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Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics." Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
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Scott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/484.
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This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew upon teachers' perspectives and reports of professional development activities in which they had been involved over an eighteen month period.The major focuses of the study were in exploring teachers' perceptions of their professional development activities across the following dimensions: choice, the influence of career stage, rationale for choice, equity in relation to access, levels of participation, gender factors, perceptions of effectiveness, influence of school/educational culture.The conceptual framework in this study (refer to Figure 2.1) acknowledges the teacher as the central point of reference due to his/her importance in the classroom as the architect of the learning experiences for students (Fogarty, 1999. Four aspects were identified as influences on teachers. These were professional development; factors affecting teachers' capacity to develop professionally; technological change in education; and the education system in which teachers work. Literature related to these four aspects was explored.The findings of this study, based upon in-depth interviews with teachers, indicated that the respondents were expending significant amounts of time engaged in professional development. Results demonstrated that half of the reported hours (150 hours/person/year) involved personally selected professional development. Teachers' rationale for choosing professional development was in order to become a more effective practitioner resulting in increased learning opportunities for their students. Effectiveness of professional development was predominantly related to the relevancy to teaching, level of interaction within the session, opportunities to obtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.
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Scott, Shelleyann. "Professional development: a study of secondary teachers' experiences and perspectives." Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12478.
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This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew upon teachers' perspectives and reports of professional development activities in which they had been involved over an eighteen month period.The major focuses of the study were in exploring teachers' perceptions of their professional development activities across the following dimensions: choice, the influence of career stage, rationale for choice, equity in relation to access, levels of participation, gender factors, perceptions of effectiveness, influence of school/educational culture.The conceptual framework in this study (refer to Figure 2.1) acknowledges the teacher as the central point of reference due to his/her importance in the classroom as the architect of the learning experiences for students (Fogarty, 1999. Four aspects were identified as influences on teachers. These were professional development; factors affecting teachers' capacity to develop professionally; technological change in education; and the education system in which teachers work. Literature related to these four aspects was explored.The findings of this study, based upon in-depth interviews with teachers, indicated that the respondents were expending significant amounts of time engaged in professional development. Results demonstrated that half of the reported hours (150 hours/person/year) involved personally selected professional development. Teachers' rationale for choosing professional development was in order to become a more effective practitioner resulting in increased learning opportunities for their students. Effectiveness of professional development was predominantly related to the relevancy to teaching, level of interaction within the session, opportunities to ++obtain and discuss teaching materials, and the opportunities for reflection on their practices with colleagues.Career stage did indeed appear to influence teachers' choice of professional development, perceptions of effectiveness and quality, personal teaching philosophies, and perceptions of the school and educational culture. Less experienced teachers and those in the final career stage were more focused on increasing their repertoire of teaching strategies. Experienced teachers in the middle career stages were largely concerned with increasing subject knowledge, and expertise required to assist them in their additional duties other than teaching.Equity in accessing professional development was a distinct issue for rural teachers information technology teachers in this study. Information technology teachers reported experiencing frustration with the expense involved, and difficulties in accessing targeted professional development that catered to their specific requirements. Teachers situated in rural areas expressed concern with the lack of choice available to them in the rural situation. This was largely due to extensive travel time to the metropolitan area to attend specific programs, expense involved in accessing professional development and the lack of support by administration in their schools related to professional development.The teachers in this study displayed gender differences in relation to their perceptions and choices of professional development. Female teachers were generally more focused on professional development that directly related to their teaching whereas their male counterparts were overtly seeking professional development that would advance their career aspirations. Family commitments were more frequently cited by male respondents as the reason for non-attendance at out-of-hours professional development.School culture was acknowledged by ++
teachers in this study as having an impact on professional development. Teachers resoundingly indicated they desired more self-determination in decision-making related to professional development. They expressed the perspective that the employer was demonstrating a lack of trust in teachers' professionalism and was not providing professional development to meet their teaching needs. It appeared that the professional development being provided was ad hoc and a more systematic approach was needed.As a result of this research a model of systematic professional development has been proposed that encompasses the expressed needs of teachers in this study, the literature on effective professional development to improve student learning, and the quality assurance and accountability mechanisms required by the employer.
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Chishimba, Felix Nkalamo. "Raising student teachers’awareness around issues of professional conduct : an action research project." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016338.
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The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.
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Sheffield, Rachel. "Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/811.
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In education, innovations are frequently introduced to promote changes to the curriculum, teachers' practice, and the classroom environment, however, these initiatives are often implemented without sufficient evaluation to monitor their impact and effectiveness in bringing about the desired changes. This thesis analyses the impact of a teacher professional learning program on lower secondary science teachers' practice. It examines the relationship between teachers' concerns about the strategies incorporated in the Collaborative Australian Secondary Science Program (CASSP) and teachers' ability to understand the strategies, on their ability to utilise those strategies in the classroom. It also seeks to determine teachers' beliefs about their current science teaching practice and how this is different from their beliefs about ideal science teaching, and also, how these beliefs direct teachers’ classroom practice. Finally this study describes a number of primary and secondary factors found to impact on teachers' professional learning. 11tc CASSP model encapsulates the primary factors of curriculum exemplars (curriculum resources), explanation und modelling (professional development), and reflection (participative inquiry). The secondary factors include ensuring adequate time for change to occur, student support and participation, peer teacher support, support from lenders including-heads of department, support from the school administration and support from state education officers. This study has demonstrated that teachers’ professional learning is a complex process that is strongly influenced by teachers' beliefs, concerns and understandings, and is impacted by the primary and secondary factors identified by the research. Teachers must be able to envision the advantages of incorporating new strategies into their existing practice, and consequently seek to make these changes to their teaching. This study has shown that students are also an important influence the implementation of an innovation, without their support, teachers are unlikely to make successful changes to their teaching practice. lmplications of the research include the need to elaborate the CASSP professional learning model to include the secondary factors identified in the study, and the need to inform students about innovations so that they can see the benefits for them in terms of improved learning outcomes.
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Burrell, David L. "Relationships Among Teachers' Efficacy, Teachers' Locus-of-control, and Student Achievement." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2646.
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The purpose of this study was to determine if teacher effectiveness, as measured by value-added gain scores on student achievement, was related to the teacher personality characteristics of efficacy and locus of control. The value-added mean gain scores for each teacher were correlated with teachers' scores on the Rand Corporation Efficacy Scale and the Rose and Medway Teacher Locus of Control Scale. A multiple regression analysis was used to determine if these teacher characteristics along with selected demographic variables could be used as good predictors of achievement gain. The population consisted of 132 middle school teachers across five subject areas in one county in Northeast Tennessee. No correlation was found between either teacher efficacy or locus of control and mean gain scores. A statistically significant relationship was revealed between gender and teacher efficacy with females indicating higher scores than males. Pairwise correlational analysis also revealed that mathematics gain scores were significantly correlated with age, college major, experience, and certification. Multiple regression analysis was used to determine the extent to which the demographic variables and the personality variables were related to student achievement. The percent of variance in mathematics scores attributed to teacher age and major indicated that these two variables were good predictors of value-added gains. Neither the demographic nor the study variables entered into the regression formula for the other academic subjects studied.
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Lane, Jeniffer M. "Preparing tomorrow's teachers today." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1608.
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This portfolio documents the learning journey of a preservice teacher educator in Western Australia. The problem investigated is how should we best to prepare preservice teachers for teaching in future contexts. This document has several sections, firstly the literature review discusses topics that have relevance for teacher educators preparing teachers of the future to work in a knowledge-based economy. Then four phases of research both quantitative and qualitative are presented interlinked by a personal narrative. The narrative describes how the studies and research impacted on the teaching practices of the researcher. The powerful findings of the research with teachers in phase 1 and preservice teachers in phase 2 precipitated the reconceptualisation of a number of courses for preservice teachers co-ordinated by the author. This lead to the transformation of the instructional model used and the incorporation of a range of flexible delivery modes to support student learning styles and needs and foster student engagement and retention. The portfolio also contains descriptions and results of a number of small research projects, five peer reviewed and published papers. Reference is made to a number of peer reviewed academic conference papers presented by the researcher linked to the theme of the portfolio. The portfolio culminates with two peer reviewed publications which describe the current state of preservice teacher education in Western Australia as well as presenting a future vision of how we could prepare our preservice teachers to work in a future digital world. The overriding conclusion reached in this portfolio is that preservice teacher educators need to experiment with flexible modes of delivery to meet the learning needs and styles of our students. In this way we will be modelling flexible modes of teaching to our students to prepare them to teach in future contexts.
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Harris, Barry, of Western Sydney Nepean University, and Faculty of Education. "A study of a process to assist teachers determine their professional development needs." THESIS_FE_XXX_Harris_B.xml, 1997. http://handle.uws.edu.au:8081/1959.7/414.
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The professional development of teachers is a continuing issue that concerns both teachers and organisational administrators. This study is concerned with one aspect of this broad issue: the manner in which teachers determine their professional development needs in the context of the varying individual and organisational changes they face. To conduct this study a process to assist teachers determine their professional development needs was developed, implemented and evaluated. This occurred as a series of case studies with a group of teachers drawn from the N.S.W. Department of School Education. Throughout the study a number of key issues are considered. These include teachers' responses to professional and personal change, an examination of a holistic range of potential needs, and techniques that teachers are able to use to appraise and validate their needs. The study sought to gain new understanding of the processes used by teachers in their professional development needs analysis, and to develop a model that can be used by teachers and schools for these purposes.Doctor of Philosophy (PhD)
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Keady, Wayne. "The impact of professional learning on science teachers' beliefs about assessment and their assessment practice." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/269.
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In response to a national reform or education in Australia, the Curriculum Framework for Kindergarten to Year 12 in Western Australian (Curriculum Council, 1998) was developed and signalled a fundamental shift in education paradigm in Western Australia. The change in curriculum required teachers to change from an objectives-based system to an outcomes-based system and this shift in paradigm required a change in teachers' practice in terms of preparation, teaching and assessment. A change in assessment practice required teachers to shift from a norm-referenced system of assessment which was grounded in numerical scores and grades to a standards-referenced system that describes students' progress in skills and understanding in levels. To successfully implement changes in curriculum requires that teachers undergo effective professional learning. A change in curriculum that introduces a complete shift in educational paradigm requires teachers to understand and adopt a new philosophical basis from which they form their practice. For professional learning to achieve this there must be a consideration of the beliefs that teachers hold about the purpose of education and the purpose of assessment. A new approach to assessment practice also requires new knowledge and skills. To make changes to their assessment practice it is likely that teachers will need to change their beliefs about the purpose of assessment and to develop new knowledge and skills. The purpose of this study was to determine the changes that occur in teachers' beliefs and practice as a result of a professional learning intervention. More importantly the study sought to identify the factors that contribute to a change in practice, and what factors contribute to teachers sustaining that change in practice. To achieve this, the study followed a group of five teachers as they were involved in an action research professional learning intervention that was designed to alter their assessment practice to accommodate a change of curriculum. The teachers were observed through professional learning sessions, moderation and planning sessions as well as their classroom practice. Teachers were interviewed at various stages about their approach to, and belief about, assessment. Students in the relevant classes were also interviewed before and after the professional learning intervention about their experiences of assessment in science classes. Further data were collected using classroom observation, surveys, work samples and records of informal discussions. Data were analysed to generate thick descriptions of teachers’ progress and the participants were given the opportunity to provide feedback on the descriptions of their progress. The Data collection and analysis involved ensured triangulation of data which contributes to the credibility of the research, the process of member checking contributed to the confirmability of the findings and a high degree of consistency with parallel data has demonstrated that the findings are dependable. This study identified key determinates of a change in practice which led to the development of a model that describes the factors necessary for significant and sustained change in practice. The data revealed that teachers' assessment practice is determined by the level of pedagogical content knowledge they have, their existing beliefs about the purpose of assessment and their understanding of the criteria used for assessment. To facilitate change teachers require a significant amount of professional learning and a high level of collegial support. No change to practice is likely to occur unless a teacher has their existing practice and beliefs challenged. For change in practice to be sustained teachers need to experience success in their new practice, they need time to develop confidence in the new strategies they adopt and must ultimately undergo a change in their belief about the purpose of assessment. There are parallels between the theoretical revolutions that occur in science, the conceptual changes that occur in science students and the profound changes in assessment practice that some of these teachers experienced. This research has led to the development of a model that describes the process and factors that facilitate a revolution in teachers' professional practice.
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DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.
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Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.
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Rowley, James B. "The professional development of mentor teachers : knowledge and attitudes undergirding mentor/inductee relationships /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346875649.
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Oosthuizen, Lizette Clarise. "Designing a strategy to bring about a greater professional confidence for educators by improving their involvement in their own continous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1012145.
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To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
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Pashley, Esme. "Attaining professional goals using the expertise of colleagues." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1255.
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This study examines one method of providing professional development, which addresses the individual needs of experienced successful classroom teachers. It is a qualitative investigation into how teachers attain their professional goals using the expertise of their colleagues through a collaborative and collegial process Data were collected from regular meetings by the participants and their personal journal entries related to the project The data were then compiled in a context chart and a descriptive matrix, to enable case studies to be compiled. The findings contribute to enhanced understanding of how professional development may be provided to experienced classroom teachers.
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Mitchell, Sandra. "Relationships Among Teachers' Attitudes, Behaviors Toward English Language Learners, Experience, and Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2564.
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Public school teachers must meet the unique needs of English language learners (ELLs) in the general education classroom. There is a need to understand teacher attitudes toward ELLs because attitudes can explain and influence teacher behavior and professional practice. The purpose of this quantitative study was to examine the relationships between attitudes and behavior with years of experience as well as professional development among teachers working with ELLs. Sociocultural, situational learning, and second language acquisition theories provided the theoretical foundation for the study. Data were collected from 286 teachers using the Teacher Attitudes Toward English-as-a-Second-Language Survey. Analyses included descriptive statistics, correlational analysis, independent sample t tests, and Mann-Whitney U test. Results indicated a significant, direct correlation between teachers' years of experience and their attitudes regarding coursework modifications. The independent sample t tests indicated significant differences in a subscale of the variable teaching behavior between participants who had and had not received adequate training. In addition, significant differences in teachers' attitudes existed among those teachers between participants who had and had not received professional development. The study can effect social change at the local site by fostering an increased understanding of how experience and professional development influences teachers' attitudes toward inclusion and behaviors toward ELLs, thereby highlighting the importance of professional development and experience for meeting the needs of ELL students.
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Leitao, Natalie C. "Teacher-student relationships in primary schools in Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/196.
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This study investigated teacher-student relationships at Perth metropolitan schools in Western Australia. From the literature, three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication, were identified as important to good, positive teacher-student relationships. Data were collected in four parts: (1) through a teacher questionnaire; (2) through a student questionnaire; (3) through teacher interviews; and (4) through student interviews. The three relationship aspects formed the structure of a teacher questionnaire in which ten stem-items were conceptualised from easy to hard - four stem-items for Connectedness, three for Availability, and three for Communication - and answered in three perspectives: (1) an idealistic attitude, this is what I would like to happen; (2) a self-perceived Capability, this is what I am capable of, and (3) Actual Behaviour, this is what actually happens, using three ordered response categories: not at all or some of the time (score 1), most of the time (score 2), and almost always (score 3). The same three aspects formed the structure of a student questionnaire in which ten stem-items were conceptualised from easy to hard and answered in two perspectives: (1)a realistic view, this is what does happen; and (2) an idealistic view, this is what I wish would happen. Questionnaire data were collected from 43 primary teachers concerning 139 teacher-student relationships and 139 primary school students. Interview data were collected from 25 primary teachers and 139 students gave either, or both, a brief written comment and some verbal answers to relationship questions.
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Reinertsen, Nathanael. "The viability of simulated large-scale marking as professional development for preservice teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2320.
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Judging the quality of student work is a core skill of a proficient teacher. This professional competency is often utilised by organisations that run large-scale marking operations when they recruit teachers as markers. These organisations and the teachers themselves often claim that large-scale marking is valuable professional development.
This research aimed to determine whether professional learning outcomes similar to those reported by experienced teachers can be achieved for preservice teachers through participation in a live simulation of a large-scale marking operation. The research was conducted in three phases: an online survey of Australian teachers to establish that reports of benefit from other contexts are generalisable to Australia; a simulated marking experience for 22 preservice teachers at Edith Cowan University; and finally, follow-up interviews with seven of those participants after their first semester of teaching to establish to what extent their perceptions of the marking experience had changed.
The research collected qualitative data through interviews and an online survey. Additionally, there was quantitative data collected during the marking simulation in the form of scores, and these were analysed with simple descriptive statistics, linear correlation, and a many-facet Rasch analysis to examine the severity or harshness of the novice markers. The analysis of the scoring was not done to examine the skill of the markers, but rather to evaluate the quality of the marker training in the simulation. It was found that the markers scored reliably, and so it was inferred that the simulation training was probably similar to authentic marker training.
The research found that the benefits described by the simulation participants largely centred on increased confidence in marking and gaining experience of marking. These main benefits and several minor ones broadly aligned with benefits published in the literature. The perception of value in the simulated marking experience did not diminish after the preservice teachers had begun their work as teachers, and several reported using processes or concepts from the experience in their professional work.
The research concluded that simulated marking sessions have applications in preservice teacher education. There were strong recommendations from participants that a practical marking experience such as the simulation become a mandatory part of initial teacher education courses.
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Townsend, Arthur. "Educative curricula and improving the science PCK of teachers in middle school settings in rural and remote Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1748.
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Science is one of seven-mandated Key Learning Areas (KLAs) Foundation to Year 10 of the new Australian National Curriculum (ACARA, 2012). Not only, therefore, is science to be offered in every school as part of the curriculum, there is also the expectation that science is to be taught well to all students regardless of location, gender, cultural background or socio-economic status (ACARA, 2012). Studying science provides benefits to individuals by developing their scientific literacy skills (Goodrum, Hackling & Rennie, 2001; Hackling & Prain, 2008). Its study also benefits the national economy by equipping students with the innovative, inventive, and creative skills to generate and apply new ideas as knowledge workers in an interconnected and interdependent global economy (Marginson, Tytler, Freeman & Roberts, 2013; Productivity Commission, 2007).
A study of recent literature, including the national and international data on the middle years of school (ACARA, 2012; ACER, 2011, 2013; Goodrum et al., 2001; Goodrum, Druhan, & Abbs, 2012; Hackling & Prain, 2007; Marginson et al., 2013; Office of the Chief Scientist, 2012; Productivity Commission, 2007), could reasonably be expected to show rural and remote students doing well in science if not at least as well as their metropolitan counterparts. Sadly, this is not the case. Science performance in national and international assessments overall is flat-lining (ACARA, 2011; ACER, 2011, 2013) and the gap between metropolitan, rural and remote students in some assessment data indicates as much as 18 months of difference in schooling in favour of metropolitan students and with the gap increasing with increasing remoteness.
What are the causes of this inequity and how can it be addressed? Science teachers hold the key (Australian Council of Deans of Science, 2005; Dow, 2003a; Goodrum et al., 2001). Improving the effectiveness of science teachers helps improve science learning outcomes for students. One way to improve the effectiveness of science teachers is to improve their Pedagogical Content Knowledge (Kind, 2009b; Magnusson, Krajcik & Borko, 1999; Loughran, 2010; Loughran, Berry & Mulhall, 2006; Shulman, 1986) through professional learning experiences. However, improving teachers’ science PCK in the middle-school years in rural and remote settings through traditional face-to-face professional learning activities poses a number of challenges. These include lack of casual relief teachers, difficulties in attracting and retaining science teachers, the provision of experienced mentors and coaches and, the provision of fewer professional learning opportunities compared with metropolitan areas (Australian Council of Deans of Science, 2005; Australian Secondary Principal’s Association, 2006; National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia, 2006). Educative curricula designed to improve teachers’ science PCK as well as learning outcomes for students provide an alternative to traditional face-to-face professional learning for teachers in rural and remote locations (Davis & Krajcik, 2005). Can educative curricula help address the inequity in student science outcomes in rural and remote areas?
The Middle Years Astronomy Project (the Project) is an example of one educative curriculum currently in use in the middle years of some rural and remote schools (McKinnon, 2005). This educative curriculum is aligned with the Australian Science Curriculum. It comprises access to telescopes and digital cameras located in NSW (Australia) and Wyoming (USA) that students can control remotely to take photographs of many astronomical phenomena, which can form the basis of further investigations. It also comprises a teachers’ guide designed to improve teachers’ science PCK by providing guidance on designing instructional strategies for science projects with knowledge of five factors in mind. These factors are knowledge of the science content, knowledge of students’ alternative conceptions, knowledge of instructional strategies and the most appropriate assessment strategies to employ, knowledge of the science curriculum, and knowledge of personal beliefs and orientations toward science teaching and learning.
This thesis explores the potential for this educative curriculum to improve the PCK of teachers of science in the middle school years in rural and remote settings. It does this by employing a Type IV multiple-case, embedded mixed-methods design (Yin, 2014) over two phases in two states of Australia collecting a range of data from four remote sites in Western Australia and four rural sites in Victoria. Participants comprised 12 teachers, four principals, four teaching principals, one Science KLA Consultant, one Cluster Coordinator and over 200 students. Data were gathered from interviews; archival records; researcher direct observations; an astronomy diagnostic test; student artifacts; and school based documents. A framework, developed from the works of Davis & Krajcik (2005), Kind (2009b) and Magnusson et al. (1999), is used to analyse the data for evidence of changes in teachers’ science PCK.
The results of this research indicate that the Project improved teachers’ science PCK for most teachers. Reasons for this are presented. An emerging phenomenon from the research was the ability of experienced science teachers to move holistically and fluidly between components of PCK to make in the moment pedagogical decisions to improve student learning. This has been referred to as ‘pinball pedagogical reasoning’ (Mitchell, Pannizon, Keast & Loughran, 2015). The findings of this research have implications for both current practice and future research, providing guidance to teachers and designers of professional learning experiences, including educative curriculum designers, on the areas to target when seeking to develop components of PCK for experienced teachers and on assisting less experienced teachers to acquire the ‘pinball pedagogical reasoning’ skills of experienced teachers. The findings also suggest that PCK development takes time and requires a planned and systematic approach to teacher career development with support from the employer.
This thesis suggests further areas for research and concludes by arguing that a poor science education, which results in poorer scientific literacy skills and a reduced ability to contribute to, and thrive in, the national and international knowledge economies, adds to the education disadvantage students in rural and remote locations experience relative to their metropolitan peers. It advocates a moral imperative to ensure this does not happen. It also suggests that using educative curricula to improve the PCK of rural and remote science teacher, as well as science student learning outcomes, is a strategy worthy of pursuit.
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Felix, Clyde Benedict Aurelius. "Narratives that shape the professional identities of mathematics teachers." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013547.
Full textAbstract:
The central position in this study is that the professional identities, and consequently the classroom practices, of mathematics teachers are continuously being shaped by their narratives of past and present experiences. The primary research question explores the narratives that shape the professional identities of seven mathematics teachers; and the secondary research question, how their narratives shape their professional identities. Furthermore, the potential implications of this study for the design and implementation of pre-service teacher education programmes and in-service teacher development initiatives are considered. This study is framed by Socioculturalism; a theoretical perspective of human thinking as social in origin and of learning as participation in social practices. Futhermore, in line with Situated Learning Theory, the key theoretical notions are: identity (or learning as becoming); community (or learning as belonging); practice (or learning as doing); and meaning (or learning as experience). Identity is construed here as a conceptual bridge between learning and its cultural settings; and also between the individual and the social. In this study, the identity-shaping narratives of seven mathematics teachers, all purposively sampled from schools in the Port Elizabeth and Grahamstown education districts of the Eastern Cape Province of South Africa, were accessed via a narrative inquiry; followed by a horizontal analysis to identify common patterns or recurring themes in the narratives of all seven participants; and, a vertical analysis of the narratives of four of the participants to determine how their narratives shape their professional identities. Recurring themes that emerged during the horizontal analysis include the influence of: family support; role models; changing work environments; continuous professional development; professional recognition; religion; and, micro-politics. The vertical analysis demonstrated how, through a process of interpreting the narratives and restorying them into a meaningful core narrative; it is possible to gain insights into how personal narratives shape a professional identity. This study highlights the importance of listening to the narratives of mathematics teachers; because their professional identities, and consequently their teaching practices, are continuously being shaped by their narratives. It is anticipated that this research will be of interest and benefit to researchers, policy-makers, and teachers; especially in the area of Mathematics Education, where both narrative inquiry as a research method and research into teachers’ professional identities are relatively new.
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HALL, BETTIE C. "Investigating the Relationships Among Computer Self-Efficacy, Professional Development, Teaching Experience, and Technology Integration of Teachers." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211466285.
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Blue, Ian A. "The professional working relationship of rural nurses and doctors : four South Australian case studies." Title page, table of contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phb6582.pdf.
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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.
Full textAbstract:
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.
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Howard, Kathy Rena. "K-12 Teachers' Perceptions of the TESA Program and its Impact on Teacher-Student Relationships." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/281.
Full textAbstract:
Administrators in a school district in north central Kansas implemented the Teacher Expectation and Student Achievement (TESA) professional development program (PD) to address ineffective instructional practices of K-12 teachers. TESA PD was designed to build and promote teacher-student interactions, enhance students' academic performance, teach students self-discipline, and improve the class environment so that students can work and study in diverse settings. The purpose of this qualitative case study was to explore the classroom experiences and perceptions of 10 teachers who integrated teaching interactions from the TESA program into their daily lessons. Brophy and Good's expectation theory holds that teacher interactions with students are impacted by exchanges between teacher and student and served as the conceptual framework. Qualitative data were gleaned from in-depth interviews, observations, and questionnaires and were analyzed using open coding and category construction for patterns, relationships, and themes. Findings indicated that TESA PD assisted these 10 teachers in how to build relationships with their students; how relationship building impacted teacher-student relationships; and how teacher expectations of students, regardless of students' achievement level and diverse backgrounds, impacted student academic performance. To improve relationship building of teachers and students, it is recommended that the TESA PD program be ongoing. Implementing the TESA interactions may contribute to positive social change by allowing students to connect to and communicate with the teacher; accept direction and praise from the teacher;, and trust the teacher, which, ultimately may lead to higher levels of academic success.
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Hitt, Sara Beth, Charles L. Wood, and Angela I. Preston. "Positive Connections: Building Relationships Between Teachers and At-risk High School Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4061.
Full textAbstract:
Presenters will share Positive Connections, a school-wide intervention that addresses educational outcomes of secondary students at risk for school failure by (a) providing a list of at-risk students, (b) prompting staff and student interaction, (c)helping to create support teams, and (d) providing opportunities for early intervention and dropout prevention.
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Izadinia, Mahsa. "An investigation into mentor teacher-preservice teacher relationship and its contribution to development of preservice teachers’ professional identity." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1792.
Full textAbstract:
Research suggests that preservice teachers’ professional identity is dynamic and many factors contribute to the formation of teacher identity including prior experiences, learning communities and context. One of the parties preservice teachers have closest interactions with are mentor teachers and they might leave an impact on preservice teachers’ professional identity. However, less research seems to be done in this area. The proposed research study tried to address this gap by investigating the relationship between these two parties and its impact on the development of preservice teachers’ professional identity. The data collection occurred during a one-year Graduate Diploma of Education-Secondary (GDE-S) course in one of the universities in Western Australia. The participants in this qualitative case study were seven preservice teachers taking part in the GDE-S and their mentor teachers during their professional practice unit (practicum). The preservice teachers attended three rounds of semi-structured interviews: at the outset of the first placement, at the end of the first placement, and at the end of the second placement. The mentor teachers comprising 16, also attended semi-structured interviews before and after each placement. In addition, the researcher conducted two classroom observations and two observations of debriefing sessions in each placement on each preservice teacher. The preservice teachers were also invited to keep a reflective journal, with a total of 24 gathered over the course of the program. The findings of this study revealed that when the mentoring relationship was positive and the preservice teachers’ expectations of their mentors were met, they felt more confident as a teacher and developed a teacher voice. However, the confidence declined in some preservice teachers and they felt they did not improve when they experienced a partially negative mentoring relationship. This study provides implications for preservice teacher education and offers guidelines for improving mentor teacher-preservice teacher relationship with a view to enhancing preservice teachers’ professional identity and increasing teacher retention.
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Strey, Melanie Jane. "Exploring the Experiences and Relationships of First-Year Teachers and Mentors." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/274.
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Educators have a moral imperative and job-embedded expectation to effectively teach all students, which requires a commitment to continued personal growth. The purpose of this instrumental project study was to explore the lived experiences of first-year teachers and their mentors who teach in a culturally-diverse school district. The conceptual framework was based on supporting adult learning methods through the theories of critical thinking, constructivist perspective, the theory of mentoring, and culturally-instructional teaching. The guiding research questions addressed the perceptions of 5 first-year teachers and 5 mentors regarding individual and shared learning as a result of mentor-mentee relationship. A constant comparison method provided a process for analyzing the semi-structured interviews, observations, and field notes to determine a unit of data. Triangulation of the units of data then informed possible categories that were noted in words and statements. This process continued until saturation of categories was reached. Spreadsheets provided a structure to organize the data along the way and chart tables and taxonomic representation were used to display results. The mentees' results encompassed 19 themes such as feeling valued, safe, supported, trusted, and believed. The recommendations include the development of long-term solutions for supporting beginning teachers during the first 3 years of their profession with mentoring as an essential component. These findings illustrate that formal and informal beginning teacher professional learning is critical to produce high quality instruction, and to ensure that students graduate with globally competitive skills.
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Roberson, Felicia R. "Novice Teachers' Experiences of Success in a Mentoring Relationship at the Secondary Level." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6368.
Full textAbstract:
Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention.
Many new teachers in the United States leave the profession within 3 to 5 years of service. School district leaders often fall short in their efforts to efficiently mentor novice teachers and examine the novice teachers' perspectives of effective mentoring relationships. The purpose of this qualitative phenomenological study was to examine novice teachers' mentoring relationships during the critical first year. The conceptual framework was Bandura's self-efficacy theory, a tenet of which is that people believe in their ability to attain certain goals if they possess self-efficacy. The guiding research questions focused on what roles mentoring relationships play in the first year of teaching, what their impacts are on novice teachers remaining in the profession, and how the choice of mentor affects the outcome of the mentoring relationship. A purposeful homogenous sample of 6 Grade 9 and 10 novice teachers who were also involved in mentoring relationships with experienced teachers was used. Data were collected through semi structured interviews and a group observation during an administrative support meeting for new teachers. Relationship and social code analysis of data followed an open coding process to identify categories and themes. The key findings were that participants rely on professional and emotional support; however, age and path of certification dictated mentoring needs. A positive mentoring relationship inspired novice teachers in the study to become mentors themselves. Study findings were the basis for the creation of a staff development for veteran teachers who are chosen as mentors. This study may bring about positive social change by bringing awareness of what makes a productive mentoring relationship, which in turn may positively affect student achievement through teacher retention.
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Pitman, Joanne, and University of Lethbridge Faculty of Education. "Teacher perceptions of leadership practices and the development of professional learning communities : an exploration." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/731.
Full textAbstract:
This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). More specifically, it explores teacher perceptions of these leadership practices in the context of a school district in Alberta, Canada. The study employed qualitative research in the form of interviews of sixteen teachers from one school district. Findings include description of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. It is necessary to recognize the interrelated nature of structural supports along with cultural underpinnings to fully develop and sustain PLCs. Moreover, the findings highlight the influence of structures in supporting dimensions of collective learning and shared personal practice. The need for careful consideration of the power of school culture over the effective use of any structure is evident. Leaders’ continuous modelling and involvement are imperative to develop teacher capacity to embrace shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. Furthermore, the building of trust and celebration of teacher and student learning moulds a schools’ culture to one that reflects success in the various PLC dimensions. The study concludes by suggesting possible areas for further research in addition to demarcating suggestions for continued reflection within the field of leadership as it relates to developing and sustaining PLCs.ix, 147 leaves ; 29 cm.
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Telfer, Karla Jean. "The relationships between the professional knowledge component of the NTE Core Battery and selected variables of university teacher education selective retention criteria." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/454803.
Full textAbstract:
The major purpose of this study was to determine the relationships between scores from the "Test of Professional Knowledge" of the NTE Core Battery (NTEPK) and selected variables of the Ball State University secondary education selective retention program.The selective retention criteria included: scores from the "Ball State University Professional Knowledge Test" (BSUPK), College Board Scholastic Aptitude Test (SAT) scores, grade-point averages from courses in the professional education sequence, and overall college grade-point averages. Additional factors considered were sex, high school class rank, non-traditional student status, class, and age.The study was conducted at Teachers College, Ball State University, during the 1984-1985 academic year. A three part testing program conducted by the Office of Secondary Teacher Education produced two sets of test scores which were the major data of the study. The tests producing the scores were the NTEPK and the BSUPK. Participating in the study were 114 secondary, all-grade or junior high/middle school education students.Twelve null hypotheses were tested. Nine of these were tested by Pearson product-moment correlations. Two null hypotheses were tested using a 2 x 2 multivariate analysis of variance and one null hypothesis was tested using multiple regression correlations stepwise and backward.Significant correlations were found between the dependent variable NTEPK and each of the following: BSUPK scores, SAT-Verbal, SAT-Mathematics, SAT-Combined scores, college grade-point averages, professional sequence grade-point averages, and high school class rank. Non-traditional students' scores on the NTEPK did not correlate significantly with their BSUPK scores.The two multiple regression procedures produced ;lie same equation; this equation could be used to predict a score on the NTEPK. The predictor variables were the BSUPK score, the professional sequence grade-point average, and the SAT-Verbal score.Using the two scores available--the SAT-Verbal and the professional sequence grade-point average--and requiring the BSUPK, the Coordinator of Secondary Teaching Programs would have a reasonable basis for advising prospective teachers in remediation or additional study before taking the "Test of Professional Knowledge" of the NTE Core Battery. Differences of sex, class, and age among students were not shown to be predictive indicators and should not be used as predictors.
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Manypeney, Amanda. "The Devil’s in the Detail: an Ethnovella Approach to Teaching in New Religious Movements." Thesis, 2014. https://vuir.vu.edu.au/25870/.
Full textAbstract:
This study critically and creatively appraises the pedagogical complexities of being an
outsider teacher within a New Religious Movement. There are two sections in this study:
a critical exegesis (42%) and an original fictionalised section (58%). The latter, called an
ethnovella, depicts a first-person account of Anna, a conflicted teacher, who relates her
negotiations of the educational situations that arose during her work within a closed rural
community. In both the ethnovella and exegesis, key areas of difference and ties between
the outsider teacher and students of the closed community are highlighted, and
pedagogical strategies for adapting to a strictly codified environment are investigated.
The purpose of this work is to expand scholarly knowledge in order to achieve three
major outcomes: to better inform and prepare educators faced with similar scenarios; to
provide a new Australian study which can be used comparatively and reflectively by
education researchers; and to challenge the media-driven stigma associated with sects as
dangerous “cults” rather than longstanding religious communities.
The ethnovella portion of the study methodologically adopts the Creative Analytical
Practice approach outlined by Laurel Richardson (2000) and justifies the juxtaposition of
the creative with the analytical. The exegesis also critically positions one New Religious
Movement (NRM) among the others that have received scholarly attention, and offers
critique of studies that lack direct interaction or extend existing polemic. It is this aspect
of the work that makes it a fresh and valuable contribution to the fields of sociology and
education, where knowledge about NRMs and education is dated and limited.
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"The Invisibility of Midwifery - Will developing professional capital make a difference?" University of Technology, Sydney. Faculty of Nursing, Midwifery and Health, 2003. http://hdl.handle.net/2100/339.
Full textAbstract:
Serious questions need to be asked about the current status of midwifery in Australia. This doctorate examines the lack of recognition of midwifery as an autonomous profession and its consequential invisibility in Australian maternity care.Despite the significant amount of evidence that continues to accumulate to support the expansion of midwifery models of care, such changes have not been widespread in Australia. An examination of international, national and local health policy and strategic direction in maternity services, together with a critique of contemporary Australian midwifery and the role of the midwife within the public health system, provide the rationale and context for the study. The 'case' for introducing improved systems and models of maternity care is developed with regard to the evidence for increasing the utilisation of midwifery. The doctorate argues for greater visibility and recognition of midwifery in Australia with a focus on the role of midwifery leadership and its potential to improve collaboration. A number of case studies report experiences and insights of leadership and collaboration across different contexts: clinical practice, organisation of health services and health policy leadership in maternity services. The result is a comprehensive understanding of the reasons for the lack of visibility of midwifery and the potential costs of such a situation continuing. The exploration of this situation highlights the barriers to recognising and acknowledging midwifery itself. Attention is drawn to the continuing lack of voice and visible leadership in Australian midwifery, with midwives being absent from decision-making in situations whereothers, predominantly nurses and doctors, speak 'for' them. This work examines the barriers to midwives forming alliances and working to influence government agendas at the social, organisational and political level. Exploration of the power structures and hierarchical constraints that exist reveals particular barriers and highlights what is needed to address the impending decline of the profession in Australia. The enhanced capacity that midwives would experience if their work were to be understood, recognised and valued in the provision of maternity services in Australia, is postulated through the development of a construct called 'professional capital'. Drawing on several theoretical perspectives, it is argued that the notion of 'professional capital' is dependent on a strategy of focused and deliberate leadership and collaboration within maternity services and the creation of positive social networks and affiliations amongst midwives. Professional capital would enable greater visibility and recognition of midwifery and a more effective midwifery contribution to maternity services. It is suggested that improved professional and societal recognition will ultimately enhance the professional performance and self image of midwives. Such developments will enable new and effective ways of supporting and strengthening inter-professional relationships and systems of care that will, in the long term, improve the outcomes and experiences of women who access maternity services.
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HUANG, JUNG-KUEI, and 黃榮貴. "The Relationships between Elementary Schools’ Organizational Structure and Teachers’ Professional Commitment." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/82061100372894450069.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
89
The purposes of this study were to investigate the relationships between elementary schools’ organizational structure and teachers’ professional commitment . A questionnaire developed in this study was used to survey on 624 teachers. The statistical methods used factor analysis, reliability analysis, t-test, oneway-ANOVA, multiple stepwise regression analysis, pearson´s product-moment correlation, and canonical correlation analysis. From the statistical analysis of this results, the following conclusions were drawn： 1.There were significant differences of personal background characteristics on levels of elementary schools’ organizational structure . 2.There were significant differences of personal background characteristics on levels of teachers’ professional commitment. 3.There were significant differences of school background characteristics on levels of elementary schools’ organizational structure . 4.There were significant differences of school background characteristics on levels of teachers’ professional commitment. 5.Elementary schools’ organizational structure could effectively explain teachers’ professional commitment. 6.Elementary schools’ organizational structure and teachers’ professional commitment had significant correlation. According to analysis of the main conclusions，the researcher offered some suggestions for improving schools’ organizational structure to promote teachers’ professional commitment. （一）Suggestions for educational administration agencies： 1.Educational administration agencies should provide multipal in-service opportunity to encourage teachers to pursue further education. 2.Educational administration agencies should construct asset of following rules to achieve educational objectives. 3.Educational administration agencies should adopt step-by-step strategies to fulfill educational progress. （二）Suggestions for school administration operation： 1.Adopt democracy leading strategy and encourage teachers to participate schools’ administration. 2.In order to promote teachers’ professional commitment, elementary schools should take bureaucratic and professional administration operations. 3.Adaptly adopt task-turning policies to reduce teachers’ working burdens. 4.Elementary schools should emphasize teachers’ professional knowledges. 5.Increase female teachers’ opportunities to participate schools’ administration. 6.Adaptly adopt decentralization and expland opportunities to participate schools’ administration policies making.
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CHEN, YI-AN, and 陳怡安. "The Study of Relationships between Teachers'''''''' Culture and Teachers'''''''' Professional Growth in the Elementary Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/35307935692456598349.
Full textAbstract:
碩士臺中師範學院
國民教育研究所
91
The purpose of this study was to explore the relationships between teachers'''''''' culture and teachers'''''''' professional growth in the elementary schools, and to analyze how the status of teachers'''''''' culture and teachers'''''''' professional growth varied according to the variables of teachers'''''''' backgrounds. The study was conducted through questionnaire survey. According to literature review, the "Teachers'''''''' Culture and Teachers'''''''' Professional Growth in the Elementary Schools Questionnaire" was made, and 559 samples were surveyed with a ratio of 80% usable samples. The statistical techniques were descriptive statistics, t-test, one-way ANOVA, canonical and Pearson product-moment correlation analysis, and stepwise multiple regression analysis. The conclusions of this study were as follows: 1.The current status of teachers'''''''' culture and teachers'''''''' professional growth in the elementary schools is mostly good. 2.There were significant differences in the elementary school teachers'''''''' culture in different sex variable. 3.There were significant differences in the elementary school teachers'''''''' professional growth in different background variables. 4.The better teachers'''''''' culture is, the better professional growth the teachers will be. 5.The teachers'''''''' background variables and the teachers'''''''' culture variables predicted the teachers'''''''' professional growth significantly. According to the conclusions, this study proposed the suggestions for educational administrative organizations, elementary schools, teachers, and future researchers.
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"中国教育中教师身份的构建." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075481.
Full textAbstract:
叶菊艳.Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 293-309)
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in Chinese and English.
Ye Juyan.
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Jung, Tu Shin, and 杜欣蓉. "A Study on the Relationships between Junior High School Teachers’ Teaching Effectiveness and Teachers’ Professional Development." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85153820428457914424.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
97
The purpose of this study was to explore the current situation of teacher’s teaching effectiveness and teacher’s professional development and the relationships between the two factors. The survey questionnaire was adopted for this study and the subjects were 486 junior high school teachers. The data were analyzed by the following statistical methods: mean, standard deviation, t-test, one-way ANOVA, and Parson product-moment correlation. The conclusions indicated that the junior high school teachers’ teaching effectiveness were in high level; the junior high school teachers’ professional development were in high level. There were significantly differences in genders and educational background on teachers’ teaching effectiveness. There were significantly differences in educational background on teachers’ professional development. There were positive relationships between junior high school teacher’s teaching effectiveness and teacher’s professional development. Suggestions were made for teachers, educators and future research. Keywords：teachers’ teaching effectiveness, teachers’ professional development
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PAN, CHIA-YI, and 潘嘉儀. "The Relationships between the Learning Community of Teachers, Teachers' Professional Competence, Organizational Commitment, and Job Satisfaction." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/83544097528596529340.
Full textAbstract:
碩士國立屏東教育大學
教育行政研究所
102
It is a major challenge for kindergarten teachers not only to enhance teacher learning communities but also to promote the communities as well as job satisfaction. This study aims to explore the relationships between the learning community of teachers, teachers ' professional competence, organizational commitment, and job satisfaction. This study analyses the effects of different background variables on the learning communities of teachers, teachers ' professional competence, organizational commitment, and job satisfaction. This study explores the status and correlation between variables, and verifies research hypotheses. The study adopts questionnaire survey method. Preschool teachers in Pingtung County elementary schools are selected as objects of this study. The questionnaire is the "learning communities of teachers, teachers ' professional competence, organizational commitment, and job satisfaction." This study is based on school size randomly layered extraction 145 faculty members for research sample. The ststistics methods used in this study include factor analysis, reliability analysis, descriptive statistics, t-test, ANOVA, Pearson's correlation, and multiple regression. This study found learning communities of teachers have partially positive and significant impact on teachers ' professional competence. Learning communities of teachers and teachers ' professional competence have partially positive and significant impact on job satisfaction. Organizational commitment has positive and significant impact on job satisfaction.
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Davis, Lorie D. "Exploring the relationships between study groups, transfer of professional development and adult learning styles /." Diss., 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3086943.
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Ruebush, Laura Elizabeth. "Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612.
Full textAbstract:
Professional development (PD) is used as the primary means for ensuring the continued learning of teachers. PD opportunities and support vary in type and quality. Little is known about the participation in and support of PD for high school science teachers. The establishment of supportive professional cultures provides a means to support teachers' PD in addition to providing meaningful interactions between teachers to improve practices related to teaching, learning, and assessment. Even less is known about patterns of relationships between professional culture with high school science teachers and students. PD and professional culture have been reported to increase teacher retention and student achievement. The studies presented in this dissertation use mixed methods approaches to explore data collected by the Policy Research Initiative in Science Education Research Group during the 2007-2008 academic year.
The first study assessed PD of high school science teachers from two perspectives: (1) teachers' participation in PD, and (2) schools' practices to support teachers' participation. Teachers' participation was determined using self-reported survey data. Schools' PD support was operationalized using data collected from administrative interviews. Descriptive statistics revealed little relationship between teachers' participation in PD, schools' PD support, and teacher retention. Descriptive statistics of schools' PD support indicated associations with student achievement.
The second study operationalized school science professional culture with a rubric developed for the study. Elements within the rubric addressed many components mentioned in the literature as indicative of positive professional culture. School science professional culture had little relationship with either teacher retention or student achievement. Strong associations were found among the elements associated with school science professional culture. These results provide support for the inclusion of these elements in future studies of school science professional culture.
The final chapter provides a summary of both studies. Recommendations are made for improving policies in place to support PD and professional cultures experienced by high school science teachers. Specific attention should be directed at the development of cohesive PD programs that address both schools' and teachers' needs. Additionally, more opportunities for in-depth communication regarding school practices for teaching, learning, and assessment need to be provided.
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盧政吉. "The Study on the Relationships among Elementary School Teachers’ Professional Moral Reasoning, Ego-Strength and Professional Moral Behavior." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/87416989714779909614.
Full textAbstract:
碩士國立屏東師範學院
教育心理與輔導研究所
90
The main purpose of this study is to investigate the relationships between professional moral behavior and correlation variables of elementary school teachers. To fulfill the purpose, 348 elementary school teachers were sampled. Data gathered from samples were then analyzed through factor, t-test, ANOVA, MANOVA, Pearson product— moment correlation, canonical correlation, and multiple regression analysis. The major findings are listed below: 1. There isn’t a significant difference in gender, age and degree educational between professional moral reasoning. 2. There is a significant difference in gender between ego- strength and stimulus enduring ability. 3. There is a significant difference in age and degree educational between ego-strength and problem-solving ability. 4. There is a significant difference in gender between the totality of professional moral behavior, behavior to students, behavior to parents, behavior of uphold principles, behavior to crew, behavior to teaching. 5. There is a significant difference in age between professional moral behavior, behavior to students, behavior of uphold principles, behavior to teaching, behavior to society. 6. There isn’t a significant difference in degree educational between professional moral behavior. 7.There is a significant difference in ego-strength and problem-solving ability among elementary school teachers of different degree professional moral reasoning. 8. There is a significant difference in professional moral behavior and the behavior of uphold principles among elementary school teachers of different degree professional moral reasoning. 9.Ego-strength is significant canonical correlation with professional moral behavior. 10. 41﹪variance in professional moral behavior can be predicted through gender, age and problem-solving ability. The findings were discussed. Suggestions for education practices and future studies were also discussed. Keywords: moral reasoning, ego-strength, problem-solving ability, stimulus enduring ability, moral behavior
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Liao, Yu-ching, and 廖俞青. "A Study of the Relationships between Professional Communities and Professional Development for Elementary School Teachers in Taichung County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/62119435659014261585.
Full textAbstract:
碩士中臺科技大學
文教事業經營研究所
98
The purposes of study were to explore the relationships between professional communities and professional development for elementary school teachers in Taichung County. Self-made questionnaires were used to collect the data in the study. 483 participants were selected from the public elementary school teachers in Taichung County. There were 402 effective respondents .The return rate was up to 89.2 %. Based on the data analysis, the results of study are listed as follows： 1.The current status of professional communities and professional development in elementary schools in Taichung County was in good condition. 2.Positive correlations were found among the “job position”, “teacher professional development evaluation”, “community types”, “involvement ways” and “school size” for elementary school teachers’ professional communities in Taichung County. 3.Positive correlations were found among the “years of service”, “job position” and “professional development evaluation” for elementary school teachers’ professional development in Taichung County. 4.Positive correlations were found between teachers’ professional communities and teachers’ professional development in elementary schools . 5.Teachers’ professional communities can be used to make a prediction of teachers’ professional development, the main predictor of teachers’ professional communities was collaboration. Finally, based on the data analysis, conclusions were drawn and some suggestions were made for educational authorities, elementary schools, teachers, and future studies to improve school administration.
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Yeh, Kuo-Hua, and 葉國華. "A Study of the Relationships between Professional Learning Communities and Professional Growth for Elementary School Teachers in Penghu County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/71802437402264445200.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士在職專班
104
Abstract The study tried to explore the realationship between Professional Learning Community and Professional Growth for elementary school teachers in penghu county, aimed to figure out the current status , the difference among different variables, and predictions based on different variables. The researcher applied “ The questionnaire on Penghu Elementary School Teacher’s Participating in Professional Learning Community and Professional Growth” to achieve the goals. 534 questionnaire were valid. According to the results, the researcher have used descriptive statistical analysis, t-test, one-way ANOVA, Pearson product-moment correlation and stepwise regression to analysis the data. The statistics showed the following conclusions: 1. Elementary teachers in Penghu have sufficient awareness of Professional Learning Community, especially for common vision. 2. Elementary teachers in Penghu have sufficient awareness of Professional Growth, especially for professional attitude and sprit. 3. Teachers’s awareness of Professional Learning Community is affected by age, educational level, school size, and the experience of joining Professional Learning Community. 4. Teachers’s awareness of Professional Growth is affected by age, educational level, school size, and the experience of joining Professional Learning Community. 5. A positive correlation exists between Professional Learning Community and Professional Growth for elementary school teachers in penghu. 6. Teachers’s awareness of professional growth can be predicted by the experience of joining Professional Learning Community, especially by the ability of practical refletion. Finally, Based on the above findings to provide suggestions.
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O'Reilly, Philip Brian. "Professional school community: Individual conceptualizations and the creation of productive professional relationships among and between a principal and teachers." 2002. https://scholarworks.umass.edu/dissertations/AAI3056267.
Full textAbstract:
This study was an inquiry into professional school community. PSC is a term that was created to describe a potentially significant paradigm shift for teachers and principals and the relationships they create in their working climate. It is not a simple innovational change brought on by specific actions or interventions, nor is it a formal element of any known common reform package linked to sweeping changes in public education. It is what some would refer to as a transformational practice (Henderson & Hawthorn, 1995, 2000; Henderson & Kesson, 1999) that offers a restructured anatomy in public schooling, specifically proposing an enhancement of interdependent and collaborative relationships between and among school personnel in any given school community. This ethnographic inquiry explored the relationships that formed between a group of teachers and a principal and the individual and group conceptualizations of community that evolved between these participants over time. This study revealed that the conceptualizations of community existing among and between teachers and a principal, and the changes that can occur over time, are both social and collaboratively created. This study offered more coherent understandings about the roles these conceptualizations play in creating a school community cemented on the ideals of collaboration and collective action. This inquiry employed both Westheimer's (1998) features of community and a voice analysis provided by Bailey (1993) as a means or orienting the research analysis contained within this study. It examined carefully the dynamic relationships created among people in a school and the means by which these people began to define, in an interdependent and collaborative manner, in the midst of tension and conflict, a school's mission, it's curriculum focus, and a series of common understandings about the teaching practices that would be employed at the school. Many of Westheimer's features were clearly supported in this research. However, this researcher, as a means of understanding the participants' beliefs regarding how community is created, identified an additional feature. The notion of voice was particularly important to this research, as it was demonstrated how people's voices influence the two principal conceptualizations of community that were ultimately created by the participants in this study.
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HUANG, SU-YUEN, and 黃素月. "The Relationships among Professional Growth, Organizational Enablers, and Knowledge Management for Primary School Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/7dv62s.
Full textAbstract:
碩士銘傳大學
應用統計資訊學系碩士班
93
Abstract The purpose of the study was to identify the relationships among organization enablers, professional growth, and knowledge management for primary school teachers in Taiwan, as well as to construct appropriate models. To compare the difference among different background and different school position teachers in organization enablers, professional growth, and knowledge management. The population was consisted of 101,896 public and private primary teachers announced by 93 school year from Ministry of Education in Taiwan. There are constructed 3 main models to testify, and mainly based on the literature reviews, and theoretical foundation. By using proportional stratified(classified as eastern , western , southern , and northern Taiwan area) random sampling with experience indication of 4% Internet questionnaire return rate, and selected 10,000 samples, and the responded sample was 404. The results showed that some significantly difference among different background and different school position teachers in organization enablers, professional growth, and knowledge management. And the results also showed some kind of relationships in the 3 models; overall, educational enabler simultaneously significantly positive influence knowledge management, and professional growth. There is a mutual influence relationship between knowledge management, and professional growth. There are some new discovery based on the tests of 3 models and analyzed results, and the study was finally inferred a logical model for further test or serve as a new theory. This study expects to provide an effective future reference material for educational administrators and the teacher educators.
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Tseng, Chiung-yao, and 曾瓊瑤. "The Study on the Relationships between Elder Education Teachers’ Professional Competency and Training Needs." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/64869679231888616468.
Full textAbstract:
碩士國立中正大學
高齡者教育所
98
The study discusses the professional competency of the elder education and its relation with training needs, aiming to: explore the qualification of the professional competency of the elder education teachers; explore the needs of the elder education teachers; analyze if there is any difference between the professional competency of the teachers from different background variation and its training needs; analyze the related phenomenon between the professional competency of the elder education teachers and its training needs. This study, mentioned above, provides suggestions and references for future gerontology teachers in Taiwan. The research method mainly adopts questionnaire survey. The sample draws from Ministry of Education Senior Active Learning and Resource Center--located in Taichung, Miaoli, Changhua and Nanto counties and cities. The total number of questionnaires is 225, of which the valid is 200, the valid recycled percentage 91.1. The statistic methods that analyzed the collected data are processed by frequency distribution, percent, mean, standard deviation, t-test, one-way analyses of variance, product-moment correlation etc. The conclusions from the research are as follow, 1. Professional competency of the elder education that qualifies the level of “Teaching attitude” is high; that qualifies the level of “Elder of Body and mind characteristic” is low. 2. The training need of “teaching competency” for the elder education teachers is high, while “The policy for the elder education” is low. 3. The professional competency of the elder education teachers is closely related to his or her variance of background. 4. The professional competency of the elder education teachers is positively related to their needs of training. Above all, According to the conclusions, this study proposed suggestions so as to be used for reference to the governmental divisions, elder education teachers and the future researchers.
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dong-liang, Jhang, and 張棟梁. "The Study of Relationships between Elementary school principals’ leadership behaviors and Teachers’ professional growth." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93972397637272092326.
Full textAbstract:
碩士國立臺中教育大學
教育學系
98
The purpose of this study which conducted through questionnaire survey was to discuss and realize the present of the relationship between elementary school principals’ leadership behaviors and teachers’ professional growth and to analyze the difference situation of elementary school principals’ leadership behaviors and teachers’ professional growth according to the variables of teachers’ backgrounds and explore the influence. It brought up a specific suggestion about the educational administration, schools, elementary school teachers and the related future studies according to the study results. This study aimed at the present teachers in the Nantou county elementary schools as the testing population and administered 568 questionnaires totally, adopting the sampling questionnaire. According to literature review, the “ Nantou County Elementary Schools principals’ leadership behaviors and teachers’ professional growth Questionnaire” were made and the statistical techniques were descriptive statistics, t-test, one-way ANOVA. The conclusions of this study were as follows: 1. The present of the principals’ leadership behaviors in the Nantou county elementary schools is above average. 2. The present of the teachers’ professional growth in the Nantou county elementary schools is above average. 3. There were significant differences for teachers in the Nantou county elementary schools about the principals’ leadership behaviors in terms of the sex, age, academics degree, seniority, duty, school’s size and school history. 4. There were significant differences for teachers’ professional growth in the Nantou county elementary in terms of the sex, age, academics degree, seniority, duty, school’s size and school history. Keyword：elementary school principals’ leadership、teachers’ professional growth
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吳建源. "A Study on Relationships among Teachers' Professional Identity, Job Satisfaction, Turnover Intent of Substitute Teachers in the Elementary Schools." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/01441792431694572841.
Full textAbstract:
碩士國立新竹教育大學
人資處教育心理與諮商碩士專班
100
The purpose of this study was to examine the relationships among elementary schools’ substitute teachers’ professional identity, job satisfaction, and turnover intent. Subjects were recruited from the elementary schools’ substitute teachers during the 2011 school year in the metropolitan of Hsinchu county. Data were collected with questionnaires, including the Teachers’ Professional Identity Inventory, the Measurement of Teachers’ Job Satisfaction Inventory, and the Turnover Intent Inventory. Descriptive statistics, Independent sample T test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis were used for data analysis. The results of this study are as followed. 1. The studied elementary schools’ substitute teachers have higher degree of professional identity and job satisfaction. However, their average turnover intent is significantly lower. 2. On the aspect of teachers’ professional identity, significant differences appear in variables of gender, substitute teaching experience, professional background, and position. 3. Significant differences also are observed in the aspect of job satisfaction, including variables of gender, substitute teaching experience, position, and areas of school. 4. Among the male gender, substitute teachers who have completed formal training in education and received certificates have higher turnover intent. Teachers whose teaching experience is more than five years have the lowest turnover intent. 5. Positive correlation appears between aspects of teachers’ professional identity and job satisfaction. 6. Teachers’ professional identity and turnover intent is reversely correlated. 7. Reverse correlation also appears between teachers’ job satisfaction and turnover intent. Based on results stated as above, suggestions for further research are provided in this thesis.
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Chu-Chun, Wei, and 魏竹君. "A Study of the Relationships between Professional Development and Professional Learning Community of the Elementary School Teachers in Kaohsiung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/57969734132710558500.
Full textAbstract:
碩士國立高雄師範大學
教育學系
103
A Study of the Relationships between Professional Development and Professional Learning Community of the Elementary School Teachers in Kaohsiung City Wei Chu-Chun ABSTRACT The purpose of this research is to explore the relationships between professional development and professional learning community of the elementary school Teachers in Kaohsiung city. The questionnaire survey is used in this investigation with the tool named “the values of the relationships between professional development and professional learning community of the elementary school Teachers in Kaohsiung city”. The research targets are the elementary school teachers in Kaohsiung, this study was issued 850 questionnaires, 725 are considered valid, the questionnaire return rate is 85.9%. With the application of software of SPSS18.0 for windows, the samplings are analysed with descriptive statistics, independent-samples T-test, One-way ANOVA, Scheffé procedure, Pearson’s product-moment correlation coefficient and multiple regression analysis. The following results are the main findings: 1. The attitude of professional development is in the level of “normal to good”, especial on the part of “curriculum design and teaching”. 2. There has different situation of professional development with the different genders, ages, teaching grades, and teaching subjects. 3. The attitude of professional learning community is in the level of “normal to good”, especial on the part of “empowerment learning”. 4. There has different situation of professional learning community with the different genders, ages, teaching grades, and school scales. 5. It exists positive correlation between the professional development and the professional learning community. 6. The highest group of the professional development to the professional learning community has better attitude. 7. There was the significant predictive power of the professional development to the professional learning community, especial on the part of “professionalism and attitude”. According to the above research findings, the research suggestions are made to offer the reference in units of education authority, the administration of cities, the elementary schools, teachers and the researches in the future. Keyword：teachers’ professional development teachers’ professional learning community elementary school teacher
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Pillay, Guruvasagie. "Successful teachers : a Cubist narrative of lives, practices and the evaded." Thesis, 2003. http://hdl.handle.net/10413/3135.
Full textAbstract:
This research presents an understanding of the world of successful teachers. In documenting their life histories, I composed a research text which explored the presences and absences, identities and differences, changes and continuities, variations and uniqueness, which characterise how teachers perform their success in the present educational context of continued shifts and constantly changing images. Working with Trevor, Anna, Ursula, Daryl, Eddie and Hlo, I co-created stories of lives "told and experienced", a journey that pressed me to look at the transcending and shifting line between the private/public. Written through a composition of stories, poems, photographs, musical pieces and illustrations, I have engaged in the risky, poststructural practice of redescribing their worlds in order to understand what it means to think, know and act differently, in the struggle with the desire to be "free". Employing a cubist metaphor as a heuristic device, I was able to entertain the possibility of other "worlds" within the discursive practice of "being teacher": creating potential explanatory and diverse descriptions other than the one available as the singularly defined identity category of "teacher". Employing a poststructural analytical framework, I documented the multi-dimensional nature of identity and meaning, and drew attention to the play between discourse and practice in teachers'
agenda for agency. Teachers' agenda for agency is described within "Patterns of Desire" within which
the evaded or marginalised in teachers' lives become available as spaces for change and moments of freedom. I present an understanding of teachers' selves through excavating the "interior" of their lives to provide a more three-dimensional approach that injects the private into the public, rupturing the fine line as a way to maintain an "aura" of desire, love, friendship, hope and familiarity in their daily lived experiences. Emerging along two axes, "Practices of the Self' and "Practices on the Self', this composition that I have created, identifies the complexity of teaching discourses and practices enacted out and
enacted on teachers' daily lives that resist and disrupt those hierarchical grids of normalcy and regularity. In particular, I attended to those elusive eruptions of teachers' selves when teachers articulate their resistance to normalcy and surveillance and make themselves available to refiguration and transformation. Investing in particular historically emergent social practices and relationships that teachers effect, by their own means, there is pleasure in challenging anew the bond between teachers' private lives and public responsibilities.
Agency of teachers lies in the ability to deconstruct and reconstruct identity within the discursive formations and cultural practices. In troubling the structures that often imprison and violate, teachers are able to slip through and open their thoughts and desires to their differences - the other categories that are evaded in the single identity category teacher, thereby sustaining potential for ongoing
continuity and change. Continued metamorphosis of thought and act, simultaneous and consecutive, is what offers teachers moments of deep meaning and awareness that keep the private/public alignment and variation in the ways of experiencing their world, in their 'desire to be', 'desire for' and 'desire to please' as a possible condition for being a successful teacher.Thesis (Ph.D) - University of Durban-Westville, 2003.
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Blue, Ian Alasdair. "The professional working relationship of rural nurses and doctors : four South Australian case studies / Ian Alasdair Blue." Thesis, 2002. http://hdl.handle.net/2440/21833.
Full text
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Chou, Li-Lung, and 周豊隆. "The Relationships Among Professional Competency,Human Relationship,and Job-Related Stress ofJunior High School Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/cdsyj3.
Full textAbstract:
碩士義守大學
管理碩博士班
103
The goals of this research are to figure out the sources of the teachers’ working pressure in the junior high school currently, and to compare the differences of the professional functions ,of the humam relationship and of the working pressure among the junior high school teachers with different background variables, so that this research can be a reference to all the directors in educational administration in junior high school when it comes to find a way out while engaged into the all kinds of working pressure, and, in the long run ,improve the educational administration in junior high school Based on the questionaries and the relative documents, this research is made with the help of the teachers in two junior high schools in the Kaohsiung City. Through the statistical methods, 251 copies of questionaries are used to assure the assumption. The author hopes that the conclusion of the research can be brought into practice through the analysis both of the questionaries and of the relative documents. Here comes the conclusion: 1、Positive influence is assured when referring the professional function to the humam relationship 2、Negative influence appears while referring the professional functions to the working pressure. 3、Negative influence is found while referring the human relationship to the working pressure.