Dissertations / Theses on the topic 'Technical education teachers Training of Victoria'
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Lee, Chye Yim Shereen. "Personal attributes of quality technical education and training teachers in Singapore." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1901.
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Candidates who meet the prerequisites for teaching may still lack the ‘x’ factor to be a quality teacher. The objective of this portfolio is to tease out the personal attributes and identify behavioural descriptors of these attributes of the quality Technical Education and Training (TET) teachers in Singapore. The study is located within the Institute of Technical Education (ITE), the national institution responsible for TET in Singapore.
From a review of literature on school-related factors that impact on student achievement such as funding, governance, class size, etc., the most influential factor is that of teacher quality. The quality teacher produces better student outcomes and the effects stay with the students over several years. ITE is presented as an example of a quality TET institution.
The conceptual framework which underpins the portfolio comprises of the three dimensions of the quality teacher: teacher prerequisites, teaching practices and teacher personal attributes.
From the literature review, it could be concluded that the prerequisites that matter are literacy and more specifically, verbal ability; a few years of teaching experience; content focused teacher professional development for middle and high school mathematics; and making entry to teacher training highly selective.
The literature indicates that in the area of teaching practice, the effective teacher demonstrates flexibility and adeptness in the use of various strategies in classroom management and organisation, instruction planning and organising, instruction implementation and monitoring progress and potential to promote student learning. She also reflects on her practice. The literature on personal attributes is rather limited.
A qualitative approach was adopted for the investigation with some elements of quantification through the focus groups and interviews. This allowed for the voices of the participants to be heard. The first part of the study involved focus group meetings with six groups or a total of 19 students. The second part involved interviews with six teachers. Data from both sources were analysed and compared. Three broad themes linking student feelings and teacher attributes were proposed.
The conclusion reached from the study is that the quality TET teacher possesses the following personal attributes: Encouraging, Inspiring, Motivator; Caring; Friendly, Approachable; Passion for Teaching. The corresponding behaviours have also been identified. Recommendations for the management of ITE and further research are also proposed.
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Dreyer, Shelley L. "Perceptions of trade and technical educators concerning the educational experience and training needed to enter the teaching field." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dreyers.pdf.
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Shawie, Khammas Ilaby. "An evaluation of the pre-service training programme for technical education teachers in Iraq." Thesis, Cardiff University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237738.
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Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.
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Fedorchak, Nancy E. "Perceived importance of new teacher training topics for trade and industry and health occupations career and technical education teachers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052236.
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Wakefield, Lynette Florence, and mikewood@deakin edu au. "Workplace education and training: Are Tafe teachers prepared for their evolving roles?" Deakin University, 1996. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.103545.
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McLean, Monica. "The colonisation of teachers' lifeworld : state intervention, professional reformation and the Technical and Vocational Education Initiative (TVEI) revisited." Thesis, Keele University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265038.
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Ahmed, Hashim. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-73914.
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The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers?
Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work.
In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses.
The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.
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Agamuddin. "Relationship of teaching and occupational experience, teacher and technical training to vocational teachers' level of teaching effectiveness in Padang, Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173381.
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Sukardi. "An analysis of inservice training for vocational-technical teachers at the secondary level in the special province of Yogyakarta Indonesia /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712158574.
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蘇國生 and Kwok-sang So. "Vocational technical teacher education in Guangdong Province: a case study of the Guangdong Institute ofNationalities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195893X.
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Davis, Victor Corey. "Impact of minimum hiring requirements (AB 1725) on the recruitment and employment of community college vocational and technical teachers in California." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1038.
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Young, Susan Amanda. "A faculty technology training program for the teachers of Washington Charter School." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1535.
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Ukaha, Emmanual Chuks. "Hierarchy of causes of curriculum lag in industrial-technical education as perceived by industrial-technical teachers, principals and superintendents in the state of Indiana." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/465789.
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The primary purpose of the study was to identify major causes and subsequent effects of curriculum lag in industrial-technical education. The subsidiary purpose of the study was to compare hierarchical rankings of major causes of curriculum lag in industrial-technical education as perceived by superintendents, secondary school principals, and industrial-technical education teachers in Indiana public school systems.Usable data collected by questionnaire from 406 out of 540 sample subjects were computed to generate respective rank hierarchies of selected twenty causes of curriculum lag in industrial-technical programs. Decisions about two Null Hypotheses were made at 0.05 level by use of multivariate, univariate, and chi-square analyses.Findings1. Superintendents, principals, and industrial-technical teachers were in agreement that three most severe causes of curriculum lag in Indiana secondary industrial-technical programs were inadequate funding, outdated laboratory equipment, and lack of in-service training for industrial-technical teachers.2. Ninety percent agreement occurred between the three respondent groups on ten most severe or ten least severe causes of curriculum lag in Indiana secondary industrial-technical programs.3. As perceived by teachers, inadequate funding and lack of in-service training opportunities affected school corporations with smaller enrollments than school corporations with larger figures.4. There were no significant differences between sizes of school corporations and causes of curriculum lag in industrial-technical programs as perceived by school administrators.5. Items involving structuring of courses, students' interest to study, and evaluation process were ranked as three least severe problem's in industrial-technical education. Sixty-seven percent agreement occurred between the respondent groups in ranking the last three severe problems.Conclusions1. Indiana public high schools are not funded for industrial-technical programs.2. Indiana industrial-technical education teachers are not offered opportunities to improve already acquired skills through in-service training programs.3. Industrial-technical programs are taught with outdated equipment in Indiana secondary schools.4. Lack of funds and in-service training for industrial-technical teachers affected smaller school corporations more than larger school corporations.Additional observations made during the study were presented.
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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.
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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
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Browning, Nolan D. "Comparison of three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54770.
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The primary purpose of this study was to compare three instructional delivery systems for providing basic math skills training to non-degree industrial and technical teachers. Also examined was the extent to which selected teacher background characteristics were associated with test performance. Additionally, the three treatment groups were compared on the basis of student ratings of selected items on the course evaluation instrument.
Eighty-four non-degree industrial and technical teachers teaching in West Virginia were given a pretest on basic math skills. This pretest was followed by a seven-week period of basic math review and remediation using one of three instructional delivery systems. The three instructional delivery systems included Computer Assisted Instruction (CAI), Individualized Learning Modules (ILM), and the traditional lecture (LEC). A posttest was administered to participants at the end of the review and remediation period.
An analysis of covariance was used to compare the mean posttest scores for each of the three treatment groups. The pretest score served as the covariate. Results of the study indicated that although there were substantial gains in basic math scores within each treatment group there was no significant difference in mean posttest scores when comparing the three treatment groups.
Computing the Pearson Product-Moment correlation in assessing the relationship between selected teacher background characteristics and posttest scores, it was found that the variables pretest and age were significantly related. Pretest scores had a high positive correlation to posttest scores while age had a moderate negative correlation.
A one-way analysis of variance was used to compare the ratings of selected items on the course evaluation instrument. No significant difference in ratings between treatment groups was found for any of the items compared.Ed. D.
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Bonilaure, Karina Mello. "A formação continuada de professores da educação profissional e tecnológica: a experiência do IFPR - campus Telêmaco Borba." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1434.
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Acompanha: Formação de professores para a educação profissional e tecnológica: caderno de orientações metodológicasO presente estudo trata de uma proposta de formação continuada voltada a professores sem formação pedagógica, aplicado no contexto de implantação do Campus Telêmaco Borba, do Instituto Federal do Paraná. O objetivo principal deste estudo foi fazer uma análise desta proposta, tendo como foco principal destacar os aspectos de impacto da formação continuada sobre a construção da identidade profissional do professor e de captar a percepção dos participantes quanto ao processo de reflexão sobre a prática pedagógica e, desta forma, perceber o significado do espaço de formação dentro da organização do espaço pedagógico e dentro da dinâmica do cotidiano escolar. A abordagem metodológica foi a de uma pesquisa qualitativa, definida de pesquisa-ação. A coleta de dados foi feita a partir dos registros dos encontros de formação continuada no decorrer do primeiro ano de realização e de entrevistas individuais envolvendo professores que participaram integralmente de todo o processo de formação continuada. Os resultados demonstram que uma proposta centrada na reflexão sobre a prática, conduzida pelos participantes, influencia na construção da identidade do professor. Foi constatado, também, que a proposta contribuiu para a apropriação de competências e saberes da docência e para fortalecer a coletividade do grupo. Os resultados levaram à produção de um Guia Metodológico, com a finalidade de indicar um possível caminho para uma proposta de formação continuada para professores da Educação Profissional e Tecnológica.
This study deals with a proposal of continuing education aimed at teachers without pedagogical skills, applied in the context of implementation of the Campus Telêmaco Borba, Federal Institute of Paraná. The main objective of this study was to analyze this proposal, focusing mainly highlight the aspects of the impact of continuing education on the construction of teacher professional identity and capture the participants perception about the process of reflection on pedagogical practice and, thus, realize the significance of the training space within the organization of the teaching space and within the dynamics of everyday school life. The methodological approach was a qualitative study, defined action research. Data collection was made from the records of the meetings of continuing education during the first year of achievement and individual interviews involving teachers who participated fully in the entire process of continuing education. The results demonstrate that a proposal focused on reflection on practice, conducted by the participants, influences the construction of teacher identity. It was also found that the proposal contributed to the appropriation of skills and knowledge of teaching and to strengthen the collective group. The results led to the production of a methodological guide, in order to indicate a possible route for a proposed continuing education for teachers of Vocational and Technical Education.
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Robertson, Catherine Anne, and Plessis Catherine Anne Du. "Leadership development for technical and vocational education and training college leaders in South Africa : a post-graduate curriculum framework." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96966.
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Thesis (PhD)--Stellenbosch, 2015.ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014).
AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.
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Kwaira, Peter. "Effect of a Material Science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in Design and Technology." Thesis, Online Acess, 2007. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_7304_1263166264.pdf.
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Maiyaki, Joseph Y. (Joseph Yakubu). "A Comparison of Achievement in Technical Drawing of Students Enrolled in the Nigeria Certificate of Education (Technical) at the Kaduna Polytechnic, Kuduna, Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330686/.
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The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis compared among three types of high schools attended. The One Way Analysis of variance (ANOVA) was used to analyze the data. The Duncan Multiple Comparison Test was also applied on the second major hypothesis. Both hypotheses I and II were retained at the .05 level of significance. However, hypothesis I was rejected at the .01 level of significance because the remedial entry students were found to have higher mean test scores than the direct entry students. Findings for hypothesis II indicated no significant difference among type of high school attended. It was recommended that selection for admissions for both the remedial and direct enrollments should not be based only on type of high school attended or type of subjects taken; data collected for remediation should bear directly on individuals' academic problems; and aptitude tests should be conducted in addition to transcripts currently demanded.
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Shumate, Michael David. "Effectiveness of the Provisional Teaching License Route in Virginia for Preparing Business and Information Technology and Marketing Education Teachers." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104023.
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The goal of this research was to assess the Virginia three-year provisional teaching license preparation path for earning a teaching license with an endorsement in Business and Information Technology (BIT) and Marketing Education (MKED). The study examined BIT and MKED teacher preparedness as it relates to core teaching and program management competencies for CTE educators who enrolled and completed Virginia's three-year teacher provisional licensure route to determine the effectiveness of the routes themselves. The research studied how the participants teacher preparation path impacted teachers' preparedness and how the elements of the provisional path contributed to the teacher's confidence in teaching. The study had one main research question and two sub-questions. The first sub-question emerged into five themes. They include lack of support system, struggle to implement essential teaching competencies, struggle to implement essential program management competencies, taking coursework while teaching does not work, and slight improvement by third year, but still a struggle. The second sub-question emerged into three themes. They include the need for effective support system, need for increased funding for teacher pay and required college courses, and need for focused training on specific CTE competencies. Three key conclusions from the study were BIT and MKED teachers need specific preparation training focused on core CTE teaching and program management competencies prior to entering the classroom, need a student teaching and/or co-teaching experience prior to entering the classroom by themselves, and need effective and active mentoring as well as administrative feedback and support during the entire three-year provisional licensure process.Doctor of Philosophy
The study examined BIT and MKED teacher preparedness as it relates to core teaching and program management competencies for CTE educators who enrolled and completed Virginia's three-year teacher provisional licensure route to determine the effectiveness of the routes themselves. A qualitative research design was used for this study to determine the factors that affect the first year and third year provisionally licensed BIT and MKED teacher competency obtainment in the state of Virginia. A pre-survey of essential core teaching and program management competencies was given to create awareness of the interview topic to the interviewees. This survey was followed by an in-depth interview to gather rich data relating to the obtainment of core competencies. Three key conclusions from the study were BIT and MKED teachers need specific preparation training focused on core CTE teaching and program management competencies prior to entering the classroom, need a student teaching and/or co-teaching experience prior to entering the classroom by themselves, and need effective and active mentoring as well as administrative feedback and support during the entire three-year provisional licensure process. The results of the research may help improve the provisionally licensed teacher path route for prepare beginning BIT and MKED teachers in Virginia. The research will add to the literature by providing (1) information on how to improve provisional-teacher license preparation programs, (2) suggesting methods of training in these programs, and (3) showing the significance of beginning CTE teachers' professional relationships with administrators and mentor teachers. The results of the study could also assist school districts to better allocate resources and staff to effectively help provisionally licensed teachers.
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Ahmed, Hashim [Verfasser], Hanno [Akademischer Betreuer] Hortsch, and Sidiga [Akademischer Betreuer] Washi. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan : Case of Khartoum State / Hashim Ahmed. Gutachter: Hanno Hortsch ; Sidiga Washi. Betreuer: Hanno Hortsch." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://d-nb.info/1067729070/34.
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Stachler, Wendi Marie Mizer. "Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26644.
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The purpose of this study was to determine the sustainability of professional development--teacher utilization of the Science-in-CTE pedagogical model and science-enhanced CTE lessons--one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.
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Dawson, John L. "The impact of technical barriers on the effectiveness of professional development as related to a distance education system-based course: A case study in the Web World Wonders environmental science learning community." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4426/.
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This study reports and discusses the impact of technical barriers on the effectiveness of professional development as related to a distance education system based course: a case study of the web world wonders environmental science learning community in Florida. The project involved 4th through 12th grade public school teachers learning how to use GPS readers, digital cameras, and Arc View software for the purpose of utilizing a Website that enabled remote Internet camera access in Florida State Parks. Under the supervision of Florida State University and the Florida Department of Education those teachers received professional development in techniques for developing lesson plans utilizing the equipment and software as stated above. Using the Concept Based Adoption Model, a description of the teacher's demographics, Levels of Use and Stages of Concern with relation to gender, age, teaching experience, and technological experience was examined. Technical barriers were identified and an explanation of how they were overcome in the process of receiving the professional development is reported.
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Chiu, Man-ming Joseph, and 趙敏明. "The design of an ESL academic reading skills programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862638X.
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Almeida, Kaciane Daniella de. "Educação sexual: uma discussão para o ensino médio técnico?" Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/355.
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CapesO objetivo deste estudo é analisar como a educação sexual é percebida por docentes do Ensino Médio e Médio Técnico Profissionalizante dos cursos de Secretariado e Informática. A temática abordada neste trabalho coloca em debate situações conflituosas no ambiente escolar no que diz respeito às relações de gênero, sexualidade e diversidade. Os estudos pós-estruturalistas auxiliaram na análise dessa realidade, contribuindo para perceber a instituição escolar como um espaço importante para a discussão da sexualidade, ligada a uma gama de significados culturais historicamente construídos e resistentes. A pesquisa adotou uma abordagem qualitativa, usando como instrumento para coleta de dados a entrevista semi-estruturada. Foram feitas dezenove entrevistas com docentes que atuavam em sala de aula do Ensino Médio e Médio Técnico de uma escola pública da cidade de Curitiba. Como parte dos resultados podemos perceber que a educação sexual é considerada como necessária e já presente nas modalidades de ensino pesquisadas, contudo encontra desafios para sua efetivação, dentre os quais: falta de formação docente para abordar questões relativas à sexualidade e gênero em sala de aula; poucas atividades educacionais voltadas para a educação sexual; matriz curricular voltada para conteúdos disciplinares restritos; influência religiosa sobre as formas de inserir a educação religiosa nos cursos investigados; resistência das famílias dos educandos sobre educação sexual. A pesquisa revelou ainda que educação sexual é percebida como forma de orientação, apontando uma preocupação principalmente em relação à gravidez na adolescência.
The issue addressed in this paper places the debate in conflict situations in the school environment with regard to gender relations, sexuality and diversity. The post-structuralist analysis helped in this reality, contributing to perceive the school as an important space for discussion of sexuality, linked to a range of cultural meanings constructed and historically resistant. The research adopted a qualitative approach, using as an instrument to collect data to semi-structured interview. Nineteen interviews were conducted with teachers who work in the classroom and the Technical educationTeaching of a public school in the city of Curitiba. As part of the results we can see that sex education is regarded as necessary and already present in the surveyed methods of teaching, but found challenges to its implementation, among them: lack of teacher training to address issues of sexuality and gender in the classroom ; few educational activities focused on sex education curriculum focused on subject content restricted; religious influence on ways to enter the religious education courses investigated, resistance of the families of students about sex education. The survey also revealed that sex education is perceived as a form of guidance, pointing a concern particularly in relation to teenage pregnancy.
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Meira, Celso Maciel de. "Curso técnico em turismo: aproximações e distanciamentos dos documentos oficiais a partir de um estudo de caso." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/710.
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Nesta dissertação será abordada a política da educação profissional no Estado do Paraná, a partir de 2003, e sua efetivação no Colégio X, mantido pela Secretaria de Estado da Educação (SEED-PR). O estudo de caso teve como objeto o Curso Técnico em Turismo, integrado ao ensino médio e ofertado pela referida instituição. Com base na pesquisa do tipo qualitativa, buscou-se analisar a oferta do curso Técnico em Turismo, integrado ao ensino médio do Colégio X na perspectiva apontada pelos documentos oficiais. Perpassaram pelos estudos questões relacionadas aos recursos materiais e aos humanos do curso. Destarte, foram estabelecidas relações entre a infraestrutura do Colégio X, disponibilizada ao referido curso técnico em relação às recomendações do Catálogo Nacional de Cursos Técnicos (CNCT). Também foi analisado o PPP do curso em relação às Diretrizes da Educação Profissional do Paraná (DEPs) bem como, caracterizado o corpo docente do mencionado curso, no qual pesquisamos suas representações acerca do trabalho como princípio e ensino médio integrado, categorias fundantes das DEPs. Os resultados revelaram que a infraestrutura (recursos materiais) se mostra insuficiente em relação às recomendações do CTNC, e que o PPP do Colégio X se encontra diametralmente oposto aos fundamentos das DEPs quando comparado os fundamentos de cada um desses documentos. Na caracterização dos professores, entre outros levantamentos, apuramos profissionais sem vínculos empregatícios, notadamente quando se trata dos docentes das disciplinas técnicas. Ainda foi constatado que suas formações continuadas, ofertadas pela mantenedora, não vem atendendo as especificidades para a formação técnica em turismo. Acerca das DEPs e dos fundamentos filosóficos que a sustentam, apuramos que um reduzido número de professores tem conhecimento sobre o assunto. A grande maioria dos docentes demostraram distanciamentos do referido documento e incompreensões acerca das categorias investigadas. Por fim, quando estudamos a história e estabelecemos relação com a atualidade, os dados revelam que pouco se alterou ao longo da existência da educação profissional no Brasil, marcada por sua dualidade estrutural.In this dissertation will be addressed the professional education policy in the State of Paraná, since 2003, and its effectuation at school X, maintained by the State Department of education (SEED-PR). The case study had as object the technical course in tourism, integrated to high school and offered by the referred institution. On the basis of qualitative study, aimed to analyze the supply of technical course in Tourism, integrated into the high school of College X in the perspective indicated by the official documents. Permeated by studies issues related to material and human resources of the course. Thus, relations have been established between the infrastructure of the College X, provided to the referred technical course in relation to the recommendations of the national catalogue of technical courses (CNCT). Was also analyzed the PPP of the course in relation to the guidelines of the Professional Education of Paraná (DEPs) and yet, characterized the teaching staff of the mentioned course, in which we research their representations about work as a principle and integrated high school, foundational DEPs categories. The results revealed that the infrastructure (material resources) is insufficient compared to the recommendations of CTNC, and that the College‟s X PPP is diametrically opposed to the fundamentals of the DEPs when compared the fundamentals of each of these documents. In the characterization of teachers, among other surveys, we found no professional employment relationships, especially when it comes from teachers of technical subjects. Still was verified that their continued education, offered by the maintaining entity, does not answer the specifics for technical training in tourism. About the DEPs and the philosophical foundations that support it, was found that a small number of teachers have knowledge about it. The vast majority of teachers demonstrated distancing from the document and misunderstandings about the categories investigated. Finally, when we study the history and establish relationship with the present, the data shows that little has changed over the existence of professional education in Brazil, notably marked by its structural duality.
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Du, Preez Andries Stephanus. "Die opleiding en voortgesette opleiding van die tegniese onderwyser." Thesis, 2014. http://hdl.handle.net/10210/9702.
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M.Ed. (Education Management)The technical teacher finds himself in a situation where his training does not equip him to come to terms with changing technology. His knowledge of industry is outdated, and hence the knowledge he conveys to his students is also antiquated. A management system must be designed which will eliminate this shortcoming and keep teachers abreast of technological change and renewal occurring in industry. To be involved in technical education is to accept this challenge of innovation and change.
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Bezuidenhout, Gerrit. "Die professionele bemagtiging van tegniese onderwysers." Thesis, 2014. http://hdl.handle.net/10210/9122.
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M.Ed.Technical development, which has its roots in technical education is a high priority in any developing country that aims at the creation of well being for all its citizens. On the other hand, over the past decades, technical education in the Republic of South Africa has not been able to offer sufficient drive to become a contributing factor to bring about the expected economic growth. Certain underlying causes in this regard, were and are today still acceptable. Although certain practical experience in industry is a prerequisite for entry into the education profession, this experience is ignored in terms of salary, promotion service and leave once the person is a fully fledged member of the profession. This is surely the greatest contributory factor to the disillusionment of these teachers during the past decades. Should this underlying problem be removed, it will serve as the necessary stimulus for the people concerned to address the technological demands and a new dimension will occur. The role that the well qualified teacher plays in any teachingand learning situation cannot be over emphasized. He serves as an important bolster against didactic neglect of the child. Should the most recent discussion documents namely the CUMSA, National Training Board as well as the ANC's points of view in connection with educational affairs be integrated, the possibility of an excellent epucational policy may result. The following are the main points from the discussion documents that address the proposed training model: * technology education and engineering studies, which are regarded as career subjects in the senior secondary phase, may be taken as choice subjects. * the possible integration of education and training. * that the modular system to the curriculum with its exit points be followed at schools. * that an adult trainer will receive recognition by means of a certification council for all previous learning and teaching experience (formal as well as informal). The proposed training model in this study makes provision for the trainers, namely that the fechnical teachers who comply with the provisions/requirements of the proposed model be accountably and financially considered qualified so s to optimally fulfil their education and teaching tasks.
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MacMath, Sheryl. "Perceptions of undergraduate education students from within an elementary teacher education programme." 2005. http://hdl.handle.net/1828/807.
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Leeuwner, Jacob Barend. "Opleiding van beginnerlektore aan tegniese kolleges." Thesis, 2014. http://hdl.handle.net/10210/11926.
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"Evaluering van 'n modulêre bevoegdheidsgerigte opleidingstrategie vir tegniese onderwysers." Thesis, 2014. http://hdl.handle.net/10210/12652.
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Heath, Jan Hendrik. "'n Modulêrgestruktureerde indiensopleidingsprogram vir tegniese onderwysers." Thesis, 2014. http://hdl.handle.net/10210/10905.
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M.Ed. (Education and Curriculum Studies)In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).
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Koch, Gerhardus Izak Jacobus. "'n Bestuursopleidingsmodel gerig op die indiensopleiding van lektore aan tegniese kolleges." Thesis, 2015. http://hdl.handle.net/10210/14299.
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Rampersadh, Satish Harilal. "Enhancing lecturing staff morale at a technical and vocational education and training college in Newcastle, KwaZulu- Natal." Diss., 2017. http://hdl.handle.net/10500/27243.
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The study was conducted to determine strategies that could be used by relevant managers and authorities in promoting the morale of lecturers at a TVET College, in Newcastle, KwaZulu-Natal. A qualitative research design and methodology was used to gather data from semi-structured interviews with the participants by means of two focus groups of six lecturers each and face to face interviews with the three programme managers. Purposive sampling was used to select the lecturers from the two engineering campuses of the sampled college. Data were constantly compared and analysed using the constant comparative analysis of data.
The study found that aspects that contribute to low morale exceed those for high morale in the sampled college. Therefore, by studying the results obtained from the data, it can be deduced that lecturers at the College are not content with the current working conditions and the senior management style of the college.
It is the duty of managers to consider the holistic welfare of employees. This is necessary for the creation of a suitable workplace for all staff of the college. To achieve this, supervisors and lecturers need to know what aspects influence staff morale. Henceforth, this study focused on effective strategies and recommendations that could be implemented to promote the morale of lecturers at the college.Educational Management and Leadership
M. Ed. (Education Management)
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Ahmed, Hashim. "Building Capacity of Teachers and Trainers in Technical and Vocational Education and Training (TVET) in Sudan: Case of Khartoum State." Doctoral thesis, 2010. https://tud.qucosa.de/id/qucosa%3A25677.
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The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers?
Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work.
In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses.
The results of the study showed that essential innovations and reforms on the initial and in-service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso-level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers.
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Bowden, Jennifer Tara. "Engaging with change: investigating strategies of professional learning in a Victorian school." Thesis, 2007. https://vuir.vu.edu.au/1458/.
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In the current climate of educational change and with the implementation of new initiatives within the Victorian Education Department, such as the Victorian Essential Learning Standards (VELS) and the Principles of Learning and Teaching (PoLT), educational leaders have begun to reassess the forms of professional learning that teachers and staff members are involved in. This is not isolated to schools as the education industry world wide is developing new outlooks for staff training and development. With researchers such as Cuban, Hargraves and Fullan investigating different forms of professional learning, workplace change and strategy, changes in global professional learning opportunities are evident across a variety of industries. The purpose of this study is to gain a better understanding of which styles and formats of professional learning are the most effective in a local context. Different scenarios of professional learning are described and interrogated and the impact of each practice is considered. The study provides an insight into the different types of professional learning that are available to the teaching staff, allowing for a more diverse range of professional learning practices in one school. The researcher worked with the teaching staff in a school to ascertain which professional learning styles had a greater and more positive impact on curriculum and teaching practices within the learning environment.
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"Die bestuur van voordiensopleiding van tegniese onderwyspersoneel aan sekondêre skole." Thesis, 2015. http://hdl.handle.net/10210/14237.
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Smit, Gert Jacobus. "Riglyne vir die induksie van beginnerlektore aan 'n tegniese kollege vir beroepsonderwys." Thesis, 2014. http://hdl.handle.net/10210/12702.
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M.Ed. (Education)Lecturers at technical colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, beginner lecturers are put directly into class and are expected to teach. Although these lecturers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, beginner lecturers experience unique problems that place them under tremendous pressure and stress. The aim of this study was focused on the grounding of guidelines that could be used in designing an induction programme for beginner lecturers at a technical college. The methods used in grounding these guidelines for induction at a technical college were: * a relevant study of literature that was conducted into three induction programmes used in various sectors of the industry, to enquire more knowledge with regard to the design and function of these programmes; a literature and empirical study of the experienced needs and problems of beginner lectures when entering the teaching profession. A qualitative research approach was used to conduct a study in which the needs and problems of beginner lecturers in a specific technical college were identified by means of structured interviews. The lecturers that participated in this inquiry were asked to describe their experiences related to their needs and problems when they entered the teaching profession. From the analysed data the following needs and problems were identified:...
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Ndlovu, Nhlanhla. "Managing the continuing professional development of lecturers in a Mpumalanga technical and vocational education and training college." Diss., 2018. http://uir.unisa.ac.za/handle/10500/25670.
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The aim of this research is to find out if a Technical and Vocational Education and Training (TVET) college in Mpumalanga, South Africa has any CPD programme for its lecturers and how it is managed. Through personal experience, interaction with fellow lecturers and literature review, I noted the evident lack of college-driven continuous professional development (CPD) of lecturers. I discovered that most TVET college lecturers are holders of teaching qualifications suitable for schools and not the TVET college sector.
The research was qualitative. I conducted in-depth interviews with the senior management of the college, a focus group interview with lecturers and finally document analysis. Data analysis was inductive and verbatim quotations from participants were used.
I found that although the college did have a CPD programme, there were many shortcomings. Strengths of the programme include funding and a planned CPD committee. Deficiencies relate to non-communication between staff members and management and a laissez-faire attitude of management in the handling of CPD. Based on the findings numerous recommendations are made concerning the way CPD is managed at this college and by the Department of Higher Education. These recommendations may relate to other colleges to make their CPD programme more effective for their academic staff.Educational Management and Leadership
M. Ed. (Education Management)
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Esterhuizen, Gideon Johannes Christoffel. "Die mentor se rol in die verbetering van onderrigeffektiwiteit aan tegniese kolleges." Thesis, 2012. http://hdl.handle.net/10210/5872.
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M.Ed.The consistent growth- of the number of new lecturers to technical colleges ecessitated a study of the induction of beginner lecturers. The educational profession is the only one where there is no formal and compulsory induction into the profession or where any beginner-lecturer is introduced to the formal way of lecturing at a technical college. The new lecturer is directly put into a class and are expected to lecture without any problems on his side. This new lecturer is put to a "swim or sink" situation and then it is also expected from him to perform as well as the experienced lecturer. This creates a number of problems for the new lecturer, that is not always addressed by the management staff of the college. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction. This was some of the problems experienced by the researcher and this inspired him to undertake a study to consider the following problems: The problem that beginner lecturers experience in and around the classroom; The integration of the beginner-lecturer at a technical college; the implementation of the induction programme for beginner lecturers. By means of an empirical study at the college where the researcher belongs and with the help and guidance of the principal of the same college, the induction programme was developed and the programme for the mentor was then also formulated. This complete guide for the induction of beginner lecturers is therefore compiled to help any principal at any technical college to put his staff, and especially his beginner staff, through the induction programme as to fully incorporate them as happily trained lecturers at the technical college where they are employed. In the midst of a dynamically changing job environment, it is the responsibility of the principal to accompany his subordinates to maximum self-actualisation and job satisfaction.
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De, Kok Leendert. "Die inlywing en aanvanklike indiensopleiding van ambagsmanne as tegniese onderwysers." Thesis, 2014. http://hdl.handle.net/10210/11613.
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M.Ed. (Educational Management)Since 1973 teaching authorities have been compelled to employ artisans due to the shortage of technically trained teachers. This precaution has not been satisfactory because the artisan who has no formal teachers training has now become part of the educational profession. Methods have to be found to provide in-service training for this category of teacher with the view of preparing him for his task as teacher. The headmaster, as manageri all eader, can in thi s case, make use of a tutor-teacher and subject-head. The tutor-teacher must be an experienced and successful teacher , seeing that he has to convey his knowledge and teaching experience to the artisan-teacher. The subject-head can also play an important and valuable role in the initial in-service training programme by conveying knowledge and expertise concerning teaching practice, to the artisan-teacher. In the designing of an initial in-service training programme, attention should be given to the practical side of the subject, so that the knowledge acquired can be implemented immediately. Later in the training programme more time can be allocated to the theoretical aspect. The aim of this programme should be to encourage the artisan-teacher to acquire formal teaching qualifications. The school's in-service training programme is only an endeavor to provide the artisan-teacher with sufficient knowledge to teach his subject. The school cannot, in the final instance, replace tertiary institutions in the training of teachers.
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Arnold, Julie. "Tracing the mindshift in preservice teachers: learning landscapes." Thesis, 2015. https://vuir.vu.edu.au/29794/.
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The search for quality and relevance in higher education curriculum drives educational reform.
In 2004, research supporting an ‘Inquiry into the suitability of current preservice teacher
education courses’ was presented to the Parliamentary Committee on Education and Training
in Victoria (Victorian Parliament, Education and Training Committee 2005) and another in 2009
titled, ‘Inquiry into effective strategies for teacher professional learning’ Final report (Victorian
Parliament, Education and Training Committee 2009). In response to this reconceptualisation
of teacher education for the 21st century, questions have been raised by academics; and in this
new context, debate and research are focussing on the hegemony of preservice teacher education
(Shulman 1987; Cochran-Smith 2001; Loughran 2006). Reform of teacher education has been
a focus of historical and contemporary community debate. The development of educational
programs for teachers implies the generation of higher levels of thinking, metacognition and
learning to enable preservice teachers to think about their own thinking (Pohl 2000). The aim
of this research is to describe the layers of learning experiences and development involved in
preservice teacher education and, in particular, to articulate a reflective pedagogical paradigm that
is inherent in the process of becoming a reflective practitioner. Research into higher education
plays a meaningful role by informing contemporary public debate and assisting in directing
policy-makers in the development and optimisation of higher education.
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Rogers, Eugene Alfred. "Evaluering van 'n brugkursus vir professioneel ongekwalifiseerde onderwysers aan die Onderwyskollege van Suid-Afrika." Thesis, 2014. http://hdl.handle.net/10210/10338.
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M.Ed. (Tertiary and Adult Education)The technical teacher often enters the teaching profession via industry. He/she comes to realise that, because he/she is professionally unqualified, the posibilities for the development of his/her career are extremely limited. since 1986 the College of Education of South Africa has made provision for these teachers by offering a course that enables them to gain admission to a Higher Diploma in Education. The study showed that the adult learner differs from the typical bridging course student. Among other things, the CESA bridging course student differs in respect of age and finality of vocational choice, and generally has no particular academic needs requiring academic support. The technical teacher as a bridging course student receives no academic support; neither is he/she offered any course to compensate for underachievement or educational deprivation. The connotation in the term bridging course leads to comparisons with traditional bridging courses, and a change of name for the existing course would be advisable. The bridging course covers the acquisition of additional techical qualifications, thus complying with the reguirements for admission to a Higher Diploma in Education (Technical) . The empirical investigation revealed that these teachers are to a large extent academically under-qualified, almost 74% of them have not been promoted at all, with only 8,2% being granted a single promotion to post level 2. From the research it appears that the bridging course student's course should be adapted in such a way that its completion will enable the teacher to complete both his/her technical and professional qualifications simultaneously. After the successful completion of the course a Teachers Diploma should be awarded.
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Motaung, Motselisi Rose. "Improving the management of the professional development of lecturers at a selected technical and vocational education and training (TVET) college." Diss., 2020. http://hdl.handle.net/10500/27357.
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The TVET colleges in South Africa contribute to the social and economic
development of the country. It is for this reason that TVET colleges are expected to
provide quality teaching and learning, but this core business of the colleges has
been hampered by a lack of professional development or irrelevant professional
development of lecturers. The study aims to investigate the relevance of professional
development offered at a selected TVET college in the Free-State province and the
improvement thereof. The study employed a qualitative research design involving 22
participants. The participants comprised of two executive managers, two campus
managers, four heads of department, six senior lecturers and eight lecturers. The
participants were purposively selected using purposive sampling. Face-to-face semistructured
interviews were conducted to collect data from managers and two focus
group interviews were employed to collect data from lecturers. The findings of the
study revealed that there is a need for relevant professional development of lecturers
at the selected TVET college. The most important recommendation with the potential
to change the situation at the studied college is that the planning, organising, leading
and control of professional development need to be done more professionally. If
managers utilise management functions (planning, organising, leading and control)
properly to manage lecturer’s professional development, lecturers will be in a better
position to provide quality teaching. Other relevant recommendations are also
provided.Educational Management and Leadership
M. Ed. (Education Management)
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Kanyane, Motswalle Christina. "Lecturers’ experiences of the implementation of the National Certificate (Vocational) in technical vocational education and training colleges in South Africa." Diss., 2016. http://hdl.handle.net/10500/22618.
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The Technical Vocational Education and Training (TVET) system in South Africa has undergone transformation. This includes the introduction of the National Certificate (Vocational) [NC (V)]. The literature on curriculum development and on the TVET college sector in South Africa informed a qualitative inquiry into the lecturers’ experiences of the implementation of the NC (V). The research site was the Tshwane South TVET College, Gauteng Province. Data were gathered by means of individual and focus group interviews with the Campus Manager, four Divisional Heads, and seven lecturers, selected by means of purposeful sampling. The findings were organised around the following key themes, namely the limited participation of the lecturers in curriculum design, the effectiveness of curriculum dissemination, the lecturers’ participation in curriculum review, their perceptions of the NC(V) entry level requirements, the NC(V)’s positioning on the NQF, assessment in the NC(V), the fit between the lecturers’ qualifications and the curriculum, the lecturers’ capacity-building, and finally, their perceptions of the involvement of the industry in the NC(V).Educational Studies
M. Ed. (Comparative Education)
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Matshaya, Kulana. "The professional develoment of lecturers at further education and training colleges in the Eastern Cape Province." Diss., 2016. http://hdl.handle.net/10500/21143.
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The study focused on professional development of lecturers at Further Education and Training (FET) Colleges in the Eastern Cape Province. The effectiveness of lecturers at FET colleges depends on continuous development in order to meet challenges that they face due to continuous changes in technology and curriculum. Also, the development of the lecturers has a positive effect on their teaching with the result that both the students and the wider institution benefit from it.
The literature reviewed revealed the effects, types, theories and nature of professional development. A qualitative research approach in the form of document analysis, interviews and observations was used in order to explore the implementation and/or lack thereof of professional development and its effects in teaching and learning within the institution.
It is hoped that the qualitative study and the literature review will contribute to the implementation of professional development for the benefit of students and the college. Different strategies for the implementation of professional development were recommended that could further enhance the introduction of professional development in FET colleges.Educational Leadership and Management
M. Ed. (Education Management)
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Sibisi, Patricia Ningi. "Lecturers’ experiences in the implementation of the National Certificate (Vocational) Engineering curriculum in a selected Technical Vocational Education and Training college." Diss., 2019. http://hdl.handle.net/10500/26633.
Full textAbstract:
Abstract is in English, Zulu and AfrikaansSouth Africa is facing a challenge regarding the shortage of South African (SA) engineers. The National Certificate (Vocational) (NC(V)) was introduced by Department of Education (DoE) in 2007 to address this challenge. However, there has been a cry and dissatisfaction from the government, industry, community and other stakeholders that NC(V) engineering curriculum is not addressing the shortage of engineers. SA has one engineer per 2 600 people compared to international norms, where one engineer serves 40 people. It has been ten years since the introduction of NC(V) curriculum, SA should not be in this state of importing engineers if the NC(V) engineering is achieving the goals of National Development Plan 2030. Since lecturers are the implementers of the NC(V) engineering curriculum, it was necessary to investigate their experiences in search for improvement of the curriculum and to find out the challenges facing lecturers which are hindering the success of this curriculum. Lecturers, Senior Lecturers and a Head of Department (HoD) as the primary implementers of the engineering curriculum were involved in the study as participants. There were 15 participants for this study who are lecturing in one selected college but at two different campuses which is why the qualitative research approach was employed, making use of a multiple case study. They took part in semi-structured individual interviews and shared their experiences with the researcher. Their experiences revealed that lecturers are experiencing challenges with the implementation of NC(V) engineering curriculum. Their main challenge was the minimum requirement, which is a Grade 9 pass. Their concern was that no matter what they try, a learner who has not mastered Mathematics up to Grade 12 will struggle with engineering subjects. Emanating from this challenge, low attendance rate, low pass rate, low throughput rate and high drop-out rate is experienced by participants every year. One of the aims of the Transformative Learning Theory (used as one of the theories in the theoretical framework) is to allow lecturers to identify challenges and design improvement plans on their own. This study has indicated that Technical Vocational Education and Training (TVET) colleges have challenges that are hindering teaching and learning. It was evident that some lecturers believe that government officials should resolve such challenges. However, on engaging with different lecturers they realised that they have the capacity to address classroom-based challenges. If this can be the case in every college, teaching and learning will improve because that will mean lecturers are focusing on teaching and learning and taking ownership of their subjects and students. The governance challenges, such as reviewing the NC(V) curriculum yearly, provide subject specific training to upskill lecturers and implementing Work Integrated Learning (WIL) in the professional development of lecturers were recommended to be addressed by the Department of Higher Education and Training (DHET).
INingizimu Afrika ibhekene nenselelo mayelana nokusweleka konjiniyela. Uhlelo lwemfundo iNational Certificate (Vocational) (NC(V)) lwethulwa wuMnyango wezeMfundo ngonyaka ka 2007 ukuze uxazulule le nkinga. Yize-kunjalo kuye kwaba khona ukungagculiseki ngasohlangothini lukahulumeni, lwezimboni, lomphakathi kanye nakwezinye izinhlaka ezidlala indima yenkinga yokuntuleka konjiniyela. INingizimu Afrika (SA) inonjiniyela oyedwa kubantu abayi 2 600 uma iqhathaniswa nezinga lomhlaba lokuthi unjiniyela oyedwa kufanele ibhekane nabantu abayi 40. Sekudlule iminyaka eyishumi selokhu kwethulwa lezi zinhlelo, ngakho-ke, iSA akufanele izithole isesimeni sokudinga onjiniyela abavela ngaphandle uma ngabe izinhlelo ezikhona ziyanceda ekufinyeleleni izimpokophelo zoHlelo lwezokuThuthukisa iZwe National Development Plan 2030. Njengoba abafundisi bangabaqhubi bezinhlelo zobunjiniyela, phecelezi NC(V), nokho sasikhona isidingo sokuphenya lokho abahlangabezana nakho ukuze kuthuthukiswe izinhlelo futhi kuvunjululwe izinselele ezibhekene nabafundisi, okuyizinselele ezikhinyabeza impumelelo yalezi zinhlelo. Abafundisi, abafundisi abaphezulu kanye neziNhloko zoMnyango Head of Department (HoD) njengabaqhubi bokuqala bezinhlelo bebebambe iqhaza kulolu cwaningo. Abadlalindima abayi 15 bebefundisa kwikholeji ekhethiwe, kodwa emagatsheni amabili ehlukene, lokho okwenza isizathu kusetshenziswe uhlelo locwaningo oluzinze kwizingxoxo, ngokusebenzisa izinhlobonhlobo zocwaningo lotho. Kwenziwe izinhlolovo ezimbaxambili zocwaningo kanti abadlalindima bavezele umcwaningi ulwazi lwabo. Baye baveza ukuthi behlangabezene nezingqinamba uma besebenzisa izinhlelo zobunjiniyela NC(V). Inselele enkulu abahlangabezene nayo kuye kwaba yisidingo sokuphumelela uGreyidi 9. Inkinga enkulu yabo ukuthi bethi bezama ngamandla kulokho abakwenzayo, umfundi owehluleke esifundweni seMethamethiki ukufikela kuGreyidi 12 uzohlangabezana nobunzima ukuze aphumelele ezifundweni zobunjiniyela. Okubhebhethekiswa yile nselele, yizinga eliphansi labafundi abahambela lesi sifundo, izinga eliphansi labafundi abaphumelelayo kanye nezinga eliphezulu labafundi abayeka ukufunda njalo nje ngonyaka. Enye yezinhloso zethiyori yemfundo eguqulayo (used as one of the theories in the theoretical framework) ukuvumela abafundisi ukuba bakwazi ukubona izinselele futhi badizayine izinhlelo zokuzithuthukisa ngokwabo. Lolu cwaningo luye lwaveza ukuthi amakholeji. Phecelezi Vocational Education and Training (TVET) colleges ahlangabezene nezinselele eziphazamisa uhlelo lokufunda nokufundisa. Kuye kwacaca ukuthi abanye abafundisi babekholelwa ekutheni abasebenzi bakahulumeni kufanele baxazulule izinselele ezinjengazo lezi. Yize-kunjalo, ngemuva kokuxoxisana nabafundisi abahlukahlukene, baye bazwisisa ukuthi banamandla okuqeda izinselele ezisemagunjini okufunda. Uma ngabe lokhu kuyenzeka ngempela kuwo wonke amakholeji, ngakho-ke uhlelo lokufunda nokufundisa luzothuthuka ngoba lokho kuzochaza ukuthi abafundisi bagxile ohlelweni lokufunda nokufundisa kanti ngokunjalo baba yibo abalawula izifundo kanye nabafundi babo. Izinselele zokuphatha, ezinjengokubuyekezwa kohlelo lwemfundo, phecelezi NC(V) njalo nje ngonyaka, lunikeza ukuqeqeshwa okuthile okuthuthukisa abafundisi. Ukulandela uhlelo lwemfundo oluhlangene nomsebenzi olumayelana nokuthuthukiswa ngokomsebenzi wabafundisi kuyinto enconywe ukuba ilungiswe uMnyango weMfundo ePhakeme kanye nokuQeqeshwa (Department of Higher Education and Training).
ʼn Tekort aan ambagslui staar Suid-Afrika in die gesig. Om hierdie rede het die Departement van Onderwys in 2007 die Nasionale Sertifikaat (Beroepsgerig) (NS(B)) ingestel. Tot die ontevredenheid van die regering, die bedryf, die gemeenskap en ander belanghebbendes vul hierdie kurrikulum nie die tekort aan nie. In Suid-Afrika is daar een ambagspersoon vir elke 2 600 mense teenoor die internasionale norm van een ambagspersoon per 40 mense. Hierdie kurrikulum is meer as tien jaar gelede ingestel en SA moet tans ambagslui invoer. Die oogmerke van die Nasionale Ontwikkelingsplan 2030 word dus nie verwesenlik nie. Aangesien dosente die NS(B) kurrikulum vir werktuigkundiges implementeer, moes hulle belewenisse ondersoek en hulle probleme bepaal word om die kurrikulum te verbeter. Dosente, senior dosente en departementshoofde, as die implementeerders van hierdie kurrikulum, het aan die studie deelgeneem. Die 15 deelnemers is verbonde aan een kollege wat twee kampusse het. Daarom is ʼn kwalitatiewe navorsingsbenadering gevolg en ʼn veelvuldige gevallestudie gebruik. ʼn Halfgestruktureerde onderhoud is met elke deelnemer gevoer. Uit die onderhoude blyk dat dosente moeite met die implementering van die NS(B) kurrikulum ondervind. Die grootste struikelblok is die minimumvereiste van Graad 9. Al doen hulle ook wat, ʼn leerder wat nie Graad 12-wiskunde geslaag het nie, sal tegniese vakke nie kan bemeester nie. Afgesien hiervan is die bywonings- en slaagsyfer sowel as die omset jaar na jaar laag en die uitsaksyfer hoog. Die transformatiewe leerteorie is deel van die teoretiese raamwerk. Die oogmerk hiervan is dat dosente self probleme aantoon en met verbeteringsplanne kom. In hierdie studie is bevind dat kolleges vir tegniese beroepsgerigte onderwys en opleiding (TBOO) met probleme te kampe het wat onderrig en leer belemmer. Sommige dosente is van mening dat staatsamptenare hierdie probleme moet oplos. Ná gesprekke het talle dosente egter besef dat hulle oor die vermoë beskik om self hulle klaskamerprobleme op te los. As dit van alle kolleges waar is, sal onderrig en leer verbeter omdat dosente hulle op onderrig en leer sal toespits en vir hulle vakke en studente verantwoordelik sal wees. Vakopleiding word gegee om aan bestuursprobleme, soos die jaarlikse hersiening van die NS(B)-leerplan, die hoof te bied. Daar word aanbeveel dat die Departement van Hoër Onderwys en Opleiding toesien dat werkgeïntegreerde leer deel uitmaak van dosente se professionele ontwikkeling.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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"Sustainability of Professional Development to Enhance Student Achievement: A Shift in the Professional Development Paradigm." Thesis, North Dakota State University, 2012. http://hdl.handle.net/10365/19633.
Full textAbstract:
The purpose of this study was to determine the sustainability of professional development teacher utilization of the Science-in-CTE pedagogical model and science enhanced CTE lessons one year following the Science-in-CTE Pilot Study. This study included 27 teachers (15 experimental CTE and 12 science) who participated in the Pilot Study in 2009-2010. This study was a partial replication of the Math-in-CTE Follow-up Study and data were collected using a mixed methods approach. Quantitative data were obtained from online questionnaires and qualitative data were collected from personal and telephone interviews. Data found that a majority of the CTE and science teachers voluntarily incorporated portions of the seven-element pedagogical model and 15 science-enhanced lessons into their curricula one year later. Findings suggest that collaborative professional development is an effective method of integrating science content into CTE curricula to enhance student CTE course achievement without reducing the intent of the CTE program.
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Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.
Full textAbstract:
The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.