Дисертації: "Teacher educators Victoria Attitudes"

1

Cooper, Elizabeth N. "The beliefs of teacher educators." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31110.

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This was an exploratory, descriptive study, focussed on the concepts used by certain teacher educators to describe their work. Open-ended interviews were conducted with 25 teacher educators who worked with undergraduate student teachers in one Canadian university. Their descriptions of the knowledge and the practice which they believed important to the successful completion of their work were classified. Themes were identified and compared to themes derived from a review of literature about teacher education. Three broad categories of belief about the nature of, and the relationship between, the theory and the practice of teacher education were identified. Sub-categories of two of the three broad categories were also identified. The categories which emphasized the primacy of theory were called naive deduction, classical rationalism and technical rationalism. The categories which emphasized the primacy of practice were naive induction, personal practical knowledge and inquiry. The third category emphasized the necessary interaction of theory and practice. Two other broad categories of belief were identified. They described teacher educators who believed student teachers acquire knowledge and skill best If teacher educators teach theory directly (reductionlsm) and those who believed student teachers learned best when helped to interpret experience (wholism). These beliefs were interpreted as being sustaining beliefs, that is, beliefs which serve as general guides to teacher educators' work. Some of these sustaining beliefs reflect the school context of teacher education, others the university context. As a result, teacher educators face dilemmas of choice. It was concluded that this research provided some avenues for further investigation which may help teacher educators to understand more clearly the difficulties experienced when programs are developed or changed.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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2

Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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3

Evans, Holmes Kimberly. "Educators' Attitudes Towards Implementation of Inclusive Education." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/613.

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The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in order to teach students with disabilities. The educators agree that they need more training in order to appropriately plan and advocate effectively for students. The major findings on research questions reveal that 53% of educators in this district strongly agree that they feel comfortable in working collaboratively with each other regarding students with IEPs. Also, 22% of educators strongly disagree that the regular education teachers should only be responsible for teaching students who are not identified as having special needs. In spite of the small sample which was a school district in Southern California that was used for this survey, the findings of the study were valuable for several reasons. First, the educators’ attitudes towards inclusive education were more positive than negative; and second, both special and general educators like to collaborate, display responsibility, and accommodate services to students with disabilities.

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4

Grynkewich, Magda Ann Urban 1952. "Elementary and secondary preservice educators' attitudes and knowledge about attention-deficit/hyperactivity disorder." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282128.

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General education teachers are largely responsible for the education of students with Attention-Deficit/Hyperactivity Disorder (ADHD). This is partially due to the educational movement toward inclusion for students with disabilities, and partially due to the ability of about 50% of students with ADHD to progress normally in school when given classroom accommodations and/or instructional modifications. General educators are teaching students with ADHD, yet limited information about teacher attitudes and knowledge about ADHD exists. This study is an initial exploratory investigation that examined the attitudes and knowledge about ADHD of preservice general education teachers at the elementary and secondary levels. Preservice elementary and secondary teachers completed an instrument designed to assess their attitudes and knowledge regarding ADHD. Two scales were created: one scale for items related to attitudes, and the second scale related to basic knowledge about ADHD. Research questions addressed preservice teachers' overall attitude and knowledge about ADHD, and whether grade level, gender, or perceived experience with ADHD influenced their attitude and/or knowledge about ADHD. Findings demonstrated that preservice teachers were in general agreement with positive attitude statements about ADHD. Differences in attitude ratings by grade level were significant, with elementary preservice teachers in stronger agreement with statements about ADHD than secondary preservice teachers. No significant differences in attitude were evident for gender. There was, however, a significant difference in attitude based on teachers' reported experience with ADHD. Teachers with basic or moderate/extensive experience had significantly more positive attitudes than teachers with no experience. Preservice teachers answered slightly more than half of the 11 knowledge items correctly. Elementary preservice teachers correctly answered more knowledge items about ADHD than secondary preservice teachers. No differences in knowledge were identified based on preservice teachers' gender or experience with ADHD. The findings are discussed in relation to other research on teacher attitudes and knowledge for ADHD. Implications for research and practice are discussed.

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5

Thompson, Laura C. "How Arkansas Band Educators Use Technology for Music Education and Their Attitudes towards This Technology." Thesis, Arkansas State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861515.

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This study was conducted in order to understand the types of music technologies band educators in the state of Arkansas were using, their attitudes towards technology, and the implications training, during undergraduate and through professional development, had on the frequency of use. Arkansas Music Educators (n = 64) completed an online questionnaire containing demographic information, selection of music technologies, agreeability/disagreeability to statements about music technology, frequency of use, descriptions of technologies, and description of how they felt music technology should be used for the purpose of learning. Regarding training in undergraduate professional development for music technology use, there appeared to be no difference between the increase of music technology usage and the increase of more training. Results suggest that participants have an overall “good” attitude towards technology with the stipulation that it should be considered a tool, students and teachers receive appropriate training, and it should be used efficiently.

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6

Carlson, Jeanna M. "An investigation of post-secondary teacher educators' perceptions and attitudes regarding the implementation of death education." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003carlsonj.pdf.

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7

Farmer, Tadd Spencer. "Exploring Concerns of K-12 Online Educators." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6487.

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Although a relatively small number of K-12 students are currently enrolled in online classes, the dramatic growth in online enrollments in recent years suggests that online education will play a significant role in the future landscape of public education. While our understanding of online teaching and learning continues to grow, relatively little is known about the experiences of teachers as they engage in online teaching. In particular, very little is known about the concerns of teachers as they navigate their teaching roles and responsibilities in an online teaching environment. Using an interpretative phenomenological analysis approach, this qualitative study explored the concerns of seven online K-12 teachers through video interviews and bi-monthly journal entries. The findings in this study resulted in six themes with associated sub-themes. These themes suggest that online teachers are highly concerned about themselves, their roles, and their students, along with concerns found at the intersections of these areas. Additionally, this study reveals that the political, educational, and organizational contexts surrounding these online learning environments significantly influence the development and degree of teachers' concerns. The implications of this research encourages greater dialogue between teachers and online educational leaders to better understand teacher concerns and mitigate the negative impact of these concerns on online teachers.

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8

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

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

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9

Simi, Janine. "Teacher Educators' and Pre-service Teachers' Attitudes, Knowledge and Understanding on Special Education and Inclusive Education in the Solomon Islands." The University of Waikato, 2008. http://hdl.handle.net/10289/2451.

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Since the merging of special education and regular mainstream education into a unified system now known as inclusive education, this concept has kept many educators divided. However, it appears that inclusive education has now become the preferred option where children with special needs are given equal opportunity to learn with their peers in inclusive classrooms and an environment where they can freely interact with one another. While the seed of inclusive education had been sown and effectively implemented in most developed countries, it has yet to sprout in the Solomon Islands. It has been suggested that the success of inclusive education depends very much on teachers and their attitudes. Because of that, teachers need adequate training in inclusive education so that they can effectively implement inclusion in their classroom, thus highlighting pre-service training of teachers as an essential factor which may enhance inclusive education in the Solomon Islands. This study was based on an interpretive research paradigm. A qualitative research approach methodology was used. Teacher educators and pre-service teachers from a teacher training college were identified to be the focus of this study. It aimed to investigate their attitudes, knowledge and understanding on special and inclusive education and to find out if the current training is making adequate provision for these two approaches to occur. The primary source of data collection was the use of semi-structured interviews, done through face to face interview followed by a focus group interview. Interview questions were developed for both teacher educators and pre-service teachers. The focus group interview involved all participants. According to the literature, school organisation, leadership, pre-service training and staff development together with policy and funding are just some factors that can contribute to the success of inclusive education. The results suggested that teacher educators and pre-service teachers appeared to have limited knowledge and understanding on what constitutes special education and inclusive practices. There was also a lack of sound policy at the government level that would pave the way for inclusive education in the Solomon Islands. This situation had created a gap between inclusive education policy and practices in the country. Because of lack of policy at the nation level, it had also affected the way other institutions like the School of Education perceived inclusive education. This was evident in that, the notion of educating children with special needs in an inclusive classroom and environment was never introduced to pre-service teachers in the course of their pre-service training at the School of Education (SOE). That was the hallmark of this study. This study suggests that firstly, it is very important for teachers to understand the importance of teaching children with special needs in an inclusive environment. Secondly, this notion of teaching children with special needs in inclusive classroom should be introduced into the curriculum of pre-service training for beginning teachers. Thirdly, all stake holders need to have a change of mindset to create a positive attitude to special education and inclusive practices.

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10

Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.

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11

Yim, Sau-wan, and 嚴秀雲. "Perceptions of teacher mentors on mentoring pre-service kindergarten teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27673212.

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12

Johnson, Glenda B. Wheeler Pamela H. Caldwall Thomas E. "Attitudes held by regular and special educators toward students with mild disabilities and their relationship on students' self-esteem and academic achievement." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507284.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 17, 2006. Dissertation Committee: Pamela Wheeler, Thomas Caldwell (co-chairs), Lanny Morreau, Jerome Tillman, Ramesh Chaudhari. Includes bibliographical references (leaves 83-93) and abstract. Also available in print.

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13

Anderson, Ingrid Mari. "Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2080.

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Since 2011, the state of Oregon has embarked on a comprehensive educational policy change to create a unified birth to twenty educational system. As part of the birth to age five early childhood and family investment strategy, mandated participation in Oregon professional development system is required for all early childhood educators working in Office of Child Care licensed programs. To date, research on early childhood educators' experience in professional development systems has focused primarily on experiences with regulatory systems. This hermeneutic phenomenological study explored how four early childhood educators made meaning of their experiences of professional engagement in Oregon's state professional development system. As a researcher-participant, I conducted a two-part interview with these early childhood educators. First, we revisited the experience of the professional development journey in collage, followed by narrative semi-structured interviews. The researcher employed Dahlberg's (2006) concept of "bridling the experience" (p. 16) as a way to develop an understanding of early childhood educators' professional practice and the intersection between practice and professional engagement in Oregon's professional development system for childhood care and education. The collage and narrative dialogues illuminated the essence of each individual's experience. Experiences such as the intersection of personal professional self, acts of professional engagement, and the emotional nature of participants' work all emerged from the collage and interview process. Three essential themes emerged from the data interpretation and discussion, namely, (a)Personal and Professional Self: Intertwining Personal Experience and Professional Identity, (b)Curves Ahead: Maneuvering Rivers, Roads, and Paths, and (c)The Journey and the System are Asynchronous: "You Guys Figure that Out, Good Luck." Through the emergence of essential themes, participants demonstrated that their experiences while unique also shared common characteristics of what it means to be an early childhood educator in Oregon living with policy in the classroom. It is now the turn of policy makers and program managers of Oregon's professional development system to recognize the strength and wisdom of the voices in the early childhood classroom.

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14

Kahenge, Wendelina Nambahu. "Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013130.

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The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.

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15

Raselabe, Matodzi Johannah. "Foundation phase educators' perception of curriculum 2005 in the Nzhelele West circuit." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/3304.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006.
This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.

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16

Yidana, Issifu. "Faculty Perceptions of Technology Integration in the Teacher Education Curriculum: A Survey of Two Ghanaian Universities." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178570000.

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17

盛宜俊. "A Study of Educators'' Attitudes toward Teacher Appraisal in Taoyuan Elementary Schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/10501125722361489950.

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碩士
臺北市立師範學院
課程與教學研究所
92
Abstract The purpose of this research is to survey Taoyuan County elementary school educators’ opinions on future teacher appraisal. The research focus is on the understanding of general educators’ attitudes and opinions toward the contents and relevant measures of teacher appraisal system. This research adopts questionnaire survey method and draws sample from 616 educators of Taoyuan County’s 46 public elementary schools ; there are 454 valid responses and the effective response rates are 74%. The research tool is “The survey of educators’ attitudes toward teacher appraisal in Taoyuan County elementary schools ”. Conclusions obtained from this research are: 1. The top three appraisal objectives agreed by most educators are “Improving teacher’s specialty development”, “Enhancing school’s operation quality” and “Maintaining student’s learning rights ”. 2. The top three appraisal domains agreed by most educators are “Teacher’s teaching methods and techniques”, “Teacher’s concern about students”, and “Teacher’s specialty knowledge”. 3.The top five members for evaluation team that identified by most educators are “Teacher representatives”, “Directors”, “the Principal”, “subject areas’ teachers”, and “Student representatives”. 4. The top three appraisal identified by most educators are “Teacher’s self-appraisal”,“In-school appraisal team”, and “Appraisal teacher’s peer”. Keywords: Teacher Appraisal, Educators’ opinions，Elementary schools

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18

Hlalele, Lehlohonolo Richard. "Attitudes of township educators towards curriculum 2005 : implication for school management." Thesis, 2012. http://hdl.handle.net/10210/4349.

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19

Choles, Gwynneth May. "Attitudes of South African teacher educators in relation to mainstreaming pupils with special needs." Thesis, 1997. http://hdl.handle.net/10539/22510.

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A Dissertation Presented to The Division of Specialized Education The University of the Witwatersrand In Partial Fulfillment of the Requirements for the Degree of Master of Education (Educational Psychology)
The policy of mainstreaming and the provision for learners with Special Educational Needs (SEN) in the regular classroom is being promoted in many countries. The rationale for this study lies in the pivotal role of teacher educators In facilitating the success of mainstreaming. ( Abbreviation abstract )
AC2017

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20

"Early Childhood Educators’ Beliefs, Attitudes, and Classroom Practices Regarding Race and Gender." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.40799.

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abstract: Early childhood educators' beliefs and practices regarding race and gender were examined via two, mixed-methods studies. Study 1 assessed 341 early childhood educators' beliefs and classroom practices regarding race and gender via an online survey. Educators filled out a largely multiple-choice survey about topics such as colorblindness, sexism, and multicultural teaching practices. Study 2 involved a case study of two preschool teachers who were intentional about addressing racial and gender diversity via anti-bias education. Study 2 explored how early childhood teachers use anti-bias practices, how teachers discuss race and gender with young children, and teachers' experiences using anti-bias curricula. Study 2 involved semi-structured teacher interviews, naturalistic observations of teacher-child classroom interactions, audio-recorded book reading activities, and observations of the classroom environment (e.g., classroom toys, posters). Findings from both studies indicate that educators feel more comfortable and skilled at addressing gender than race in their classrooms. Findings also indicate that there are discrepancies between educators’ beliefs and classroom practices with regard to race, gender, and anti-bias practices. Implications for children's prejudice and stereotype development, as well as for teacher professional development, are addressed.
Dissertation/Thesis
Doctoral Dissertation Family and Human Development 2016

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21

Kortman, Wendy, University of Western Sydney, College of Arts, and School of Education. "Teachers as policy actors : an exploration of teacher actions to negotiate the policy demands of inclusive education." 2008. http://handle.uws.edu.au:8081/1959.7/37127.

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While recognising the complexity of inclusive educational policy for teachers, this thesis argues that a constructive approach for future action may be accomplished by drawing on teachers’ own accounts of significant characteristics contributing to effective inclusion. Accordingly, it is proposed that an understanding of the realities constructed by teachers involved in inclusive practice provides imperatives for future action. In particular, this study explores the finer structures of changed pedagogy, professional development of teachers and the vision of quality education for all that underpin the fabric of inclusive schooling. Furthermore, the study suggests that the focus on teachers’ own accounts or voice provides a major resource with which to theorise and analyse the actuality of inclusive practice and to help overcome barriers to success. In examining the work realities of teachers involved in inclusive education this thesis reports on the results of an empirically grounded and theoretically informed enquiry of the major educational reform of including students with disabilities into regular classroom settings. The case study site for this investigation included two schools, within the State of Victoria, Australia. Primary evidence generated through this study suggests that teachers’ work is a vital contributing factor to successful inclusion, despite the overpowering emphasis on additional funding within the political construction of policy implementation. However, teachers’ existing professional expertise and their professional development needs have not been a key focus of policies directed at sustaining the changed political culture required by inclusion. Drawing on relevant research literature and research evidence, this study argues against the political reductionism of both liberal pluralism and systems theory approaches that have dominated State policy action in inclusive education. In contrast the evidence presented in this thesis suggests the need to reconsider and revalue the knowledge and expertise generated by the education policy actors in this field, namely classroom teachers and school administrators involved in institutional planning and practice. It is these knowledgeable education workers who really influence policy implementation. The significance of this research is that the ‘insiders’ are presented as potentially important drivers shaping the mechanisms for educational reform. For this reason the framework of this study centres on the communicative infrastructures within existing institutions (schools) and the policy actors (teachers) who come together to formulate issues and professional directions. Therefore, the review of the research literature sets out to identify key theories and evidence pertaining to the teachers’ knowledge and learning communities. Literature on the importance of individual and collective agency is reviewed and situated in terms of the debates over the communicative action and life worlds of teachers at the sites of inclusive education reform. In turn, this provides a pathway for establishing the secondary evidence concerning what is currently known about the life worlds of teachers where change engages with struggles over ideological totality, elitist political agendas and the actualities of educational reform. Transcending critical and interpretive paradigms of educational research, capturing teachers�� voice on the complexities of inclusive education, the study moves beyond critical analysis of the way policies construct, or fail to construct, institutions and individuals within them. Inclusion is viewed through the life worlds of teachers involved in integration and inclusive programs, and situated within the context of their communicative actions. Data was generated through unstructured interviews where there was an emphasis on informal contexts and open communication that was free from system distortion. Communicative interaction was then expanded through a second semi-structured interview for the purpose of validation of the data and for testing the researcher’s construction of received messages. In addition feedback regarding emergent themes and representative quotes was also requested from participants. In this study the situated meaning of teachers’ work as an expression of policy-in practice was explored in relation to the textual framing created by State policy, institutions (schools) and teachers’ own skills and knowledge. The major perceptual elements for this research focus on the interrelation between these policy contexts, the paradigm that frames teacher’s professional knowledge and the pathways and processes for teaching and learning to occur.
Doctor of Philosophy (PhD)

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22

Pinnock, Asburn Rupert. "An examination of the effects of professional development on teacher educators' attitudes and self-efficacy towards classroom computer technology /." 2006. http://www.consuls.org/record=b2801666.

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Thesis (Ed.D.) -- Central Connecticut State University, 2006.
Thesis advisor: Bethany Silver. "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 114-129). Also available via the World Wide Web.

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23

Maforah, Tsholofelo Pauline. "Factors that promote the level of job satisfaction among school educators: an education management perspective." Diss., 2004. http://hdl.handle.net/10500/1950.

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In this dissertation the findings of a survey on 100 inner-city independent school educators, concerning the factors that affect the level of job satisfaction are presented. It was found that educators derive most of their job satisfaction from interpersonal relationships. Dissatisfaction was mainly the result of low salaries, low status in the community, poor facilities and lack of security. Most of the educators were looking for alternative employment and regarded employment in public schools as a much better option. Recommendations were made to principals on how to improve the factors that affect the level of job satisfaction for educators.
Educational Studies
MED (EDUC MANAGEMENT)

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24

Johnson, Nicole Pamela. "Early-Career Art Teacher Educators’ Professional Tensions as Catalysts for Growth: A Phenomenological Multi-Case Study." Thesis, 2021. https://doi.org/10.7916/d8-wyjw-6s70.

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University-based teacher educators’ first three years on the job are often imbued with tension, as they must renegotiate their professional identities and pedagogical philosophies in relation to ambiguous and sometimes conflicting expectations of what they should do and stand for in this role. As role models for aspiring art teachers, art teacher educators have a powerful influence on their pre-service students’ views of teaching, and on their emergent professional dispositions. However, despite the moral and intellectual significance of their work, and the diversity of their identities and work contexts, research on this population is limited and does not reflect current demographics in the field. While existing studies suggest some of the tensions that art teacher educators—both new and veteran—face on the job, research has not yet explored how new faculty members, specifically, experience their earliest years in the role nor how they learn to develop personally authentic art teacher education pedagogy. This qualitative multi-case study responds to these gaps in the literature, and to the understanding that new knowledge-for-practice is often generated within spaces of creative tension such as career transition. The study participants were eight full-time art education faculty members with less than three years in the role. Individual and cross-case analysis of data collected through semi-structured interviews, qualitative questionnaires, and reflective tasks, revealed that participants’ tensions were predominantly influenced by discrepancies between (1) their established occupational roles/identities and practices, and expectations placed upon them in the art teacher educator role that they had not fully anticipated, and (2) their own, and others’ art-education-related (ideological) values. Most of the participants identified strongly with discipline-specific values (e.g., being grounded in activism and arts-informed social justice). These values functioned as core elements of their professional identities and of their teaching, research, and scholarship. However, in some cases, there were difficulties in translating these values into effective art teacher education pedagogical content knowledge. The data analysis suggested that through reflecting on tensions, participants gained increased professional self-understanding and keener awareness of the forces that enable or constrain the enactment of their personal pedagogical values. Additionally, the data suggest that greater intentional preparation and support for this role (particularly mentorship that validates their established identities and backgrounds) prior to and during the early years, could greatly benefit art teacher educators’ adjustments into the academy and facilitate their building of pedagogical content knowledge for this role.

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25

Colgan, Desia. "Perceptions of democracy education among preset and inset students and teacher educators at a college of education." Thesis, 2007. http://hdl.handle.net/10539/2033.

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Student Number : 8908713V - M Ed project report - School of Education - Faculty of Humanities
This research report focuses on educators’ current attitudes, skills and knowledge in relation to democracy in South African education today. The research report also considers what needs to be done to make democracy a reality that informs education as opposed to simply adhering to policy and legislation that speaks of fine ideals but may well have limited impact on the lives of the majority of South Africa’s citizens. I contend that one of the main barriers between democratic theory and practice is ambiguity and the resulting uncertainty and insecurity. I believe that many South Africans, many world citizens in fact, struggle to articulate what democracy actually means. If this grey area is to be addressed and ambiguity defused then educators need to be clear about what it is they are trying to educate learners for. This can only be realised when educators have internalised ‘lived democracy’ and, as a result, feel both an ownership and commitment to democracy as a lived practice.

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26

Bhengu, Millicent Gugulethu. "An investigation of the influence of teaching facilities and teacher training on the attitudes of primary school educators towards the implementation of inclusive education." Thesis, 2006. http://hdl.handle.net/10413/2942.

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The present study focuses on the investigation of the influence of teaching facilities and teacher training on the attitudes of educators towards the implementation of inclusive education. As a result of South Africa's particular history of inequalities and discrimination, and the context recent rapid social changes, most schools do not even have basic resources and are experiencing a serious breakdown in the culture of learning. These factors are viewed as part of the major challenges to educators and the policy of inclusion. If these factors are not addressed, they act as major barriers to learning and development, thereby resulting in the exclusion of many learners. The right of all learners to basic education is underwritten by the policy of inclusive education. Attainment of an educational right, therefore, focuses on the need to ensure that all learners, including learners with special educational needs (LSEN), are able to access equitable educational opportunities that will allow them to achieve to their potential. Inclusive education constitutes a challenge to the education system as a whole and in particular to educators in mainstream classrooms. The educators in South African schools are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum. Teachers are expected to have the knowledge and skills to accommodate a range of diversity among learners. In international literature, it has been found that positive attitudes in educators towards inclusive education, play an important role in the successful implementation of an inclusive educational policy. From the literature, it becomes clear that, should educator's attitudes towards inclusion be negative, their teaching abilities in the inclusive classroom will be negatively affected. In order to achieve the goal of this study, a survey questionnaire which was completed by fifty educators (White and African) was conducted. The researcher was able to determine the influence of teaching facilities and teacher training on the attitudes of primary school educators towards implementation of inclusive education. From analysis of the data, it became apparent that these primary school educator's attitude was largely positive but they felt incompetent because of their lack of knowledge and skills, and because of the lack of teaching facilities and resources.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.

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Niznik, Marina Enrica. "An exploratory study of the implementation and teacher outcomes of a program to train elementary educators about ADHD in the schools." Thesis, 2004. http://hdl.handle.net/2152/1282.

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Dunn, Melanie. "The perceptions of parents and educators with regards to formal and informal education." Thesis, 2004. http://hdl.handle.net/10413/2876.

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In general, a particularly complicated and difficult relationship has existed between parents and educators, due in part, to the fact that educators have always been seen as the experts and proverbial holders of knowledge in the educational process while parents have been seen to be peripheral to this process. This inequality is seen to be problematic as a child's significant learning is increasingly understood to occur in both the home and school contexts. This study explored the perceptions of a selection of parents and educators across the three levels of the educational process with the aim of facilitating a dialogue amongst all the participants in order to establish partnerships that would assist in the integration of the formal and informal learning processes. Using the Dialogue Game as a research tool, the participants in this study revealed many of the dilemmas that inhibit the establishment of partnerships between the two contexts. While the educators appeared resistant to the idea of a partnership as they perceived themselves to be 'experts' in the area of education, parents were aware that significant learning occurs in many contexts, but felt unconfident in their abilities to educate children. Some of the findings from the current study mirror those of two earlier studies (Van der Riet, 1997 and Danckwerts, 2002) conducted in the Eastern Cape and KwaZulu-Natal, respectively. Although all three samples were drawn from different socio-economic and cultural groups, the findings would suggest that the parents and educators of South Africa have essentially similar perceptions regarding formal and informal education.
Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2004.

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De, Villiers Elsabe. "Teacher leadership : perspectives, perception and readiness of educators on the Eden and Central Karoo education district in the Western Cape province." Thesis, 2010. http://hdl.handle.net/10500/4715.

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The people in the organisation are the key to quality and effective change and improvement in schools. A new paradigm in school leadership, namely teacher leadership, grounded in distributed leadership theory and supported by enabling policies, provides a platform for school wide capacity building where more and more people recognise the potential of other team members, promote it and thus give stimulus for significant change. The purpose of the research was to determine the perspectives, perceptions and readiness of educators in the Eden and Central Karoo Education District for teacher leadership, as well as educators’ perceptions regarding the school culture required for teacher leadership to be nurtured and sustained. A total number of 283 educators participated in this study, including principals, members of school management teams, veteran, middle, novice educators and district officials. A series of instruments were used to determine educators’ perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI) and the Teacher Leadership School Survey (TLSS). Data revealed that educators held positive assumptions about teacher leadership; that educators were collectively ready for teacher leadership; and that they perceived their school cultures as healthy for teacher leadership practices. Educators used language of leadership which can be associated with the organisational and transformational leadership theory; indicated that they experienced barriers to teacher leadership; and that there is a need for professional development in relation to teacher leadership. A significant difference was found between the preliminary leadership and barriers to teacher leadership perceptions held by district officials and other educators (principal, member of school management team, veteran, middle and novice). A significant difference was also found between members of school management teams and other educators (middle and novice) in relation to their readiness for teacher leadership. Significant relationships were found between educators’ preliminary leadership and readiness for teacher leadership perceptions, as well as between their readiness for teacher leadership and their perceptions about a healthy school culture for teacher leadership. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators’ self-esteem, motivation and productivity, as well as student outcomes.
Educational Studies
Thesis (D. Ed. Education Management))

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Rapeta, Seshoka Joseph. "Rightsizing in public schools : the experiences of educators and stakeholders of rationalisation and redeployment as policy." Thesis, 2019. http://hdl.handle.net/10500/26238.

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Rationalisation and redeployment of educators in South Africa negatively affects teaching and learning in schools. The purpose of this study was to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. The study was conducted in schools of the Mopani district in Limpopo Province. Limpopo schools experience redeployment every year as the learner enrolment fluctuates. This increase or decrease of learner enrolment causes compulsory transfer of educators from the school with low enrolment to the school with greater enrolment. A legal framework, social justice and transformational leadership theory underpinned this study. The study used a qualitative research framework and methodology located within the constructivist paradigm to explore the experiences of educators and stakeholders on rationalisation and redeployment as a policy. This qualitative study employed a case study design, the case being redeployment of educators. Principals, educators, secretaries of school governing bodies, union members and circuit managers were selected as stakeholders to participate in the study. Semi-structured, face-to-face interviews were conducted with principals, secretaries of governing bodies, union members and circuit managers. Two focus groups with educators, who were once redeployed, were used, one from a primary school and the other from a secondary school. Observations and document analysis were also used in this study for triangulation. Data were coded and analysed through qualitative content analysis. The study found that rationalisation and redeployment affect the morale of educators It was also revealed that principals use the process for their personal advancement. Again, rationalisation and redeployment hinder the school performance as it takes place in the middle of the year. This study recommended that rationalisation and redeployment be done once within a three-year cycle. It was also recommended that redeployed educators should be counselled to boost their low morale.
Educational Management and Leadership
Ph. D. (Education Leadership and Management)

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Landon, Rocky. "We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario." Thesis, 2012. http://hdl.handle.net/1807/34776.

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The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews. This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research. There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and iii were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers. This study offers some suggestions on how to improve the practice of educating First Nation secondary students.

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Дисертації з теми "Teacher educators Victoria Attitudes"

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