this study are: (1) How do beginning teachers perceive their preparation for teaching in the urban English Language Arts classroom? (2) How do school administrators perceive the teaching ability of graduates? The participants were graduates of Southern Urban University’s English Education Master’s level program from 2005 – 2008. Data sources included Beginning Teacher Questionnaires, Administrator/Department Chair Questionnaires, in-depth phenomenological interviews with select teachers, observations of select teachers’ practice, “card sort” activity/interview, teacher artifacts and photographs. Data were analyzed inductively using the constant comparative method to determine categories and themes (Glaser & Strauss, 1967). Trustworthiness was established through research methods that confirm credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). This study provides insight into how to better educate high quality teachers through the examination of an English teacher preparation programs’ daily effect and impact on their graduates and an examination of school administrators’/department chairs perception of these graduates’ performance in the classroom.

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Ding, Lin, and 丁琳. "Changes in pedagogical content knowledge of secondary mathematics student teachers in Hangzhou during their pre-service teacher education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/197110.

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The competence of mathematics teachers and how to prepare competent future mathematics teachers have been hotly debated in recent years; pedagogical content knowledge (PCK) is a critical indictor of that competency (e.g., Ball & Bass, 2000; Ferrini-Mundy & Findell, 2010). This explorative study examines PCK and PCK change and the factors contributing to both among a group of secondary school mathematics student teachers in Hangzhou (the capital of and largest city in Zhejiang Province, China). Changes in PCK are investigated across the final two years of a pre-service secondary mathematics teacher education program. This program is traditional in nature, mainly consisting of mathematics teaching methods courses, teaching practica and advanced mathematics courses. Student teachers’ performance in three aspects of PCK — the substance of PCK, approaches to PCK and the structure of PCK — were assessed using a combination of quantitative and qualitative measures employed at two distinct stages of the program. At each stage, student teachers’ PCK was examined by a PCK questionnaire, a follow-up interview and three video-based interviews. The factors influencing PCK change were investigated using multiple phases and approaches of data collections. Specifically, rating schemes for each aspect of PCK were developed to evaluate student teachers’ responses and track the changes in their PCK. Interviews were conducted with student teachers at various stages of their professional growth to determine what they considered to be important factors affecting their PCK and changes to their PCK. In addition, observations of student teachers’ teaching practice during their teaching practica, together with interviews involving course instructors, mentor teachers and university teachers were employed to collect supplementary evidence on the impact of those factors. A quantitative analysis of the PCK questionnaire indicated that the participating student teachers generally did not perform well in PCK items in either stage. The follow-up interviews suggest that the different logic applied by the student teachers when responding to those items, their lack of sensitivity to contextual information, and their misunderstanding of terminology and incorrect assumptions all affected their performance. An additional qualitative analysis, based on three video-based interviews, indicated that student teachers’ overall performances in the three aspects of PCK improved in the second stage. Insights were gained into the major types of changes in PCK through paired responses. These changes were found to be influenced by changes in the student teachers’ knowledge of curriculum, of good examples/tasks/exercises, of clear lesson and teaching goals and of some affiliated affective factors. Other factors, including individual and social contextual factors, prior learning and tutoring experience, practicum experience and preparations for examinations and teaching competitions, are also examined for their direct or indirect impact on PCK. This study may contribute to current literature on the characteristics of Chinese student teachers’ PCK and PCK changes during the final two years of their pre-service teacher education. It provides a tentative explanation of how institutional and social contextual factors affect PCK and PCK change in different ways. Methodological and practical implications are also discussed.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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Rawane, Mosima Gladys. "Exploring the embodiment of a secondary mathematics teacher." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1989.

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Thesis (M. Ed. (Mathematics Education)) --University of Limpopo, 2017
Sarton (1936) stated that mathematics has grown so large for a single mind to grasp. Mack (1961) attributes that phenomenon by claiming that mathematics differs from science in that it keeps on adding new concepts to existing ones, whereas in science there is reduction of concepts. This continuing growth makes it impossible for an individual to study mathematics as a whole (Krantz, 2010). Van Bendegem (2009, p. 137) calls the mathematics world a “mad world”. Recently, Ellerton (2014) compared mathematics to a growing tree. A number of challenges arise out of the observations made above. Is the mathematics that is taught in secondary schools an appropriate reflection of the mathematics that is out there today? Is an individual an appropriate embodiment of a secondary mathematics teacher? In the mist of these and many other questions, this study locates itself in the second question and investigated the notion of an embodiment of a secondary mathematics teacher. The main research question that was pursued was ‘How adequate is an individual as an embodiment of a secondary mathematics teacher?’ This question should be understood and interrogated in the context of Festinger’s (1962) dissonance cognitive theory that also serves as the theoretical framework for the study. The expectations of a secondary mathematics teacher do not fit in with an individual’s capacity to embody those. Grounded theory (Glaser, Strauss & Beer, 1967) was used to generate and develop what Elliot and Higgins (2012) called a substantive theory. This was a desktop grounded theory study and data was collected from existing literature of published journals and books. Since the use of documents is recommended as one of the qualitative data collection methods in grounded theory (Strauss & Corbin, 1990), the documents served as primary data where only a few that were relevant to the issues discussed were selected (Breckenridge & Jones, 2009). Content and thematic analyses procedures were used. Content analysis assisted to organise data according to various eras, tracing the growth in mathematics education and mathematics content, comparing them to a mathematics teacher of different eras, which assisted in bringing the answer to the research question posed (Bowen, 2009). Thematic analysis was used to identify commonalities and differences with regard to the notion of a teacher in various eras (Fereday & Muir-Cochrane, 2006). The findings revealed that the notion of a secondary mathematics teacher of the current era is completely not a suitable embodiment of a secondary mathematics teacher. The current notion of an embodiment of a secondary mathematics teacher is seriously challenged by this ever growing subject. Secondary mathematics is so large for an individual to acclimatise with (Sarton, 1936), and there seems to be a need for more than an individual to ensure that mathematics is well taught and learned by learners. It is recommended that other studies should be undertaken to determine as to how many individuals can constitute a composite suitable to embody the requirements of an ideal secondary mathematics teacher.

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Al-Ahmed, Fatima Hussein. "The teaching of business English skills in secondary schools of commerce in Bahrain." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337591.

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Akyeampong, Albert Kwame. "Continuous assessment in post-secondary teacher training in Ghana : a case study evaluation." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13265/.

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The importance of and preference for assessing learning outcomes using a variety of assessment techniques and containing data from many sources, rather than the sole dependence on the one-shot examination, has long been recognised worldwide. This has led to major assessment policy changes in both developed and developing countries. In Ghana, this change has led to the introduction of continuous assessment at all levels of secondary schooling and post-secondary teacher training, to operate in parallel with external examinations. Although in Ghana evaluation studies of continuous assessment have been conducted for the secondary school level, none has so far been done for the post-secondary teacher training level. The purpose of this research was therefore, to examine the nature and scope of activities and problems that have to do with the practice of continuous assessment at the postsecondary teacher training level in Ghana. The research also examined the training and guidance provided for those undertaking continuous assessment, and the impact of the new assessments upon teaching and learning. A qualitative case study was conducted in three selected training colleges from the months, February to March of 1996 and January of 1997. The selected colleges were considered to be a fair representation of the teacher training college system in Ghana. The field research also included interviews with key officials associated with the postsecondary teacher training system. Findings from the multi-site case study evidence were presented and analysed for their significance. The findings of the research suggest that, many problems continue to threaten the benefits derivable from using continuous assessment in assessing students in the training colleges. The key findings that emerged as significant includes: operational and structural conditions in the colleges, professional support systems for tutors to carry out continuous assessment, tutor competency in assessment and considerations rooted in the values and beliefs of tutors about assessment which define their assessment culture and agenda. Evidence from those findings was then used as a basis for conclusions about improving continuous assessment in post-secondary teacher training, in Ghana. Recommendations for policy implementation and potential areas for further research were also made.

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Whitaker, Westry Allen. "We Became Teachers| The Influence of Personal Reading on Curriculum Understanding." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3630632.

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The books we care about are part of us (Sumara 1996, 2002). It is the story of this literary experience as told by three currently practicing English teachers that interests me when I ask, "How does a teacher's personal reading inform his or her understanding of curriculum?" Seeking the representation of this story, I employ qualitative methods that value unique perspectives, interpretations, and the presence of my subjectivity (van Manen, 1990; Seidman, 2006; Jardine, 2006). The combined use of autobiography—in the tradition of currere (Pinar, 1975)—and the hermeneutic method (Heidegger, 2008; Nakkula & Ravitch, 1998) best matches this responsibility. By representing the profound impact of personal reading on my teaching of literature, I contribute my autobiographical voice and story to this study.

This dissertation is influenced by contemporary literary theory, Sumara's (1996, 2002) scholarship on reading and curriculum, and Rosenblatt's (1994, 1995) reader response theory. Data collection follows Seidman's (2006) discussion of semi-structured conversations, analysis is performed with attention to van Manen's (1990) qualitative human science design, and representation is carried out following Seidman's (2006) description of participant narrative profiles. I begin this analysis by exploring two super-ordinate themes: personal reading and curriculum understanding. Sub-themes in the area of personal reading are unique. Sub-themes representing curriculum understanding are consistent across participants. These sub-themes include a teacher's definition of curriculum, professional identity, and teaching of literature. Analysis reveals a recognizable relationship between each teacher's personal reading and curriculum understanding: each teacher's personal reading experience is reflected in his or her teaching of literature.

Through its exploration of the relationship between personal reading and curriculum understanding, this study provides a glimpse into the tangled intricacies of curriculum. Since many reading experiences described in this work were born outside of the classroom, this study confirms the perspective that curriculum includes all learning opportunities inside and outside the classroom. Beyond this confirmation, this study reaffirms several key components of teaching and learning: the fundamental function of literature to interrupt familiarity, the role of teacher as interrupter, and the respect for existential experience as a source of scholarship.

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Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo
beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash
2003 academic year and ended at the end of spring semester of the 2003&ndash
2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo
conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo
attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.

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Stowers, Patricia T. "First-year induction experiences of University of Arizona secondary education graduates and the potential role of the college in providing inductive support." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289907.

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The purpose of this study was to collect from University of Arizona secondary education graduates information regarding first-year employment and retention, perceived professional preparedness, perceived effectiveness as first-year teachers, types and perceived effectiveness of district induction support, and interest in receiving induction support from the university in the first year of teaching. This information would shed light on the potential role of the university in providing inductive support to graduates. Eighty-three percent of respondents entered teaching, and 93% were still teaching at the time of the study. However, 35% either planned to leave or contemplated leaving the profession in the future. Many experienced challenging first-year assignments. For respondents in their first-year of teaching, the decision to remain in teaching was linked to perceptions of teaching effectiveness and the effectiveness of induction received. Graduates felt "somewhat prepared" to teach upon graduation, except for master's program graduates who felt significantly better prepared. They felt "somewhat effective" as first-year teachers. There was a positive correlation between perceived preparedness and first-year teaching effectiveness. Respondents recommended modifications to preservice programs, including more coursework in classroom management and planning, extended time in schools, and increased relevance of coursework. The quality of district inductive support varied tremendously, with many receiving insufficient support, particularly from rural or charter schools. The most common support included administrative observations and orientations. Far fewer were mentored, provided with professional training or support sessions, observed by staff development specialists, or given release time to observe others. Respondents felt their district induction was "not very effective." There was a positive correlation between perceived first-year teaching effectiveness and effectiveness of induction. Finally, 79% would have been interested in receiving assistance from the university during their first year, requesting training in classroom management, planning, and content-specific methods. They also recommended support sessions for new teachers, observations, and on-line support. It was concluded that the university could play a valuable role in providing inductive support to graduates.

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Marsh, Cecille Joan Anna. "The modification of a computer simulation for use in the professional training of South African secondary school teachers with specific reference to the probationary year." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001442.

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The topic of this thesis arose out of a desire to meet the need for a practical means of supplementing the preparation of Higher Diploma of Education (H.D.E.) students for their future role as first-year teachers. It was established that this need was not adequately filled by conventional university teacher-training methods. The literature about computerised simulation of role-playing and teaching activities was investigated and the investigation indicated that such simulations had been relatively successful. A published American computer simulation, TENURE, in which the student plays the role of a first-year teacher, was selected for modification to meet the needs of South African students. This program is implemented in the TUTOR computer language and runs on the Control Data South Africa PLATO system. In order to determine the needs of South African students, two groups of Rhodes University students worked through the simulation as it was being modified. The modifications were adapted according to the students' responses to a questionnaire. The simulation has been tested by 72 H.D.E. students and several educationists and the response has been positive

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Muller, Sara Louise. "Teachers' beliefs: understanding the thinking of secondary mathematics teachers as a starting point for improved professional development." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/17431.

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Includes bibliographical references
This thesis explores the beliefs of mathematics teachers working in a rural school in South Africa. This is premised on the argument that understanding the beliefs of teachers is a necessary, even if insufficient, prerequisite to designing effective teacher development programmes. I postulate that take-up rates of new content and teaching methods are low due to unmanaged cognitive conflict with pre-existing beliefs about the nature of teaching. A broad review of the literature on beliefs as a concept is conducted to establish theoretical grounding for the study of beliefs as an abstract object of analysis (Green, 1971; Nespor, 1987; Pajares, 1992). I particularly refer to Ernest's (1989) models of mathematics epistemology, and Adler's (2001) dilemmas of teaching mathematics in multilingual classrooms. Multiple studies of mathematics teachers' beliefs are drawn upon to relate beliefs to classroom practice. Qualitative data on two mathematics teachers working in a rural school in the Eastern Cape was gathered over the period of a month, using ethnographic methods as outlined by Thompson (1992) for gathering evidence of beliefs. Primary data, which consisted of pre-interviews, multiple lesson observations and stimulated-recall post-interviews, was analysed for evidence of teacher beliefs. Secondary data, in the form of a researcher journal and socio-economic information about the school, was also gathered to provide rich context data in which to situate the teachers' work. Particular attention was paid to teacher beliefs about teaching and learning, mathematics and language. Further evidence for beliefs was then obtained through close examination of an observation extract using classroom discourse analysis. The main finding of this thesis was that not only does a school's context provide logistical constraints to curriculum implementation and pedagogical change, but that the worldviews of teachers affect their interpretation of the curriculum (Chapman, 2002). Significantly, a relationship between the mathematics epistemology a teacher holds and their ability to admit language as a critical pedagogical factor is suggested. I conclude that detailed understanding of what teachers believe may provide a productive approach for teacher development programmes that aim to effect change.

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Heflin, Stephanie Michelle. "Teacher Perceptions of Administrative Involvement in Transfer of Training." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/586.

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This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve their instructional practice. The conceptual frameworks that grounded this study were professional development and transfer of training. Participants in the study were a group of randomly selected secondary level teacher leaders in a school district (n = 10). An open-ended narrative questionnaire and focus group interview were used to collect data that were then open coded and thematically analyzed. A key finding was that these 10 teachers wanted administrative involvement in professional development; however, they wanted administrative oversight, coordination, and structure rather than side-by-side instructional collaborators. A white paper was created to assist local district administrators with addressing the transfer of training needs of teachers by outlining specific protocols and structures that will lead to systemic, on-going professional growth. A school culture that is characterized by structured collaboration will lead to positive social change in that instruction will meet the needs of all students and prepare them for life after high school.

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McCarthy, Yvonne Green. ""A place to go so that we can become better teachers"| A study of a voluntary, school-based, cross-curricular teacher learning group." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538165.

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This qualitative, practitioner research study, conducted by a school leader-as-researcher, was designed to gain insight into instructional leadership and teacher learning through the perceptions of high school teachers participating in a voluntary, school-based, self-organized, self-directed, cross-curricular teacher learning group within a diocesan, Catholic secondary school setting. Using qualitative research methods to gather participant perceptions, the study explored the work of the group, its impact on participants in relation to self, students, colleagues, and the larger school family, and the role of the instructional leader in relationship with the group. Using lenses of instructional leadership, adult learning theory, the relationships between knowledge and practice, and professional/teacher learning communities, I analyzed the legitimacy of this particular type of teacher learning and highlighted leadership dilemmas that may be encountered when a voluntary teacher learning group self-directs. These conceptual frameworks also allowed opportunities to think about issues and practices that matter to an instructional leader and to challenge assumptions about teaching, learning, and leading within a strong, academic tradition in a resilient secondary setting. The inquiry provided a rich analysis of one context through which educational leaders may expand their understanding of teacher learning in different educational settings.

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Lodwick, Alison. "Partnership in practice : a study of ITE at the Universities of Sussex and Brighton and their partner secondary schools." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311409.

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Throughout the 1980s increasing attention was paid to the quality of teacher education by the government, culminating in the publication of Circular 9/92 (DFE 1992). It decreed that schools were to play a larger and much more active role than before, as the practical side of the training was to be enhanced at the expense of the educational theory provided by the HEIs. The government believed that encouraging more practical training through a partnership of equals between the HEIs and the schools would improve the professional competence of the NQTs and eventually raise standards in the classroom. An aura of co-operation and consensus pervades the notion of partnership, but this research suggests that the concept is imprecise and open to many different interpretations. It also supports the view that there is a significant difference between the image of partnership projected by the government and the intentions, values and practices of those immediately involved in initial teacher education. The resulting disparity between the rhetoric of policy and the reality of partnership is pinpointed and explained by a critique of the Universities of Sussex and Brighton and twelve of their respective partner secondary schools. This investigation adopts a case study approach. Evidence collected through surveys, interviews and observation of participants within the partnership - such as university tutors, trainees, mentors and professional tutors, together with a review of the contextual literature, are used to illuminate the problems experienced by the practitioners. The evidence presented shows that the success of the partnership and its continued existence in its present form is dependent upon a variety of factors: adequate communication, effective mentorships, clearly-defined assessment and standardisation procedures and the development of a professional ethos to avoid undue reliance on good-will. Major restrictions are also placed upon the delivery of effective initial teacher education by inadequate funds and the shortage of time. More importantly however, the straightforward perception of partnership promoted by the government is in itself seen to be flawed, because there are inherent tensions between the HEIs and the schools. This results in conflicting expectations over key issues, which if unresolved will continue to jeopardise the development of partnership and affect the quality of initial teacher education.

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Galvin, Conor. "The Licensed Teacher Scheme 1990-93 : a study in school-centred initial teacher training with specific reference to the nature of the licensed teacher / mentor relationship and its supporting structures." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319787.

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Roehrig, Gillian. "The induction experience of beginning science teachers from different teacher preparation programs: Does one size fit all?" Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280044.

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Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examined the impact of a science-focused induction program on the practices and beliefs of first-year secondary science teachers from different teacher preparation programs. Eight teachers from four different teacher preparation programs participated in this study. All of the teachers were monitored throughout the academic year in order to understand their teaching beliefs, instructional practices, and induction program experiences. The analysis of data revealed that four of the beginning teachers implemented at least one "science as inquiry" lesson. All four of these teachers also maintained their incoming student-centered teaching beliefs or shifted towards more student-centered beliefs throughout the year. Teachers from the M.Ed. (science emphasis) program implemented more frequent and less mechanistic inquiry lessons than teachers from other preparation programs. The other four teachers had more traditional practices but their beliefs were maintained throughout the year with little or no regression towards more teacher-centered beliefs. The analysis of data also revealed that all of the first-year secondary science teachers received support from the science-focused induction program, with teachers from the M.Ed. (science emphasis) program receiving more philosophical support, and the other teachers receiving more instructional support. This study reinforces the importance of induction programs for all teachers, in the presence of support from a science-focused induction program, reform-based practices, such as "science as inquiry," are more likely to occur. Induction programs, however, must be configured to provide different types of support to meet the needs of teachers from different teacher preparation programs and backgrounds.

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Spielmann, Christopher David. "Information literacy of high school students in Kenya : the impact of teacher training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193546.

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This study investigated the Information Literacy levels of High School students in Kenya and has examined the relationship between these and the frequency of access to ICT and the internet. The level of teacher training in ICT and its impact on Information Literacy was also explored. An Instrumental case study approach was used to assess the Information Literacy levels of students in 4 High schools in the North Rift of Kenya. Teachers from each school outlined their training and the extent of their ICT use with the students. It was found that the frequency of access that students had to ICT and to the internet had a positive impact on their ability to evaluate information and its sources critically. This correlation was found to be stronger if the access was outside of school. However, students with more frequent access were not better at retrieving information efficiently or at determining the nature and extent of information needed. The 4 schools involved in the study all had at least one teacher with advanced ICT training such as a computer science degree, however the majority of teachers at these school had only received training in the use of software packages or had not received any formal ICT training. The study found that there was a strong correlation between the level of teacher training and the extent to which they allowed students to use ICT in their lessons. The need for teacher training in pedagogic techniques for ICT was highlighted, as was the need for Information Literacy to be explicitly taught within the Kenyan High School Curriculum.
published_or_final_version
Education
Master
Master of Science in Information Technology in Education

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Hubbard, Gill. "The use of class organisation strategies in the secondary classroom : implications for Initial Teacher Training." Thesis, University of Sunderland, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362598.

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Akwesi, Christian Kofi. "Teacher assessment in the early years of secondary schooling in Ghana and the United Kingdom." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240731.

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Johnson, Anthony Lewis. "Training the Young Actor: A Physical Approach." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258075804.

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Fishman, Peter. "Learning for Adaptation: Building Teacher Career Pathways at DSST Public Schools." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645016.

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The past five years have witnessed unprecedented changes in teacher evaluation systems, as states and districts have responded to federal incentives under the 2009 Race to the Top grant competition. Across the country, teacher evaluation has become more frequent, higher stakes, and more explicitly tied to student achievement outcomes. This capstone examines the initial implementation of one such system at DSST Public Schools, a network of nine consistently high-performing charter schools in Denver, Colorado. I describe my role in leading a cross-functional team charged with implementing, learning from, and improving the system in its first full year. I explore the everyday challenges of positioning evaluation as a resource to drive teacher development, arguing that evaluation will achieve lofty developmental goals only if teams of system designers and system users decouple the measurement and development purposes of teacher evaluation and commit to the creation of complementary systems. Leaders can accelerate this process by modeling a developmental mindset and creating conditions for purposeful team learning that leads to system adaptation. This capstone offers important lessons for practitioners and policymakers seeking to position teacher evaluation as a resource for teacher growth and development; for DSST Public Schools in its effort to develop teachers and leaders across its expanding network of schools; and for myself as an educational leader.

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Husk, Michael John. "Case studies of school-based conference mentoring of trainee teachers by cotutor mentors." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302634.

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Shok, Aiad Mohamed. "An analytical study of selected aspects of the secondary school mathematics teacher education programme in Libya." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296654.

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Shava, Nosizo. "Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5686.

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This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.

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Chirchir, Andrew K. "The relationship between teacher training in measurement and classroom assessment procedures in Kenya's secondary schools." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9930.

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The purpose of this study was to determine teacher use of measurement principles and the factors influencing this use in the assessment of student achievement in the Riftvalley Province (Kenya). Given that most of the assessment in the classroom consists of instruments developed by teachers, a first step in exploring the utility of measurement principles is to investigate the use of these principles in specific assessment areas. This could lead to the determination and the improvement of the fit between measurement training and teacher classroom assessment practices. The study was designed to provide information on teacher use of measurement principles by considering whether teachers had received training in educational measurement principles, how important they perceived these principles to be, and how often they used the principles in the assessment of student achievement. The study was also designed to determine factors influencing the use of measurement principles in schools. The results show that teachers have been trained in the principles of educational measurement. However, there is some indication that measurement training did not effectively address the assessment concerns of many classroom teachers. Teachers do not feel adequately prepared in test construction, marking, and the reporting of student assessment results. The results on the importance of measurement principles provide some clear indication that teachers attach much importance to the principles for test construction, test administration, marking, and the reporting of student assessment results. Teacher interviews revealed that teachers are overwhelmed by the demands associated with Kenya's 8-4-4 system of education. On the basis of the study findings, suggestions were made for improving teacher training in measurement and for further research. (Abstract shortened by UMI.)

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Padilla, Jennifer Lynn. "Professional learning communities as a reform| Implementation, complications and implications for secondary site leaders." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557481.

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Professional learning communities (PLCs) have gained attention as an effective practice for supporting teachers and developing students since their inception in the early 1990s yet there is still work to be done in developing a blueprint for effective implementation in a pervasive culture of isolation and resistance, especially in secondary schools. While there is political, scholarly and practitioner interest in PLCs as a reform, few empirical studies explore the leadership implications of implementation.

The purpose of this qualitative phenomenological study was to investigate the lived experience of 6 secondary site leaders in the Southern California region as related to the implementing and sustainment PLCs at their sites. The purpose of this study was to glean the significant challenges and barriers faced by these sites as well as the effective strategies and tools to overcome those challenges as evidenced through the analysis and coding of 1-on-1 in-depth interviews with carefully selected PLC leaders.

9 themes emerged during the analysis. There were 6 themes under Research Question # 1: (a) PLC steps were implemented to address low API scores, (b) lack of communication and collaboration prior to PLC implementation, (c) resources of time and money, (d) overcoming staff resistance, (e) the importance of a Leadership Team, and (f) building relationships. There were 3 themes under Research Question # 2: (a) facilitating ongoing communication and celebration, (b) using professional development to promote PLC work, and (c) using common practices for PLCs.

The study's findings suggest recommendation of several leadership strategies and resources that secondary site leaders should consider when implementing PLCs at their own sites.

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Knorr, John (John Edward). "A Model Curriculum for the Undergraduate Preparation of Secondary Coaches in Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332839/.

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The purpose of this study was the design of a curricular model for the undergraduate preparation of Texas high school coaches. The model was based on the perceptions of Texas coaches concerning the adequacy of their professional preparation. The issue of a state certification for coaching was also examined.

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Ensor, Margaret Paula. "A study of the recontextualising of pedagogic practices from a South African university preservice mathematics teacher education course by seven beginning secondary mathematics teachers." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322518.

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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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Ochurub, Michael. "Developing and implementing the senior secondary curriculum in Namibia post-independence." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369981.

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Delp, Don J. "The Effect of Professional Development Training for Secondary Mathematics Teachers Concerning Nontraditional Employment Roles for Females." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3258/.

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This quasi-experimental study, utilizing quantitative and qualitative descriptive methods, examined the sex-egalitarian attitudes of secondary mathematics teachers from the Ft. Worth Independent School District. A video tape, Women in the Workplace, was used as a training intervention to test the effectiveness of professional development training in altering the mathematics teachers' sex-egalitarian attitudes towards female employment. Information on the video presented seven jobs that provide opportunities for female students in the science, engineering, and technology fields that are considered nontraditional jobs for females. Subjects completed 19 Employment Role domain questions on the King and King (1993) Sex-Role Egalitarianism Scale. A one-way ANOVA was applied to the data to test for a significant difference in the means of the control group, who did not see the video, and the experimental group that viewed the video. Findings concluded that there was no significant difference in the sex equalitarian mean scores of the control group and the experimental group. The research indicated that it takes an intensive and prolonged training period to produce a significant change in people's attitudes. This study supports the research on length of training needed to change sex egalitarian attitudes of classroom teachers. There were data collected on four demographic areas that included gender, age, ethnicity, and years of teaching experience. A two-way ANOVA was applied to four demographic variables to test for interaction and main effect. A significant difference was found between the sex-egalitarian attitudes of male and female mathematics teachers' responses. There were no significant differences found in the sex egalitarian attitudes of secondary mathematics teachers when categorized by levels of age, ethnicity, and years of teaching experience. The information in this study should interest and benefit teachers, parents, students, administrators, and industry leaders.

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Rosenthal, Robert. "How does student teacher research contribute to knowledge creation within the secondary school context?" Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51479/.

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The extent to which participation in research is seen as an essential part of Initial Teacher Education programmes is very variable across time and institutions. Where it is a necessary part of the programme, student teachers are expected to engage in classroom enquiry and this is considered beneficial for them, the schools involved and to others more widely. This thesis explores student teacher research as knowledge creation, how the knowledge created by examples of the University of Sussex PGCE Special Study was used by the students, their school-based mentors and professional tutors and what effect this had on the culture of the schools. The research is presented through multiple embedded case studies derived from interviews with three participants in each of three schools: a student teacher researcher, their departmental mentor and the professional tutor. These are discussed through a micro-political lens by cross-section according to their collective role and holistically in relation to each school case. This analysis is further developed using a Bourdieusian analysis to support an understanding of how participants used the Special Studies to further their individual interests. The place of student research in the contested field of national initial teacher education policy is also discussed in order to highlight conflicted constructs of teacher professionalism. The ‘insider-outsider' binary is explored throughout the thesis and is reflected in its iterative methodology, types of knowledge, models of research, communities of practice and the researcher's own biography. Conflict and disruption are reviewed as offering creative potential and it is proposed that student teachers and their research are uniquely positioned to constitute a hybrid ‘semi-insider/outsider'. It is argued that by occupying this mid-space they can make a unique contribution to their school communities and the professional knowledge of teachers. However, the extent to which this takes place will depend on the potential that agents see for student research to further their own positional interests in a contested field. The thesis concludes that research projects can not only prepare student teachers for a research-active model of teacher professionalism, but also allow them to make an important contribution to partnership schools.

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Garnons-Williams, Victoria. "Art teacher pre-service education : a survey of the attitudes of Queensland secondary, and tertiary art educators." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26115.

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This study compares the views of three groups of art educators - secondary, tertiary pre-service lecturers, and scholars - about the content and structure considered important in art teacher pre-service education. Items of program content and structure, as well as issues in art-teacher preparation were gleaned from the writings of selected scholars and incorporated into a survey questionnaire. The survey was distributed to secondary art educators throughout Queensland and to art pre-service lecturers throughout Australia. An analysis of the results identifies areas and degrees of agreement and difference on items both within and between groups. The study can assist the development of art teacher pre-service programmes that reflect the values of both theoreticians and practitioners of art education.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Mahloane, Kabelo Ben. "Nature of in-service training to capacitate public secondary school teachers in the Matlosana area : a public management perspective / Kabelo Ben Mahloane." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8244.

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The purpose of this research activity was to determine the nature of in-service training as a mode of capacitating and developing teachers in public secondary schools serviced by the Matlosana Area Office (AO). The process of teacher in-service training is constantly faced by challenges, which derail and stall progress and sometimes negatively affect learners’ performance. Amongst others, these challenges include: changes in the curriculum, inconsistent monitoring and follow-up on in-service training programmes, the impact of teacher performance on learners’ attainment, the HIV/AIDS scourge, poor learner discipline, incorrect placement of teachers with regard to school and subjects taught, and the low participation of key role-players. The Department of Education (DoE) is divided into the Department of Basic Education and the Department of Higher Education. A literature study to look into the Department of Basic Education’s Acts, policies, strategies and other relevant documents aimed at skilling and developing teachers, was carried out. This assisted the researcher in understanding the legal parameters that guide teacher in-service training. Upon completion of the literature study, a brief explanation of the empirical research design, the administration and the use of the questionnaire as a research tool, are given. Data were collected from the respondents in the randomly selected secondary schools in the focus area – by means of a questionnaire. These data gave the researcher an idea of the situation with regard to teacher in-service training in the Matlosana Area Office’s responsibility area. To respond to the statements, respondents were required to indicate their views by ticking on a 5-step Likert scale. Respondents were given the opportunity of writing down their opinions; and these were summed up and indicated. Data collected were analysed and presented in the form of tables and histograms. This was followed by the interpretation of these data. Chapter 5 of the mini-dissertation presents a summary of the research activities. The findings, in accordance with the literature review, and the results of the empirical research with regard to the stated research objectives, are also presented. Finally, based on the findings, conclusions are drawn and recommendations subsequently formulated. Major findings include the need for more time to be dedicated to in-service training, thorough monitoring and prompt follow-up thereof. Data collected also indicated that the DoBE has a number of programmes in place to develop teachers and to put them on a par with curriculum requirements. Despite these efforts, some schools are still performing below the required standard.
Thesis (M Development and Management)--North-West University, Potchefstroom Campus, 2012

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Owens-Kristenson, Jodi. "Content Area Literacy| Relationship Between Lesson Design and Professional Development." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565609.

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Despite Minnesota’s investment in professional development in content area literacy, secondary students are not showing expected literacy gains. A lack of literacy proficiency limits future options for students. The purpose of this study was to examine content-area literacy strategy inclusion and its relationship to professional development in the context of complexity theory, efficacy theory, transformational learning theory, structured teaching, and constructivism. A cross-section correlation survey research study was conducted to investigate the relationship of time spent in systematic professional development, type of professional development, rate of strategy inclusion, and confidence in literacy strategy inclusion in lesson design. Convenience sampling was employed to secure secondary teachers (N = 65) in public schools in Minnesota. The Spearman Rho Coefficient calculation was used to analyze these 4 variables; relationships were determined at ( p < .05) and (p < .01) confidence levels. According to the results of the study, self-selected professional development is related to the frequency of literacy strategy use and confidence in literacy strategy use. Time in professional development is a critical issue in confidence of literacy strategy use. Recommendations for local districts include providing a menu of self-selected literacy professional development options. This study may impact social change through providing educators improved literacy instruction, resulting in more competent adult readers and informed decision-makers.

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Dissertations / Theses on the topic 'Secondary teacher training'

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