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1
Tyler, Mark A. "Critical spirit manifestations in TAFE teachers and their work." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006204/.
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This thesis reports on research conducted with Technical and Further Education (TAFE) teachers from Queensland and Western Australia. The research is located atthe intersection where teachers’ identities met the discourse of new vocationalism. Scholars have highlighted the tensions that this discourse has produced in therelationships between TAFE and its teachers, and noted that TAFE teachers are pressured to change their subjectivities to reflect themselves more effectively asworkers in an educational market focused on economic imperatives. This is often in contrast to these teachers’ personal notions of themselves as liberal educators, with afocus on lifelong learning, personal transformation, collaborative relationships and social responsibility. This research was driven by the possibility that the concept of ‘critical spirit’ might provide a means for TAFE teachers to stand their ground in relation to the continued reshaping of the TAFE teacher terrain produced by the adoption of the new vocational discourse.This interpretative research was conceptualised by synthesising sociocultural perspectives of discourse as a reality building tool (Gee, 2005) with notions of criticalthinker dispositions referred to as critical spirit (Siegel, 1988; Oxman-Michelli, 1992). The elements of critical spirit: openmindedness, independence of mind,wholeheartedness, intellectual responsibility and respect for others (Oxman-Michelli,1992) were used as central components to the development of a coding framework forthe explication of critical spirit from TAFE teacher artefacts and in positioning critical spirit as a discourse. An examination of 12 TAFE teacher case narrative artefacts revealed that elements of critical spirit were evident. Subsequent participantcredibility checks and semi-structured interviews provided diverse data related to teacher embodiment of a critical spirit in relation to the building of certain teacher identities. In some cases participants expressed that their identities were bolstered by engaging in a critical spirit discourse, others cautioned its public embodiment, suggesting that deploying critical spirit made them more visible to surveillance and control. The major finding of this research was that an explicit engagement with acritical spirit discourse was of value to these TAFE teachers. Furthermore, this critical spirit discourse was seen to perform the work of a borderland discourse (Gee, 2005; Alsup, 2006). It afforded a means to traverse the terrain “between disparate personal and professional subjectivities” (Alsup, 2006, p. 5).The research also uncovered other discourses pertinent to participant artefacts. These were identified as a test of fortitude discourse and a community of support discourse.It was postulated that these would extend the critical spirit discourse by adding to Oxman-Michelli’s (1992) five elements of critical spirit. The findings suggested littleevidence to support this position.The significance of this research was in: (a) the production of a methodological construct for explicating particular notions of critical spirit; (b) its contribution to furthering understandings of the professional lives of TAFE teachers and their workworld; and (c) the value that a critical spirit discourse had in strengthening these TAFE teachers’ notions of themselves and their effectiveness. Its contribution tosubstantial knowledge was in its expansion of our understanding of teacher identities within the Vocational Education and Training sector in Australia.
2
Balaba, Silvino Granada. "TAFE-horticulture teachers’ conceptions of curriculum changes in Queensland, 1990-2003." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/46169/1/Silvino_Balaba_Thesis.pdf.
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The period from 1990-2003 was one of unprecedented curriculum change in the Queensland TAFE sector in general and Horticulture in particular. While curriculum theory had been clear for many years that teachers should be involved deeply in the curriculum process, data collected at the end of that period reveals that TAFE Horticulture teachers felt excluded and manipulated by the curriculum developers. With the benefit of distance, this thesis examines TAFE teachers’ conceptions of curriculum change in Horticulture and considers whether events since then have justified their reservations. The research paradigm of this study was informed by the qualitative research orientation of phenomenography based on extended interviews. The study revealed that teachers held eight qualitatively different conceptions of curriculum development. Some viewed the changes as representing a reduction in the quality of education, some as a retreat from education and training while others saw it as a reduction in the quality of teaching delivery. There were teachers who saw it as a way of saving money and others as causing instability and uncertainty, as exploitation of staff and a cause of extra (often unnecessary) work. Most saw the changes as imposed from above with the changes experienced as destructive to staff morale. Despite the generally negative conceptions of curriculum change, the study confirms the importance of teachers being regarded as central in the curriculum change process.
3
Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.
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Shorne, Priscilla. "A study of the lives of casual TAFE lecturers in metropolitan Perth /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090526.110829.
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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.
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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
6
Freeman, Maureen, and n/a. "Research into the quality of the teaching environment for adult learners." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060206.132723.
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In this decade, the drive to improve the quality of learning environments at all
levels has gathered pace, and accountability of providers has become a byword,
particularly in secondary and tertiary educational institutions. In this process of
meeting societal needs, the teacher's role is crucial to the provision of optimal
conditions for learning. Teachers' adaptation to the changing clientele and
technologies of the 1990's, also demands their flexibility and preparedness to
contemplate anew their role in the learning transaction.
Gage (1963) posed three topical questions about teaching: how do teachers
behave, why do they behave as they do and what are the effects of their
behaviour? The information gained by examining three types of variables, is
required to answer these questions, the most central to research on teaching, is
teaching behaviour, or the process of teaching. Secondly, there are the causes or
determinants of those behaviours or processes and finally, there are the effects or
consequences of the teaching behaviours or processes (Dunkin,1986).
This research into teaching behaviours, conducted in three institutes of Technical
and Further Education in the A.C.T., seeks to determine the quality of teaching
for adult learners and the nature of the learning environment in TAFE. The
design of the study incorporates comprehensive multi-variate instruments and a
triangulating approach to data collection. In particular, a factor analysis of
student questionnaires evaluates the main factors operant in the classrooms of the
selected tertiary environments. The nature of the teaching behaviours and the
contingent learning climate, enabled further conclusions to be drawn about the
implications of these behaviours for adult learners eg. teacher expectancies, not
found hitherto evaluated in a tertiary context.
7
Gunn, Kelly. "White Teachers/Black Classrooms: A Tale of Two Teachers." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275922987.
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Ward, Diana M. "A Grounded Theory Study to Describe Approaches Gay K-8 Teachers Take to Living Openly at Work." ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/1998.
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Even though living openly is associated with better health, gay teachers are in an ambiguous position legally and socially when it comes to finding safe and successful ways to living openly while at work in K-8 schools. The purpose of this grounded theory study is to describe approaches gay teachers have found and employed to living openly in K-8 schools. From the interview data collected from eleven gay teachers, an identity development model was produced, which the researcher entitled The Gay Teacher's Workplace Visibility Process Model. No existing identity development models focus solely on the approaches gay teachers take to living openly in the K-8 school. The Gay Teacher's Workplace Visibility Process Model consists of four stages: becoming visible to administrators and other teachers, becoming visible to students, becoming visible to students' parent, and identity maintenance. It is hoped that this study will ultimately prompt more gay teachers to live openly as the model is intended to serve as a guide for future or current gay K-8 teachers who wish to live openly at work. This study also has implications for administrators and teachers, the first people gay teachers come out to. Administrators and other teachers can support gay teachers in becoming fully visible at work safely and successfully through their actions and words, which could potentially lead to more accepting school environments for everyone through the fostering of a culture of inclusivity.
9
Tan, Puay Inn Justina. "Traversing the border : a tale of seven novice teachers." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020721/.
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The purpose of this study is two-fold: to examine how new teachers, first and second career teachers in Singapore, are socialised into teaching; and to determine if there is any difference in the impact of the socialisation process on their self-efficacy. The selection of participants for the study is based on purposive sampling. It comprises seven new teachers from one neighbourhood school in Singapore. The data are collected primarily through interviews with new teachers, mentors, reporting officers, cooperating teachers, school staff developer and principal. It is supplemented by nonparticipant observations of new teachers' lessons and informal observations of their interactions with their colleagues. Documents are also referred to. To determine whether there is any difference in the impact of the socialisation process on self-efficacy between those for whom teaching is a first career and those for whom teaching is a second career, the new teachers are also asked to plot their self efficacy. The analysis of the data is performed using thematic analysis. The findings suggest that new teachers contribute to their own socialisation, and students appear to play a significant role in their socialisation regardless whether they are first or second career new teachers. The findings also suggest that school culture plays a part in their decision to help and support other new teachers. In terms of impact of the socialisation process on their self-efficacy, the findings suggest there is a difference not only between those for whom teaching is a first career and those for whom it is a second career, there is also a difference within those for whom teaching is a first career and those for whom it is a second career.
10
Kudin, Belma. "Teachers take on L2 pupils' school-related language skills." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27902.
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Detta arbete syftar till att få ökad kunskap om hur lärare beskriver att de arbetar för att möta andraspråkselever i deras språkutveckling samt vilka stödstrukturer lärarna beskriver att de använder i utvecklingen av elevernas skolspråk. Jag anser att det är viktigt område att belysa då forskare anser att skolspråket är en bidragande faktor till att andraspråkselever som grupp, presterar sämre än enspråkiga elever i den svenska skolan. I min undersökning har jag använt mig av den kvalitativa intervjun som metod och intervjuat sex verksamma lärare som arbetar i grundskolans tidigare år. Resultatet av empirin visar att lärarna ansåg att avsaknaden av den språkliga basen utgjorde ett hinder för andraspråkseleverna i utvecklingen av skolspråket, vilket bidrog till att lärarna insåg vikten av att arbeta med att utvidga basen, parallellt med skolspråket. Resultatet visade vidare att informanterna använde sig utav olika stödstrategier som enligt informanterna utvecklar andraspråkselevernas skolspråk. De stödstrategier som framkom ur empirin var bland annat användningen av varierade uttrycksformer där bilder blev ett sätt för informanterna att förstärka undervisningen. Lärarna menar även att integrering av språk i ämnesundervisningen är en central utgångspunkt som bidrar till ett välutvecklat skolspråk, även vikten av en tydlig planering samt att motivera eleverna belystes av informanterna.
11
Brunson, Mary Nelle. "Speaking up-speaking out: What does it take to prepare early childhood professionals to advocate for children and families?" Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3357/.
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The early childhood profession regards advocacy as a professional and ethical responsibility yet little is known about advocacy instructional practices in teacher education programs. This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two- and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education. The study was designed to: (a) determine what leaders in the field of early childhood believe constitutes appropriate advocacy training for preprofessionals, (b) describe the advocacy activities of teacher educators, (c) determine if there is a difference in the advocacy instructional practices of two- and four-year institutions, and (d) recommend a model for advocacy in preprofessional programs. The participants included 607 teacher educators who responded to a mailed questionnaire and 14 leaders of early childhood professional organizations who participated in telephone interviews. Participants represented 48 states and all geographic regions of the United States. Results indicate that teacher educators and leaders believe advocacy instruction is important in preparation programs. The most frequently included advocacy activities are professionalism and understanding the professional role. Advocacy skills and strategies focused on public policy were included the least. Findings show that teacher educators participate in a variety of advocacy activities although few participate in public policy activities. No statistically significant differences were found between two- and four-year institutions in advocacy instructional practices. Based on study data, the researcher developed the Brunson Model for Advocacy Instruction in order to provide the profession with a consistent and sequenced approach to advocacy instruction. Recommendations for future research include: investigation of effective strategies for teaching advocacy; a study of the developmental nature of advocacy; and a study of the Brunson Model for Advocacy Instruction to determine the model's effectiveness in preparing professionals who will have the ability to speak up and speak out for children and families.
12
Rivera, Herminia J. "A tale of two teachers culturally relevant teaching case studies of theory and practice /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149002710.
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Vaníček, Jiří. "Introducing topics from informatics into primary school curricula : how do teachers take it?" Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6448/.
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The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics.
14
Schweisfurth, Michele. "A tale of twelve teachers : education and democratisation in Russia and South Africa." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/2832/.
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This study explores primary school teachers' experiences of the changes that have occurred in education since the end of apartheid in South Africa and the end of communist rule in Russia. It outlines the national educational contexts and critically examines the nature and implementation of new policies in these two 'transitologies'. International literature on teacher responses to educational reform and on the potential of schooling to be democratic and to develop democracy in society is explored as background to the study. The research is based on two periods of field work in each country, between 1996 and 1998. In the second phase, case studies were developed of six Russian and six South African teachers, incorporating lesson observation and interviews about their life histories, educational experiences, classroom practice, and attitudes toward the educational reforms. The findings, based on the individual case studies and a cross-case analysis, reveal that teachers experience a range of 'competing imperatives' which make a coherent perspective and consistent practice difficult, even where teachers agree in spirit with the reforms. Their responses to these dilemmas depend on a number of individual and contextual factors, many of them arising from the personal life experiences of the teacher. For each, the construction of a coherent self-identity, despite the scope of the changes experienced, has been an important part of the process of transition.
15
Ticknor, Anne Swenson. "Becoming teachers: examining how preservice elementary teachers use language to construct professional identities, learn within relationships, and take risks in the classroom." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/609.
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This longitudinal qualitative study examined how four preservice elementary teachers used language to construct professional identities, learn within relationships, and take risks in the classroom during their final three semesters in teacher education coursework and field experiences. My female participants were former students of mine in the same section of Methods of Elementary School Reading and Language Arts. We developed rapport and established relationships with each other that revolved around our class experiences, including many critical discussions about teachers, teaching, and literacy. I employed feminist methods to maintain our established relationships by participating in conversations, meeting with small groups of participants, and developing shared meanings of teaching. An over arching question explored in conversations was how preservice teachers negotiated Discourses of teaching when coursework and field experiences offered new and often conflicting examples of teaching and teachers.
The primary data source was conversation transcripts. Secondary data sources included participant generated documents and researcher generated documents for triangulation purposes. Analysis was multi-layered and included content analysis using N*6 computer software and Discourse Analysis questions. Analysis yielded five overarching codes: Nonteacher Identities, Teacher Identities, Relationships with Others, Discourses of Teachers, and Discourses of Teaching. Further analysis included locating I-statements and we-statements to link language with identities and relationships, respectively. Agency Tracing was introduced to historically trace agency in longitudinal language data. These four preservice teachers negotiated nonteacher and teacher identities to construct productive professional identities, learned to become teachers while embedded in relationships during their teacher education coursework and field experiences, and took risks during their culminating field experiences. This study reconceptualized agency to include five elements of rehearsals: hours of talk, supportive listeners, frustration, awareness of educational contexts, and appropriate timing to implement actions.
16
Mehrenberg, Richard L. "An investigation of the effects of paperwork demands on the morale of first year special education teachers does "red tape" overwhelm green teachers? /." Fairfax, VA : George Mason University, 2009. http://hdl.handle.net/1920/4523.
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Thesis (Ph.D.)--George Mason University, 2009.Vita: p. 167. Thesis director: Margo A. Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 159-166). Also issued in print.
17
Yanko, Matthew. "Reggio’s arpeggio : an autoethnographic tale of a music teacher’s explorations with Reggio Emilia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52692.
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The Reggio Emilia approach to early childhood education has been globally recognized by educators and researchers as the most exceptional example of quality early education (Gardner, 1999; Kantrowitz & Wingert, 1991). However, within this approach there is a strong emphasis on the visual arts that in turn has diminished opportunities for children to participate in music activities. Andress (1998) was the first to expose the lack of music in this approach, and her concern was echoed by Matthews (2000), O’Hagin (2007), Vuckovic & Nyland (2010), and Smith (2011). As a result of this void, the present investigation explores the philosophies and practices of the Reggio Emilia approach within a kindergarten to grade seven elementary school music program. Specifically, I examine the role of the child, the role of the teacher, the environment as a third teacher, multiple forms of knowing, the role of documentation, and the Atelier.
I use an autoethnographic approach to implement, reflect, and document this experience. I not only discover that Reggio Emilia can be successful within a music classroom setting, but argue that these philosophies and practices are of great importance to understanding new ways in which music educators can benefit from this approach beyond the scope of traditional programs and approaches to music with children. By adapting this approach to a music setting in grades higher than the early childhood years, my research extends the current Reggio literature. I not only present my struggles during this experience, but also explain how to supersede challenges and draw from the strengths of this approach that were exposed within the scope of my music program.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
18
Attia, Mariam Mohamed. "Teacher cognition and the use of technology in teaching Arabic to speakers of other languages." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html.
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This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.
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Trendell, Nation Molly. "How Teachers’ Beliefs About Climate Change Influence Their Instruction, Student Understanding, and Willingness to Take Action." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6968.
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Climate change science is complex and controversial in nature, yet seen by educators and policy makers as an important topic to be taught within secondary science education. This is becoming increasingly evident with the inclusion of climate change into the Next Generation Science Standards (NGSS) for Earth and Space Sciences as well as Life Science courses (NGSS, 2013). An overwhelming amount of information is available to students; however, it is often misrepresented, politically inflated and falsified, and littered with misconceptions (Dawson & Carson, 2014; Gayford, 2002). It is critical to engage students in discourse that challenges them ethically in order for students to become more informed citizens, be able to develop skills necessary to take part in democratic discourse, and cultivate resolution (Gore, 1999; Lockwood & Harris, 1985; Reitano, Kivunja, & Porter, 2008)
Teacher’s personal beliefs about the instruction of climate change within science education are unclear (Gayford, 2002). The presence of controversy can influence teachers’ instructional decisions and cause confusion about the science of climate change and many teachers may fear objection from community members (Maibach, Roser-Renouf, & Leiserowitz, 2008). Therefore, we must consider the role of teachers’ beliefs when examining their classroom instruction (Kagan, 1992; Nespor, 1987).
This research study examines the complex nature of science teacher beliefs about climate change, their instructional practice in the marine science classroom, and the impacts on student outcomes. The study takes place within four marine science classrooms over the course of one semester. The teachers taking part in the study and their respective students are representative participants of the greater school district.
The purpose of this study was to better understand teachers’ understandings and beliefs about climate change, and how individuals feel their beliefs impact instructional practices. Teacher and student data were collected from classroom observations, surveys, interviews, and a comprehensive midterm exam of the content. The qualitative and quantitative data collected were analyzed and compared through a fully mixed methods approach by which the findings of both types of data were compared and contrasted to triangulate findings.
Findings from the study suggest teachers have strong beliefs about the causes and implications of climate change, they have high levels of concern for the impacts it will have on future generations, and value the topic as a necessary component of science education. However, this study revealed the controversial nature of the topic, current political climate, and potential resistance from stakeholders inhibited teachers from espousing these beliefs within their instruction of the curriculum. Results from the study found teachers’ personal beliefs had essentially no impacts on their classroom instruction or resulting student outcomes
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Ressa, Virginia A. "A Tale of Two Policies: The Role of a Teacher-Based Team in School Reform." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503304860765587.
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Hallberg, Simon. "Questioning the Process : A Qualitative Study Researching What Teachers Take Into Consideration When Selecting Literature for Their Students." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105932.
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ABSTRACT - The aim of this study was to examine which aspects teachers take into consideration when selecting literature for their students. To research this question, semi-structured interviews were conducted as a qualitative method. Three upper secondary school teachers from Southern Sweden participated in the study. All participants reported on the selection process they go through when selecting literature for their students. The interviews were then transcribed and thoroughly analyzed using Burnards thematic analysis method. The results were that teachers primarily consider curricular documents when selecting literature, most likely because they are legally obliged to do so. Furthermore, the aspect of difficulty was very prominent during the interviews with a heavy emphasis on the length of a text as a decisive factor. Participants also stated that aspects such as theme, classic status, and genre had little to no influence during the selection process.
22
Aseeri, Majdah. "UNIVERSITY STUDENTS' MOTIVATION TO TAKE FIRST AND SECOND YEAR FOREIGN LANGUAGE CLASSES; HOW TEACHERS CAN INCREASE THAT MOTIVATION." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1291.
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Bradley, Patricia Joan. "Mapping professional development in TAFE." 2009. http://eprints.vu.edu.au/15215/1/Patricia_Bradley.pdf.
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Since beginning in 1974, Technical and Further Education (TAFE) in Australia has experienced significant changes due to the implementation of a series of government policies of vocational education and training reform. TAFE teachers are now part of a national Vocational Education and Training (VET) system and responsible for the delivery of National Training Packages and the Australian Quality Training Framework (AQTF). Seemingly, the Australian government has underlined the value of a constructivist learning theory by actively seeking to embed this theory through initiatives originally implemented by the Australian National Training Authority (ANTA). These include a major pedagogical change to a student-centred approach that allows multiple perspectives and stresses the importance of collaboration. Since the abolition of ANTA in 2004, their former roles were absorbed by the Federal Government Department of Education, Science and Training (DEST) and later by the Department of Education, Employment and Workplace Relations (DEEWR). The aim of this qualitative study was to learn how TAFE teachers felt about various professional development activities and examine their individual perceptions of issues, concerns and assumptions about change in their working lives. Ethnographic techniques and participant observation enabled the gathering of primary data. The subsequent identification and rich description of their life in their educational environment added a cultural dimension that is not readily available through the application of quantitative or experimental methods.
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Bradley, Patricia Joan. "Mapping professional development in TAFE." Thesis, 2009. https://vuir.vu.edu.au/15215/.
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Since beginning in 1974, Technical and Further Education (TAFE) in Australia has experienced significant changes due to the implementation of a series of government policies of vocational education and training reform. TAFE teachers are now part of a national Vocational Education and Training (VET) system and responsible for the delivery of National Training Packages and the Australian Quality Training Framework (AQTF). Seemingly, the Australian government has underlined the value of a constructivist learning theory by actively seeking to embed this theory through initiatives originally implemented by the Australian National Training Authority (ANTA). These include a major pedagogical change to a student-centred approach that allows multiple perspectives and stresses the importance of collaboration. Since the abolition of ANTA in 2004, their former roles were absorbed by the Federal Government Department of Education, Science and Training (DEST) and later by the Department of Education, Employment and Workplace Relations (DEEWR).
The aim of this qualitative study was to learn how TAFE teachers felt about various professional development activities and examine their individual perceptions of issues, concerns and assumptions about change in their working lives. Ethnographic techniques and participant observation enabled the gathering of primary data. The subsequent identification and rich description of their life in their educational environment added a cultural dimension that is not readily available through the application of quantitative or experimental methods.
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Rimmer, Anthea Susan. "Everyday as problematic in the worklives of women TAFE teachers." 2002. http://arrow.unisa.edu.au:8081/1959.8/24951.
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As knowledge workers in post-compulsory education, contemporary women Technical and Further Education (TAFE) teachers help train Australia's skilled workforce. Their work is instrumental in government strategies to enhance national competitiveness in global markets. Yet their contributions to Australian education have been neglected, their work/lives have remained unremarked, and their voices unheard. My research focus, therefore, was to examine how these teachers fared in recent, dramatic restructurings of the TAFE sector, part of the national Vocational Education and Training (VET) system, and to look particularly at how they responded to TAFE and other work/life changesthesis (PhD)--University of South Australia, 2002.
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Kinsman, Martha. "'Different but Equal': The Rise and Demise of the TAFE Teachers Association of Australia 1964 - 1992." Phd thesis, 2019. http://hdl.handle.net/1885/170602.
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Abstract
During the latter half of the twentieth century, Australian technical and further education (TAFE) was developed as a mass system of post-compulsory education. The relatively few national histories of TAFE have been written from the standpoint of policy makers and senior administrators, resulting in a predominantly structuralist interpretation in which the experience and agency of TAFE teachers remain unacknowledged.
My thesis seeks to redress this imbalance through a history of the TAFE Teachers' Association of Australia. The Association was established in 1964 as a loose federation of State-based technical teacher organisations. Its purpose was to act as a national voice and advocate for TAFE teachers in a policy arena that was primarily concerned with constructing and maintaining a meritocratic settlement in education.
The Association had no independent authority, very limited finances and was almost entirely reliant on a handful of committed volunteers. In addition to the Association's archive and journal, the thesis makes extensive use of oral histories and interviews to explore how these key actors conceptualised TAFE, the issues and relationships of most significance to them and the ways these changed during the life of the Association.
The thesis analyses the influence of the Association on federal policy with an emphasis on the sharply contrasting constructions of TAFE by the Whitlam and the Hawke Labor governments. The TAFE Teachers' Association had little success until 1973 when the federal government acknowledged it as the peak national TAFE teacher organisation, a status it maintained until its dissolution in 1992. The Association was instrumental in the Whitlam government's decision to establish and support TAFE as a 'different but equal' third sector of tertiary education that expanded to cater for the diverse interests of more than a million students each year. As it grew, 'TAFE' became a contested concept across different teaching cultures and competing policy networks. The Association thus found it increasingly difficult to formulate agreed policies or to present a united national voice.
In comparison with school and higher education unions, the TAFE Teachers' Association was more receptive to the Hawke government's stridently instrumentalist view of education and several of its leaders collaborated with the wider union movement in refashioning TAFE as an adjunct to neoliberal labour market reform. This caused a deepening rift between its NSW and Victorian representatives, disrupting the Association's internal consensus. Drawing on interviews with former prominent TAFE unionists, I explore the reasons for this radical shift in the Association's philosophy of TAFE. This sheds light on how many of the Association's earlier gains were forfeited and how trust in the idea of a national union was dissipated.
The thesis concludes that the history of the Association gives voice to an underlying ambivalence among TAFE teachers about their educational role and value. This ambivalence hindered the formation of a coherent national identity among TAFE teachers and limited their ability to argue convincingly for the further development of TAFE.
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Hinwood, Marian. "A study of influences and experiences contributing to the attitudes of a group of vocational students towards science." Thesis, 2013. https://vuir.vu.edu.au/24442/.
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This research project examines perceptions and attitudes towards science of a group of Technical and Further Education students studying Beauty Therapy at Victoria University. Many members of this group displayed a high level of science anxiety as described by Mallow, (1978). They lacked confidence in their science ability and were very anxious about passing the science units in their Beauty Therapy courses, despite having successfully passed science subjects at school. Previous observations on Beauty Therapy students showed that most succeeded in their science units but still lacked confidence in their ability to apply their knowledge. The science units in Beauty Therapy are complex and require a detailed knowledge of Human Biology, Anatomy, Physiology, Skin Biology, Cosmetic Chemistry, and Microbiology. The participants in the study were interviewed using a semi-structured interview working together with a questionnaire to establish background information. The probes covered the participants’ experiences in science at school together with their attitudes towards science and influences from other areas. The aim was to identify factors which undermined the confidence of these participants. The interviews were recorded and the transcripts were analysed for themes using a progressive coding process. The themes were grouped into clusters. The study showed clearly that the participants’ confidence in their science ability was undermined by their school experiences in science. It related to attitudes and pedagogies employed by a particular science teacher in their secondary school. Participants described enjoying science previously. Particular aspects identified were an inability to get help when they needed it; the use of sarcasm or derogatory remarks to discourage questions; boring lessons mostly composed of copying notes from the board or textbooks; lack of relevance and a lack of enthusiasm displayed by the teacher. This led to a situation where participants dreaded their science lessons and in some cases truancy.
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LIN, CHIA-HUI, and 林佳慧. "Study on the antecedents and effectiveness of promoting teachers to take Teacher Active Training." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/yg9hc6.
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碩士國立雲林科技大學
企業管理系
105
ABSTRACT In the past, teacher trainings were mainly led by official programs of the county government. Facing the challenges of information explosion and the promotion of 12-year Compulsory Education, more and more teachers attend teacher trainings and professional learning communities spontaneously to enhance their teaching abilities. The traditional teaching trainings have transferred into a bottom-up implementation process. Teachers’ spontaneous learning develops vigorous to meet teacher’s needs. This study focus on the degree of teachers' participation in active training for effects of peer relationships, professional ability, teacher teaching leadership. The findings of the study showed that the degree of taking teacher active training had significant differences were found in the different school levels, the school location, and other conclusions were as follows: 1. the degree of participation in the teacher active training were positively correlated with peer relationship. 2. the degree of participation in the teacher active training were positively correlated with professional ability. 3. the degree of participation in the teacher active training were positively correlated with teacher teaching leadership. Keywords: teacher active training , peer relationship, professional ability , teacher teaching leadership
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chin-chuan, Dai, and 戴奇娟. "Teachers of the Teacher Education used Moodle teaching of science and technology-Take a university as an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/27939291158907108750.
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碩士東海大學
教育研究所
96
This research adopted the qualitative method to study. The major research object were the teachers and second grade classes students of the teacher education college in middle of Taiwan. The way to collect these data of research was by using specific interview, focus group's interview, classroom observing and document analysed. By understanding the present situation of teachers to incorporate teaching in using technology teaching platform, analysing these data would contribute to realize the teaching content and popularizing effect of incorporating technology into teaching. The research results could offer other teachers for methods of teaching and also to teacher education organization for referential use, we wished to improve the quality of our teacher education. By data arranging and analysing, the main discovery of this research was as follows: First: teachers regarded using the teaching platform as one way to incorporate technology into teaching; Second: teachers adopted constructional idea to build the studying situation; Third: the hardware equipment and personal factor would influence the will of teachers and students of teacher education to incorporate technology into teaching, when teachers incorporated their teaching in using technology teaching platform. At last, some specific suggestions for teacher education organizations and their teachers and students and further studies were submitted based on the result of this study.
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王毓秀. "The Study on Cognition of Elementary School Teachers on Teacher Professional Development Evaluation ──Take Hualian County as the example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/08329567548746946528.
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Hsieh, Mei-Fang, and 謝美芳. "A Study of the Willingness of Elementary School Teachers Take on the Role of Science Mentor Teacher and the Identity of Teacher Career Ladder System." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/95366040962007266108.
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碩士國立花蓮教育大學
科學教育研究所
94
This study aimed to investigate teachers’ willingness to take the position of science mentor teacher and opinions on the teacher career ladder system. It further examined the approaches for improving teacher’s willingness to be a science mentor teacher and the effect of implementing the teacher’s career ladder system on their willingness. By means of stratified cluster sampling, a total of 346 subjects (236 natural science teachers and 110 non-natural science teachers) were selected from 40 elementary schools in Taiwan in accordance with school scales. The subjects were required to fill out our “Questionnaire on the willingness to be a science mentor teacher and opinions on teacher career ladder system.” The following research results were obtained from statistic analyses. 1. Teachers were more reluctant to be a science mentor teacher than mentor teacher. 2. As for methods to improve the willingness to become a science mentor teacher, teachers considered the five best approaches were “reduction of teaching hours”, “reduction of administrative workload”, “inclusion of seniority of being a science mentor teacher into validation criteria in the future teacher career ladder system”, “supplementary aids for tuition fee of credit courses”, and “vacation reward.” Therefore, authorities concerned should include diverse rewards and options for teachers into institution scheme, so as to meet their demand and enhance their willingness to take the position of science mentor teacher. 3. If the interviewed teachers were categorized by position in accordance with the teacher ladder ground plan, disagreement on the teacher ladder ground plan was found among teachers of different positions, especially on the aspects of “ladder, position title, and responsibilities”, “review criteria”, and “rewarding.” Overall, teachers of higher position demonstrated higher recognition for the teacher career ladder system. 4. Teachers of all the four positions tended to agree on “inclusion of seniority of being a natural science practice mentor teacher into validation criteria in the future teacher career ladder system”. Also agreed was that the teacher career ladder system may indeed enhance teacher’s willingness of being a science mentor teacher.
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LI, LU SHU, and 呂淑莉. "Research on the Attitude of teacher's career ladder system of kindergarten Teacher’s - Take Hualian County as an example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/07008014811732733292.
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碩士國立花蓮師範學院
幼兒教育學系碩士班
94
Research on the Attitude of teacher's career ladder system of kindergarten Teacher’s - Take Hualian County as an example Abstract Suggestion that this research aimed at the attitude of on teacher's career ladder system. The total number of kindergarten Teachers in Hualian are 267. This research took survey method, Questionnaire and open-ended questions were adopted, the main results of this study were as follows: First, kindergarten teacher's view on teacher's career ladder system were: Over 62% of the kindergarten teachers intended to agree to the principles included: national exams; promotion principles, and county government checks; The source of checking persons of the promotion includes the officers of bureau of education , preschool experts of teachers , scholars , representatives of parents ,etc.; More than 62% of kindergarten teachers had intended to agree , that examine ways and standards for kindergarten teacher; More than 73% of kindergarten young teachers had intended to agree, the ways of results. Second, the results statistical analysis of the questionnaire were: (1) If the kindergarten implements the teacher's career ladder system, kindergarten teachers thinks that this system may reach: 1.Specialization; 2. Self-development. (2) If the kindergarten implements the teacher's career ladder system, kindergarten teachers suspect its fairness and objectivity. Third, the open-ended questions were analyzed and found synthetically: (1) Kindergarten teachers thought that the supplementary measures should be provided. (2) Kindergarten teachers also proposed some Suggestion for this system. Key word: Kindergarten teacher, Teacher’s career ladder system.
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YU, HSUN-SHENG, and 余旭昇. "A Study of the Teacher Enthusiasm, Social Support and Teaching Effectiveness of High School Physical Education Teachers - Take Taoyuan Senior High School Physical Education Teachers as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/h693b3.
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碩士輔仁大學
體育學系碩士在職專班
107
The purpose of this study were to investigate teacher enthusiasm, social support and teaching effectiveness of high school physical education teachers in Taoyuan City, to analyze the relationship among the three specified variables, and to compare the differences on these variables among different subject groups. The researcher administered a questionnaire survey with both paper copies and an online Google form to collect data. One hundred and ninety-one responses were valid. Descriptive analyses, independent t-tests, one-way ANOVA, Pearson Product-Moment correlation and multiple regression techniques were used for data treatment. The results were as follows: (a) the scores of teacher enthusiasm, social support and teaching effectiveness of high school physical education teachers in Taoyuan City were between “Above Average” and “Good” status; (b) female subjects had a significantly higher perception level on “School Support” factor than their male counterpart; subjects with director positions had a significantly higher level on “Educational Ideal” than class advisers; there were significant differences on perception levels of “Student Support from the School” and “Social Values” among subjects with different number of children; (c) subjects from the 26-35, 36-45 and 46-55 age groups perceived significantly higher on the “Parents of Students” factor than those aged 56 or older; subjects with administrative positions had significantly higher perceptions on the “School Administration” support factor than class advisers; married subjects had a significantly higher perception level on the “Family and Friends” support factor than those who were unmarried; subjects from schools sized less than 24 classes perceived significantly higher on the “Parents of Students” support factor than those from “25-48-classes” schools; (d) subjects with director positions had a significantly higher level on the “Teaching Preparation and Student-Teacher Interaction” factor than class advisers; (e) there were significantly positive correlations among teacher enthusiasm, social support and teaching effectiveness of the subjects; and (f) subjects’ teacher enthusiasm and social support perceptions were significant predictors of their teaching effectiveness.
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TANG, CHUANG CHIN, and 莊錦堂. "The research of the ways teachers'' participation in decision making and the teacher empowerment-----take Taoyuan,Hsinchu,and Miaoli for examples." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/85888881690141327966.
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碩士國立臺灣師範大學
教育研究所
92
Abstract The five main objectives of this research are: first, to explore the current situation of collective bargaining in junior high schools; second, to explore the current situation of the empowerment of junior high school teachers; third, to analyze the differences between the junior high school personal and school backgrounds and the empowerment of teachers; fourth, to analyze the relationships between collective bargaining and empowerment; fifth, to render suggestions for empowerment in junior high school according to the research. The methods adopted for the research were documentary study and questionnaire survey. First, a lot of related theories, papers and documents were studied. Second, based on the results drawn from the documentary study, a questionnaire named ” The Questionnaire for Collective Bargaining in Junior High School” was developed. Questionnaires were delivered to 62 junior high schools randomly selected from those which have school teachers’ associations and located in 4 Northern Taiwan counties and cities ( Taoyuan , Hsinchu, Miaoli ). 636 out of the 855 questionnaires sent out were effective. The statistics package software used for the questionnaire analysis was the SPSS for Windows version 9.0. The conclusions drawn from the documentary study and the questionnaire survey are as follows: 1. The highest rate of the way of collective bargaining is administrative teachers, the next are decisions by teachers’ discussions, decisions by principals, and decisions by teachers themselves. 2. The current situation of teacher empowerment is up to the average, to compare the factors of the teacher empowerment, the “self efficiency” is the highest, and the “collective bargaining” is the lowest. 3. The empowerment of male teachers is much high than female teachers. 4. The empowerment of junior high school teachers who severed less than 5 years or more than 21 years is much higher than those who served 6-20 years. 5. The empowerment of administrative teachers is much higher than teachers. 6. The teacher empowerment is very different according to the numbers of classes and the history of the school. 7. The best ways to promote the teacher empowerment according to the all ways of collective bargaining are decisions by teachers’ discussions, and decisions by non- administrative teachers, but the decisions by the principals is the poor way. Finally, according to the conclusions of the research, following prepositions are rendered: 1. For junior high school teachers, (1) They should care about the development of the school, to promote the abilities and the chances of collective bargaining. (2) The female teachers should voluntarily take part in the school affairs and to promote the empowerment. (3) The teachers who have served for 6-20 years should express opinions and make influences through collective bargaining. (4) To establish the professional development social group of teachers empowerment, to promote the development of empowerment through learning and sharing. 2. For junior high schools, (1) To emphasize the development of teacher empowerment, to establish the development device, and to raise the abilities of teachers. (2) They should afford teachers more chances to take part in the administration, consultation, and the arrangement of curriculums, to build and promote the abilities of collective bargaining. (3) The principals should make good use of the moral leadership to increase the time and chances for communicative interactions; to build a relationship they can respect and trust for each other, so as to enhance the effects of leadership. (4) To push and establish the school-based arrangement to make it become the center of the transformed education. 3. For educational authorities, (1) To emphasize the related curriculums of the pre-service education of the principals and the in-service education of teachers’ empowerment.
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Sher, Yaling, and 佘雅玲. "A Study On Influencing The Factors Of The Elementary School Teachers Participate In The Teacher Evaluation – Take A City As Example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/35427808038291946972.
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碩士義守大學
管理學院管理碩士在職專班
100
The teacher evaluation for professional development had been tried by The Government for the seventh year since 2006. And the evaluation had been turned from “test” into “execution” stage. The Government hopes “The teacher evaluation” can promote the professionalism of the teachers, and raise teaching abilities which would increase the learning efficiency of the students. However, the results of the teacher evaluation are not distinction well after executing for six years. The most important reason is that the will of the teachers participating in the policy is insufficient, and therefore taking the Kaohsiung elementary school teachers as researching example, this thesis is probing into the causes and the inducements. The results of the thesis are described as follows: (1) Analyzing the demographicvariable, there are several cognizance differences affecting the will of participation in the evaluation between the gender, age, position, seniority and whether have ever attended in the teacher evaluation. (2) Analyzing the evaluation fairness variable, there are significant negative relation between the “Administrators” and” The Teacher Participative Will”. On the contrary, there are significant positive relation between the “Building the Sources of Law” and “The Teacher Participative Will”. At analyzing the evaluation assistant program part, all variables have significant positive relation to the teacher participative will. The conclusion proved by the thesis is the evaluation fairness and the evaluation assistant program has critical effect upon the will of the teachers attend the evaluation.
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Weng, Kuen-Cheng, and 翁崑泉. "The research of Social Studies teacher''s teaching beliefs in elementary school.-----Take two the second grade of teachers for example." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/87002756260113684765.
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碩士臺東師範學院
教育研究所
91
This research was to explore the Social Studies teacher’s teaching beliefs in elementary school. There were three major goals in the research ---to explore what the different of the Social Studies teaching beliefs teachers had, and to understand the relationship between their teaching beliefs and teaching behavior, and further to explore the factors, which affected their teaching beliefs. This research used the qualitative study method, collected data from observation, interview and triangulation to summarize the results, The research takes two the second grade of Social Studies teachers in the same elementary school as the studying objects. They are lady teachers, and graduated from different level teacher school. The whole teaching process has been recorded on tapes and transcribed, and the researcher also writes reviews after classroom observation. The research was based on the Clark & Peterson theories of teacher beliefs. It took researcher more than 6 months to complete the observation of whole study. The teaching beliefs were separately from “The subject curriculum”, “Teaching”, “The teacher’s role” by researcher. There were several findings: 1. About subject, two teachers’ beliefs are not different. 2. About teaching, the teachers’ beliefs are trend to conservative and traditional, and their viewpoint some are different. 3. About the role of teacher, the teacher’s beliefs are the same. 4. The teacher’s beliefs influence the classroom and the relationship between teachers and student. 5. The teachers’ beliefs are not the same with teaching activities in school. 6. The teachers’ beliefs will change by personality, grow background, teaching experience and educational environment. At last, this research proposed six conclusions and three concrete suggestions.
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Huang, Chian-Rong, and 黃千榕. "The Correlation of Teachers'' Interpersonal Relationships, Job Stress and Teacher Efficacy in Junior High School: Take Taoyuan County as Examples." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63rq74.
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碩士健行科技大學
國際企業經營系碩士在職專班
104
The aim of this study is to analyze the relationships among interpersonal relationships, job stress and teacher efficacy and to investigate if amelioration of teacher interpersonal relationships enhance teacher efficacy by decreasing job’s stress. Under the quantitative design, the data was collected in public junior high school teachers in Taoyuan City through three instruments, the International Relationships Scale, the Teacher Job’s Stress Scale, and the Teachers’ Sense of Efficacy Scale, and 266 are valid samples. Data were analyzed by the AMOS statistics software and one way ANOVA for background variables. According to the analysis of data, the results of this study were as follows: 1. There is positive correlation between interpersonal relationships and teacher efficacy, which means teachers with better interpersonal relationships showed higher teacher efficacy. 2. A statistically negative correlation was found between job stress and teacher efficacy, which means teachers with higher job stress may lower teaching efficacy. 3. In terms of the correlation between interpersonal relationships and job stress, negative correlation was found, which means teachers with worse interpersonal relationships many increase job stress. 4. Job stress has mediation effect on the research. The better the teachers’ interpersonal relationships is, the better the teaching efficacy is, and vice versa. 5. Teachers of different genders have no obvious differences in interpersonal relationships, job stress and teaching efficacy. 6. Teachers of different job titles show significant differences in teachers’ job stress, and “Section Chief” has highest job stresses among the sections. The result of this study provides practical advice to educational institutions, school administration organization, junior high school teachers and future research. Keywords: interpersonal relationships, job stress, teacher efficacy, SEM, Mediation
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Chang, Kuei-Chun, and 張桂春. "The research of how elementary teacher’s personalities and abilities to Risk perception affects their finance management.- Take elementary teachers in Kaohsiung County as examples." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61560853009404491526.
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碩士樹德科技大學
經營管理研究所
98
The financial tsunami in 2008 caused disorder in global finance. The Stock market became murky and economy began to wane. Also, the unemployment rate escalated repeatedly. However, with the economic and political relationship that developed between Taiwan and China, banks gradually opened thus also funding environmental changes. Investors now have great expectations regarding the wealth train and hope they can reach the wealth freedom. Elementary teachers as a social backbone individually contribute in educating the next generation. Due to their working environment and professions, their response toward the sensitivity to the political and economical situation nowadays, and the fast changing economical information differ according to their different personalities, risk cognition of managing finances and level of satisfaction. These are the topics that will be discussed in this research. This research uses teachers in Kaohsiung County as subjects. The method of quantification, using research questionnaires was used to study the topics of discussion mentioned above. Also, the educators knowledge of multiplex financing will enable the future generation to be skilled at managing finances. The following conclusion has been reached: First, the obvious relation between different risk perception cognition to satisfactory finance management Second, the obvious relation between different personalities related to the satisfaction of finance management of profit reward and property utilization Third, the obvious relation between education level and different personalities related to the satisfaction of finance management
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Botha, Elizabeth Mathakga. "Investigating language teachers' 'take-ups' from an in-service short course." Thesis, 2011. http://hdl.handle.net/10539/10871.
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Graven, Mellony, and Lise Westaway. "Exploring grade 3 teachers’ resistance to ‘take up’progressive mathematics teaching roles." 2018. http://hdl.handle.net/10962/69700.
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This article addresses the question: Why teachers of mathematics have yet to ‘take up’ progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers’ identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers’ beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to ‘take-up’ progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.
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Su, Yu-Hsin, and 蘇玉欣. "Care-Oriented Practice－Take Passionate Teacher Allen for example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07163212026131212115.
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碩士國立嘉義大學
教育學系研究所
99
This research aims to study the interaction of Allen, a junior high school homeroom teacher of a low-achieving class and a section chief of student activities respectively, with students and parents. This paper applies two books written by Allen, “Love, Learning” and “Love, Reading,” as the main texts for research. It uses the text analysis method. By analyzing Allen’s care orientation, this paper seeks to help teachers think about the real content of caring and face the misbehavior of students. It hopes to become the guidance for caring students in future instruction and enlightenment for educators. The conclusions of this paper are as follows: 1.Allen’s care contents: 1) Believing in “Education is no refusal.” Every child is eager to be understood. 2) Thinking from students’ viewpoints. Caring whether students learn happily and knowledgeably. 3) Possessing the qualities (traits) of active listening, empathy, and action taking. 2.Allen’s moral education methods: 1) Setting an example. Encouraging students not giving up and never do teachers give up their students. 2) Valuing students’ ideas by self-reflection. 3) Talking but not preaching students. 4) Approving students positively. 5) Contacting parents regularly.
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Tu, Guei-Ling, and 凃貴齡. "A Study on Teachers' Well-being in Special Education Program at Elementary Schools--Take Female Teachers as Example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/z66r2s.
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碩士南華大學
企業管理學系非營利事業管理碩士班
103
The purpose of the study is to understand female teachers' well-being in special education program at elementary schools nowadays. The research is to undertake interviews for five individual teachers in three schools in Miaoli County and analyse them. 1. Female teachers’ well-being in special education program at elementary schools are derived from harmonious relationship, teaching achievement, job stability, activities participation, money satisfaction, and belief of children's guardians. 2. Female teachers at elementary schools have a tendency towards serious and kind. 3. Female teachers' well-being at elementary schools generally conclude the following reasons: (1) With regards to personal background, there are five elements, such as sex, age, seniority, education level and work. (2) As for social support, there are the support of administrative team and the atmosphere of colleagues' relationship. (3) With respect to mentality, there are the satisfaction of job environment and the feeling of happiness. i Personal background: (a)Participants show that there is not significant relationship between sex and well-being. (b)There are opinions widely divided about age so it is difficult to judge the relationship between happiness and age. (c)Most special education tutors suggest that with gaining teaching seniority and experience, it would handle problems in teaching time and increase well-being gradually. (d)There is no common view towards different education levels and personal happiness. (e)Participants on the survey point out that being appointed extra work may affect well-being and decrease well-being. ii The factor for social support Participants on the survey receive the positive diversity of social support so they will live in a productive and exciting way. Social support brings great well-beings. iii The factor for mentality: Five participants are all satisfied with their moment work situation for only the stability of job and salary but most of them show that they do not have great happiness in their mentality. In this way, if educational administration organizations help teachers to obtain love, acceptance and a sense of belonging from their job and deal with special education tutors' pressure, their well-being will increase enormously in a natural way. According to the result of my finding, references are given to provide specific advice and educational administration organizations, administrative units in schools, teachers in special education schools and the following study is to understand.
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Chan, Ya-Hsiu, and 詹雅琇. "An Investigation on the Relation Between the Artistic Teacher Specialized Background and Curriculum Design Orientation–Take Junior High School Performing Arts Teachers as an Example." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93776796401597252440.
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碩士國立臺灣藝術大學
舞蹈學系
98
The purpose of this study was to investigate the Relation between Artistic Teacher specialized background and Curriculum Design Orientation–take Junior High School Performing Arts Teachers as an Example. With the Cross-section survey and “Questionnaire of the Relation between Junior High School Performing Arts Teacher and Curriculum Design ” was used as the study tool. The respondents of the random samples were 101 Performing Arts teachers in junior high schools. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, scheffe and chi-square test. The conclusions of the study were summarized as follows: 1.Teachers with different backgrounds of instructional material selectionsin were not obvious deviations. 2.The factors of curriculum design by junior high school performing arts teachers: (1).As for the affected factors of curriculum design of performing arts teachers of junior high schools, it tends to up average level, among 19 affected factors, the “classroom & facilites ”was the most important factor. (2).Perceived the most important factor dimension was “teacher”. (3).Teachers with different backgrounds were not obvious deviations. 3.The conditions of teaching types by junior high school performing arts teachers. (1).The highest teaching type was “drama”. (2).The activity that the teachers implement most frequently is “creative drama” .“creative dance”is implemented seldom . 4.Teacher background variables to understand the variations of instructional material selectionsin of junior high school performing arts teachers. (1)The high school teacher with mater’s degree use “drama” teaching type frequency to be more than the teacher with bachelor’s degree. (2)The teacher using primary textbook design “radio plays”, “traditional opera” teaching type frequency to be higher than the half-textbook and half-design teaching materials teachers. Finally, based on the results, suggestions for the performing arts teacher, junior high schools, the teacher preparation institutions, and future studies were proposed.
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劉姵蓁. "A Study of Educational Beliefs of the Kindergarten Teacher :Take a Male Teacher for Example." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/86583336929320321306.
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碩士國立台北師範學院
幼兒教育學系碩士班
92
A Study of Educational Beliefs of the Kindergarten Teacher : Take a Male Teacher for Example Abstract Teacher’s educational beliefs have influences on teacher’s thoughts, judgments, and decisions in the teaching process, and they also affect the teacher’s personal behaviors. Most of the researches are about female teachers. Thus, the four objectives of this study are as follows: 1. To investigate what the kindergarten male teacher’s educational beliefs are. 2. To analyze the factors that influence the origin of the kindergarten male teacher’s educational beliefs. 3. To analyze the factors that caused the change of the kindergarten male teacher’s educational beliefs. 4. To provide suggestions to the teacher education institutes, and the educational administration institutions according to the research findings. The study adopted the qualitative research approach. The participant is a male teacher who has worked in the public kindergarten for four years. Data was collected through observations, interviews, and documentations. The researcher spent about 8 months observing and collecting documentations. Then some study findings were conducted as follows: 1. The subject’s beliefs came from his idea about children’s learning and development. The idea further fostered his beliefs about educational objectives, teaching methods, curriculum design, environment arrangement, and the roles teachers play. To make further analysis, the researcher found that “freedom” and “discipline” are the subject’s two main beliefs, which influenced the decisions he made and his behaviors in class. 2. The factors that contributed to the formation of educational beliefs are: a. Personal factors: gender, personalities. b. Previous experiences: family environment, people who are of great influence to the subject, and learning experiences . c. Teacher training: educational curriculum, educational books. 3. The factors that contributed to the change of educational beliefs are: a. Personal factors: gender, personalities. b. Career factors: teaching experience, leaders’ styles, teaching partners, school scales, teachers’ other positions, the relationship with children’s parents, children'' number, and children’s feedback. c. External factors: changes of the social environment. According to the conclusions of this study, the researcher made 19 suggestions and categorized them into 4 aspects: for the kindergarten teacher, for the kindergarten staff, for the teacher education institutes and the educational administration institutions, and for advanced research. Keywords: kindergarten teacher, educational beliefs, male teacher
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殷鳳卿. "A Study on Improving the Willingness of Elementary School Teachers to Take." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90565407289622929405.
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碩士國立彰化師範大學
商業教育學系
99
According to the National Education Law, teacher has liability for the elementary school to serve in the administrative post. However, in terms of the current educational situation, Cumbersome admisnistative operations, administrative duties so that teachers have a different perception and willingness to serve. The research is based on analysis of relevant papers, using Delphi technique study, twenty scholars and experts through discussion, interviews, and three times by experts Delphi questionnaire survey to collect the work of elementary school teachers will concurrently related administrative information, and with reference to Members scholars proposals, ideas, the statistical treatment of data, analyze the consensus of experts, that elementary school teachers will serve as the key factor in the administration were "adversity quotient", "achievement motivation", "work characteristics "," classroom management "," organizational climate "," leadership style "and six dimensions, a total of twenty critical success factors. The results raise hope to find out the administrative work of elementary teachers with the key factors, as education authorities, school heads and teachers in elementary school administration reference. Keywords: elementary school teachers, teachers with administrative staff , willingness of work
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陳庭獅. "Influences on teachers willingness to take administrative jobs in Taipei elementary schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/98229397254529118266.
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碩士臺北市立師範學院
國民教育研究所
93
Abstract The main purpose of this study is to realize the willingness and influence factors in taking administration jobs. The study aims to explore the status and the willingness of elementary school teachers taking administration jobs, and discusses the influence factors and how to raise their motivation in taking administration jobs. The study adopts questionnaire and interview methods. A questionnaire measures the willingness of the elementary school teachers, the opinions about the influence factors, and how to raise their motivation in taking administration jobs. A total of 644 teachers are randomly selected from Taipei. There are 526 respondents, or 82 % of the population. Statistical treatment includes descriptive analysis, t-test, and ANOVA. The content of interview is made from the result of questionnaire. 14 elementary school principals and teachers are accepted the interview. The following conclusions were supported by the data, 1. most of the elementary school teachers are willing to take administration jobs. 2. male teachers are more willing to take administration jobs than female teachers. 3. directors are more willing to take administration jobs. 4. married teachers are more willing to take the administration jobs than single. 5. teachers teaching in elementary school for more than 21 years are more willing to take administration jobs. 6. the size of the school has no influence on teachers’ willingness. 7. the teachers’ education background in taking administration jobs are somewhat different. 8. the most popular job that the teachers like is the section chief of the counselor’s office. 9. the position of the director is the least job of all. 10. teachers think that teamwork of the administration affects their willingness to take the administration jobs. 11. the ways to raise teachers’ motivation in taking administration jobs is the teamwork, choosing the right person to take the job, and sharing the same amount of workload. According to the conclusions of the study, some recommendations are presented to educational administration organizations and elementary schools
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HUANG, HUI-MIN, and 黃惠敏. "Application of Cross Theoretical Model of Teachers' Movement Behavior-Take the Example of Teachers in Keenlung Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/39fmfe.
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碩士經國管理暨健康學院
健康產業管理研究所
106
This study takes Keelung Middle School teachers as the research object.According to cross-disciplinary model, we discuss the distribution status of five different sports behavioral stages of the teachers in the country. The main purpose of this study is to understand the differences and correlations between the teachers of the country in the exercise behavior and related factors of the exercise behavior. A questionnaire survey was used to conduct stratified sampling. The number of valid samples was 200. The distribution of the data was described by sub-distribution, percentage, average, standard deviation, etc., and the distribution of the subjects in each variable was described. The statistical methods such as t-test, single-factor change analysis, Scheffe post-hoc comparison, and Pearson's product-differentiation correlation analysis analyze the relationships among the variables. The important results are summarized as follows: 1. The top three stages of the distribution of the sports behavioral stages for teachers in Keelung City are the highest in the preparation period （37%）, followed by the maintenance period （25%）, the unintentional period and the intention period （15%）, and finally the action period. （8%）. 2. Different genders, conscientious health status, and as positions in the Keelung City junior high School Teacher is significantly differences in the exercise behavior stage. 3. Different gender, age, educational level, marriage, perceived health status, and positions in the Keelung City junior high School Teacher have Some significant differences in the Exercise related factors . 4. The movement behavior stage and movement behavior related factors the sports self-efficacy, conscious exercise benefits, sports social support, sports enjoyment are all positively related, but there is a negative correlation in conscious movement disorders.
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Hsu, Chin Ching, and 徐錦清. "Teacher, Do You Want to 〝Take〞another Post?- A Study on the Willingness of the Primary Teachers in Ilan County Concurrently to Work as a Coach." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/11736357345685192748.
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碩士國立花蓮教育大學
體育學系碩士班
97
In addition to expand the teaching domain at school, primary teachers not only need to understand and take care of students to allow them fully development both physically and mentally, they also need to work hard on various tasks that school assigned. Primary teachers are as super gardeners who complete their works diligently and unremittingly. Why a primary teacher is inclined to take the arduous post as a coach besides of complicated teaching job?! This study aimed to investigate the willingness why a primary teacher in Yilan County is willing to work concurrently as a coach at school. It adapted qualitative research methods, such as interviews, literature review, and observation, to collect diverse data to describe the working willingness of a concurrently primary teacher and coach in Yilan County. The results show that there are four motivations: 1. Based on school request; 2. Graduated from Physical Department; 3. Interested in certain sports; and 4. Good at certain sports. The factors which will influence concurrently teacher and coaches’ working willingness are: 1. Personal factor; 2. Family factor; 3. School factor; 4. the nature of the task; and 5. social factor. The researcher advises the followings: 1. Promote sports in primary school to attract the public to participate; 2. Boost Vice-classroom teacher program to reduce the loss of talented coaches. 3. Create a school environment with friendship, honor and justice. Whether the concurrently teacher and coaches in other counties will agree with the researcher's conclusion? Or why the male concurrently teacher and coaches are far more than females? Both questions worth following researchers’ further requisition.
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陳士賢. "A case study of teacher online professional growth model— take Hsinchu County junior high school math teachers to participate in the "Effective Teaching Programs" an example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/3a2ep3.
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碩士國立彰化師範大學
數學系所
102
The main purpose of this study is to understand what different modes of online learning,teachers have what extent differences in the acceptance and response learning content. In this program, we have 16 online effective teaching videos, and set up online forum for each video.We analyze every Hsinchu County junior high school math teachers’ opinions in each online forum. There are 230 Hsinchu County junior high school math teachers includes both 50 future lecturers and 170 teachers. The data was analyzed by descriptive statistics, T-test and one-way ANOVA. According to the data and findings,we record made some conclusion about Hsinchu County junior high school math teachers’ changes in this "Effective Teaching Programs". The change includes teachers' belief, teaching and introspection.
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Liao, Shu-Chen, and 廖淑貞. "The Study about Relevance of Smart Phones’Instant Messages to Parents and Teachers’ Communication--Take Taoyuan Elementary School Teachers for Example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/er37x6.
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碩士健行科技大學
國際企業經營系碩士班
103
Recently, technology and internet flourish make communication more efficiently. The way for teachers and parents to communicate changes from communication books, interview and parent education day to ‘internet communication book’, that is when teachers send messages to parents who will get messages through internet or cell phones. Moreover, there are class web pages, blogs, I-paper and other platforms for parents and teachers to communicate, which makes the way to communicate more diverse. The motivation to do this study is the rise of smart phones all around the world these years, but few study is about the relevance of smart phones’ instant messages to parents and teachers’ communication. Therefore, it becomes my main study to apply that. According to the study background and motivation, this study will focus on the situation about smart phones’ instant messages to parents and teahcers’ communication and the degree of satisfaction and point of view. The main conclusions are as follows: 1. The satisfaction of teachers using smart phones’ instant messages is above average. 2. The way of teachers and parents’ communication is diverse and unobstructed, most of which is about students’ behavior and learning situation. The frequency of communication depends on students. 3. It obviously distinguish about different ‘age’ and ‘education’ that elementary teachers who use smart phones’ instant messages. 4. Taoyuan elementary teachers who use smart phones’ instant messages and teachers and parents’ communication have significant correlation. Finally, based on this study, I offers some suggestions to relative education departments, teachers and who will do similar study to refer.