Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Teachers Training of Victoria.
Дисертації з теми "Teachers Training of Victoria"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-44 дисертацій для дослідження на тему "Teachers Training of Victoria".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Allan, Myrna. "Is professional development a solitary or a collegial experience?" Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/1114.
Повний текст джерелаАнотація:
There exists a consensus about the importance, but little else, of the ongoing professional education of teachers. The professional development of teachers is often seen by teachers to be a purely private matter serving self-improvement and/or career advancement. Equally often it is assumed to be essentially collegial concerned with improved school responses to redefined social expectations. Little is known about how, at the intersection of personal interactions and social necessities, truth is constructed by teachers about the significance of professional development exercises. This ontological research investigated the influence of the community of practice in signifying professional development of teachers' professional identity formation. It is a proximal influence that has been largely neglected in the literature on professional development. The case studies conducted here of science teachers in a rural secondary school initially assumed that certain types of autonomy and collegiality, together with differing workplace conditions have a more positive influence on teachers' professional development than others. The use of teacher portfolios in professional development reporting was investigated as institutional scaffolding for facilitating the sharing of insights from often remote professional development experiences, and as a means of improving communication within the science department.Positioning theory, as a tool in discursive psychology, was used to analyse professional development experiences as narrated by four colleagues in conversations with the author.
2
Moitoso, James Anthony. "The Air Force Junior Reserve Officers' Training Corps: A handbook for substitute teachers." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1468.
Повний текст джерела
3
Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
Повний текст джерела
4
Kucheruk, Maryna. "Vocational training for future teachers." Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14693.
Повний текст джерелаАнотація:
The purpose of the research is to reveal the significance of mastering new educational technologies. This enables not only to enrich the base of theoretical and methodological knowledge of students, but also to form a bundle of professional skills to design, develop the learning process, analyze its results in accordance with new information technology teaching.Метою роботи є дослідження важливості освоєння нових освітніх технологій. Це дає змогу не лише збагатити базу теоретичних та методичних знань студентів, а й сформувати сукупність професійних навичок проектування, удосконалення навчального процесу, аналізу його результатів відповідно до викладання нових інформаційних технологій.
Целью работы является исследование важности освоения новых образовательных технологий. Это позволяет не только обогатить базу теоретических и методических знаний студентов, но и сформировать совокупность профессиональных навыков проектирования, совершенствование учебного процесса, анализа его результатов в соответствии с преподаванием новых информационных технологий.
5
Miller, Israel B. "Behavioral skills training with teachers : maintenance and booster training." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003117.
Повний текст джерела
6
Gokmenoglu, Tuba. "Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615128/index.pdf.
Повний текст джерелаАнотація:
Policy makers, school and district leaders, researchers, industry, and parents are all increasingly concerned with improving the quality of education in schools. Therefore, teachers need to welcome and keep themselves up-to-date about the improvements, developments, and educational reforms. At this point, in-service training of teachers is one of the most urgent concerns of teacher educators and policy makers. Although there is a widespread view on the importance of teachers&rsquoprofessional learning, how design and process should be handled is still questioning issue. The purpose of this study was to determine the kinds and qualities of in-service training that teachers needed. Professional development designs&rsquo
three elements were highlighted in this research. Content refers what designer of professional development expects teachers to learn
form denotes the context, materials, schedule, and evaluation in which learning takes place
audiences are targeted group of teachers who needs to participate some certain programs. Via survey design
data were collected from 1730 teachers, and analyzed through ANOVA and Structural Equation Modeling. Teachers reported an occasional need for Guidance and Special Education, Preparation for Inter/national Exams, Self-development, Professional Teaching Knowledge, and Technology Use, and reported medium satisfaction with previous programs. They also reported their preferences for in-service training program format. All these results were discussed together, and combined as design elements of training programs. Determining what teachers need and prefer and how they learn best made it possible to provide suggestions for Turkish teacher training policy to maximize the match between teacher needs and the content and process by which those needs are met.
7
Badali, Salvador John. "Seconded teachers as teacher educators." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.
Повний текст джерела
8
Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--University of Oregon, 2008.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
9
Safi, Sayedwali. "In-service Training Programs for Schools Teachers in Afghanistan : Teachers’ Views about effectiveness of the In-service training." Thesis, Karlstads universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37178.
Повний текст джерелаАнотація:
Like other fields of life also the education system has affected in Afghanistan by long lasting war and the whole system face with lack of professional cadre. For addressing the deficit in teaching cadre Ministry of Education beside other long term programs has designed short term courses for training of in-service teachers; these courses are called INSETs and it has been delivered through a unified modality of District Teacher Training Team (DT3) and covers all teachers nationwide. In this research I tried to study views of teachers about effectiveness of In-Service Trainings (INSET), since the INSET training program has important role in professional development and capacity building of teachers, but its effectiveness depends on the effectiveness of its composing elements such as teachers’ interest, time and duration, trainers’ ability, subjects covered in each training and follow-on support; to this end I collected the data through questionnaire. The findings show that generally teachers feel the need to their professional development, so they are interested to participate in INSET programs. The respondents believed that scheduling and planning for the INSET shall be made in close coordination to school management. The study findings also illustrate that both male and female respondents have same perception about trainers’ qualification, but female and BA holders have more critics about the trainers’ qualification. Majority of the respondents are satisfied about follow-up activities and they said they received follow-up support to practice the knowledge and skills in their daily class room activities. Majority of the respondents believed that the subjects or topics which are covered in the INSET courses are useful, but during developing of any study materials for INSET courses, more attention shall be paid for avoiding of ambiguity in the course materials, also those materials which are translated from foreign languages shall be adopted in Afghan context; and shall be translated professionally. Based on the teachers’ views the INSET program is effective, but still there are some problems to be solved to make the programs more functional and effective for teachers. Prior to designing of any training, need assessment of teachers through scientific methods is highly recommended. Lack of professional trainers is another issue toward effective implementation of the program.TEMP
10
Ivanova, Olena. "Psychology role in teachers-to-be training." Thesis, Дніпровський національний університет залізничного транспорту імені академіка В. Лазаряна, 2019. https://er.knutd.edu.ua/handle/123456789/14702.
Повний текст джерелаАнотація:
The work deals with psychology as a multifacet discipline which includes many study areas such as human development, sports, health, social behaviour and cognitive processes. Special attention should be paid to social and educational psychology in preparing future specialists in education.В даній роботі психологія розглядається як багатогранна дисципліна, яка включає багато напрямків дослідження, таких як розвиток людини, спорт, здоров'я, соціальна поведінка та когнітивні процеси. Особливу увагу слід приділяти соціальній та освітній психології при підготовці майбутніх фахівців з освіти.
В данной работе психология рассматривается как многогранная дисциплина, которая включает много направлений исследования, таких как развитие человека, спорт, здоровье, социальное поведение и когнитивные процессы. Особое внимание следует уделять социальной и образовательной психологии при подготовке будущих специалистов в сфере образования.
11
Fraser, D., T. Marder, Pamela J. Mims, and Bree Jimenez. "Training Teachers in Data-Based Decision Making." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/188.
Повний текст джерела
12
Suell, Jo Lynn. "Traditional and alternative teacher training programs a comparison of perceptions of training and retention of first-year teachers /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000051.
Повний текст джерела
13
Ferreira, Ignatius Leopold. "Training in note making : the effects of a training scheme on first year teacher-training students." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003688.
Повний текст джерелаАнотація:
This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.
14
Fryer, Marilyn. "Teachers' views on creativity." Thesis, Leeds Beckett University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328586.
Повний текст джерелаАнотація:
This study explored the views of teachers and further education lecturers in England and Wales about creativity and its development. A survey questionnaire was administered to 1028 teachers and lecturers, and interviews were conducted with a sub-sample of 31 teachers. The questionnaire included original measures of teachers' opinions about creativity and teaching style preferences, as well as the Torrance "Ideal Pupil" and "Ideal Person" Checklists - included to facilitate comparisons with previous research. Results indicate that most teachers subscribe to a definition of creativity perceived mainly in terms of "imagination", "originality" and "self-expression". "Divergence is regarded as synonymous with creativity by only half the sample. Most teachers think creativity can be developed, but almost three quarters think it is rare. Creativity is perceived as quite different from intelligence. Over two thirds think creativity is limitless, whilst less than a third think intelligence is. Clear differences in views on creativity emerged in terms of some major socio-biographical factors - sex and subjects taught, in particular. Such differences appear to be linked to teaching style preferences by the phenomenon "person orientation", as defined by Collings (1978). It has been found that females, general subject teachers, creative arts teachers and nurse tutors tend to favour a pupil oriented teaching style significantly more than males and maths/science/ technology teachers. Moreover, females are significantly more likely to view creativity in terms of self-expression than males, who are more "objectoriented", as discussed by Collings and Smithers (1984). Similarly, maths/science/technology teachers are significantly less likely to envisage creativity as "self-expression" than are all other groups. What mainly distinguishes those teachers in the sample most oriented to creativity from those much less oriented, is a body of opinion which reflects a preference for pupil-centred learning.
15
Maguire, Meg. "The job of educating teachers." Thesis, King's College London (University of London), 1993. https://kclpure.kcl.ac.uk/portal/en/theses/the-job-of-educating-teachers(4b6284e3-fc3c-4c7d-b16f-92ed0c3ff806).html.
Повний текст джерела
16
Mathis, Janelle Brown. "Preservice teachers' perceptions of themselves as learners, readers, and teachers in a children's literature classroom." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187014.
Повний текст джерелаАнотація:
Preservice teachers' perceptions of their learning, reading, and teaching in an experientially designed course, Children's Literature in the Classroom, is the focus of this study. Qualitative methods included data sources such as initial student surveys, written early literacy memories, audiotaped and transcribed discussions of children's and adolescent literature, mid-term and final self-evaluations, audiotaped and transcribed exit interviews, and various written artifacts created throughout the semester. Several levels of data analysis were used to discover answers to the following questions: What do preservice teachers view as the purpose of this course for themselves personally and professionally? What role do they see literature playing in learning, reading, and teaching? What class experiences were most significant to students? What are preservice teachers' perceptions of themselves and children as learners, readers, and teachers? Each question was extended by also examining the new understandings that were constructed during the many transactions within the semester. The findings of the study emphasized the positive learning experiences within the constructivist framework of this course. Concerning the purpose of the course and children's literature, class members gained a knowledge base in children's literature and an understanding through experience of the purpose and implementation of literature in the classroom. The most significant course aspect was stated as literature discussion groups. Reasons given for this included the personal experiences shared, the various understandings of literature through diverse responses, and the meaning making about text and life that transpired. As learners, preservice teachers developed a greater understanding of the complexities of learning as well as professional knowledge about literature and its use. As readers, they discovered new insights into the reading process, and for many a renewed love of reading emerged. As teachers, they constructed new attitudes and beliefs about teaching in addition to resources and professional preparation gained from the course. Three case studies showed how class members who had very different perceptions of how they best learned were all supported in their construction of knowledge within the class.
17
Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.
Повний текст джерела
18
Thibeault, Johanne. "The relationship between student teachers and cooperating teachers as a foundation for the development of reflective thinking : an exploratory study based on student teachers' perceptions." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84682.
Повний текст джерелаАнотація:
The development of reflective thinking in student teachers has been gaining greater attention in the teacher education literature. Nevertheless, some of the multiple factors involved in this process have not yet been examined. This study focused on the perceptions that student teachers have of their relationship with their cooperating teachers in the context of a practicum. More specifically, it attempted to determine if and how cooperating teachers trigger student teachers' reflective thinking. Seventeen student teachers, who made up the first cohort to experience the four-year undergraduate program in teaching English as a second language, participated in this exploratory study. Three sets of data were collected through questionnaires, interviews and reflective logs. Two phases of analysis followed, allowing the categorization of results and patterns into five distinct categories that corresponded to the research questions. The quantitative phase provided the results to the Likert-type questionnaire using two statistical management softwares: SPSS 10.0 and Excel. The qualitative phase used a coding system to identify the emerging patterns in the interview and in the reflective log data. The first phase of analysis provided descriptive statistics indicating that it is the cooperating teachers' verbal communication that most triggers student teachers' reflective thinking. The second phase revealed that student teachers attribute the triggering of their reflective thinking more to themselves and to class incidents than to their cooperating teachers. Based on the findings, Taggart's (1996) Reflective Thinking Model was enhanced by a socio-constructivist micro-model designed to help cooperating teachers better support student teachers' reflection. The study contributes to teacher education research by elucidating the relationship between student teachers and cooperating teachers with regards to the development of reflective thinking.
19
Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.
Повний текст джерелаАнотація:
The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.
20
Heilweil, Ida. "Teachers and computer-technology : from training to implementations." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31021.
Повний текст джерелаАнотація:
The Israeli Ministry of Education launched the "Tomorrow 98" programme in 1994 to integrate computer-technology into the educational system. Training the teachers for this change was one of the main goals of the programme. This study examined the integration of computer-based technology of 167 ESL teachers who had participated in the course "Integrating Computers into the English Class" organised since 1994 by the Israeli Ministry of Education. This two phased study included a questionnaire sent to all the ESL teachers who participated in the course and in-depth interviews conducted with five teachers (three users and two non- users of computer technology in their teaching) and five leading figures in their schools (three computer coordinators who work in the users' schools and two school principals in whose schools the two non-users teach). The analysis of the findings shows that 70 per cent of the teachers who participated in the course integrate computer technology in their teaching. A majority of these teachers have changed their teaching methods both in the computer environment and the regular classroom. They enjoy working in the computer room more than in the normal classroom and believe that their learners feel the same. The teachers state that their main obstacles are lack of time and access. Technical problems ceased to intimidate them as they have learnt to overcome them with the aid of their learners or peers. Of the 30 per cent who do not use computers in teaching, 93 per cent use computers to prepare their lessons and worksheets. The main reason they do not integrate computers in their teaching is lack of access to computers in school. The study shows that school principals and school cultures have a distinct influence on the success or failure of computer integration in their schools. Collegial school management and supportive school culture encourage teachers to use computers in their teaching and to experiment new teaching methods. It is the hope of the researcher that this study will help teachers, principals, course developers, and other professionals working to integrate technology into instructional settings to understand the issues which accompany this process and lead it to success.
21
Law, Lai-ming Teresa, and 羅麗明. "Guidance training needs and support: class teachers' perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961757.
Повний текст джерела
22
Muglia, Wechsler Solange, and Suarez Janete Tonete. "Teachers’ perceptions in training courses on talents/giftedness." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/100958.
Повний текст джерелаАнотація:
Programs designed for teachers’ training should prepare them to attend to the needs of talented/gifted students in their classrooms. The purpose of this study was to investigate whether future teachers had sufficient knowledge to attend the talented/gifted students. The sample consisted of 170 undergraduate students (145 women, 25 men), who were enrolled in teachers’ preparation courses in 2 private and 3 state universities in Brazil. A questionnaire with six open questions about talent/giftedness was administered in a group setting, and answers were classified by content analysis. The results indicated that teachers have several doubts about these concepts and question if they are responsible or the school administrators are responsible to attend to these students. In conclusion, future teachers are not receiving adequate preparation to guide talented/gifted students in their classrooms.La formación de los profesores brasileños a nivel de pregrado debe prepararlos para enseñar a los estudiantes talentosos / dotados. Este estudio tuvo como objetivo investigar si estos futuros maestros tienen conocimientos para enseñar estos estudiantes en sus aulas. La muestra consistió en 170 individuos (145 mujeres, 25 hombres), estudiantes de último año de pregrado en dos universidades privadas brasileñas y tres estaduales. Un cuestionario con seis preguntas abiertas sobre talento/superdotación fue administrado colectivamente y las respuestas fueron clasificadas por el análisis de contenido. Los resultados indicaron que los maestros tienen varias dudas sobre estos conceptos y cuestionan si son responsables o la administración de la escuela por atender a estos alumnos. La conclusión es que los futuros docentes no están adecuadamente preparados para enseñar a los estudiantes talentosos /sobredotados en sus aulas.
A formação dos professores brasileiros em estudos do nível de graduação, deveria prepara-lhes para o ensino de alunos talentosos e superdotados. Esta pesquisa teve por objetivo conhecer se os futuros professores contavam com conhecimentos para atender estes alunos em suas salas de aula. A amostra foi composta por 170 participantes (145 mulheres, 25 homens), estudantes do último ano da graduação em educação/pedagogia em 2 universidades privadas e 3 universidades estaduais no Brasil. Um questionário com 6 perguntas abertas sobre talento e superdotação foi administrado coletivamente e as respostas obtidas foram classificadas pela técnica de análise de conteúdo. Os resultados mostram que os professores possuem bastantes dúvidas sobre os conceitos de talento e superdotação, mesmo questionando se cabe a eles ou não à gestão escolar e o atendimento para estes estudantes. Conclui-se que os futuros professores não estão adequadamente preparados para ensinar alunos talentosos e superdotados em suas salas de aula.
23
Law, Lai-ming Teresa. "Guidance training needs and support : class teachers' perception /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22266756.
Повний текст джерела
24
Childre, A. L., and Cynthia R. Chambers. "Training Teachers to Build Partnerships with Diverse Families." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3885.
Повний текст джерела
25
Grady, Carolyn Ann. "Math Teachers' Experiences with Math Staff Development Training." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5083.
Повний текст джерелаАнотація:
As a result of low student scores on math assessments and teachers' seeming inability to raise those scores, professional development (PD) interventions were developed to address teachers' knowledge and understanding of math instruction. The purpose of this case study was to gain a deeper understanding of teachers' experiences with the math staff development training and how those experiences influence their teaching and students' learning. Guided by constructivist theory, the key research questions addressed the math teachers' experiences with the math PD and what teachers perceive to be their needs for effective math PD. Data for this case study were collected through interviews and observations of 25 secondary math teachers at 3 high schools. The data were coded using an analytic method to discern themes and patterns. The findings indicated that PD should have a focus on strategies that are relevant, include team collaboration and time to observe demonstration lessons. As a result, a 3-day PD was designed to focus on specific course content taught by teachers, opportunities to observe lessons, and team collaboration to design lessons. This project study affects positive social change via a PD training program with consistent, pertinent and content-specific support for math teachers in the classroom. Teachers will be more engaged in the process, students will be more engaged in their learning, and the community will benefit from increased student success. Effective PD has the potential to improve teacher practice, thus student learning, enabling student success in school and beyond. Successful students make successful adults who live independent, constructive and fulfilled lives.
26
Arbolino, Lauren Allyn. "In-service training on child abuse for classroom teachers what is the effectiveness of mandated training? /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Повний текст джерела
27
Pollard, Anna, and apollard@parade vic edu au. "The Professional Development and Training Needs of Literacy Coordinators in Secondary Schools in Victoria, Australia." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080514.122251.
Повний текст джерелаАнотація:
The research presented in this thesis investigates the professional development and training needs of Literacy Coordinators in secondary schools in Victoria, Australia. This study augments the extensive body of research pertaining to knowledge about literacy programs, theory and pedagogy and it aims to explore a further dimension relating to the skills and knowledge that Literacy Coordinators need to acquire and apply in order to successfully manage their programs. The research paradigm of this study, as described by Guba and Lincoln (1994), uses constructivist (naturalistic) inquiry methodology and a case study approach. The collection of the data in these case studies has been achieved using a semi-ethnographic approach described by Denzin and Lincoln (2000) where the researcher observes the classroom program as a non-participant observer and engages in active collaborative reflection and analysis of the key knowledge and strategies required for successful p rogram management, in conjunction with the Literacy Coordinator participants. This study has also employed purposeful sampling (Patton, 1990) in the selection of the Literacy Coordinator participants and their schools and incorporates the use of teacher's voice in the construction and interpretation of key issues. The literature review examines the conceptualisation of literacy learning with a focus on the past three decades and explores current leadership and management theory as an integral component of program provision. A historical background to the industrial and political influences on the provision of literacy support for the purpose of raising the literacy achievement of students in secondary schools in Victoria is also provided. The value and relevance of having a theory that informs the Literacy Coordinators' practice is explored. The importance of professional development through participant observation and shared retelling and collaborative interpretation of the events is also examined. The case studies highlight the need for training in program design, diagnosing of student needs and for training for the leadership component of the role. The data collection involved six school sites and six Literacy Coordinators employed in secondary schools in the Northern metropolitan region of Melbourne, Victoria, Australia. Data included key informant interviews, curriculum and strategic planning documents and program materials. A number of key skills and knowledge criteria emerged as key factors in successful program management. They include the need for time and appropriate resources to effectively manage the program; the need for Literacy Coordinators to be trained in selecting and designing content, the need to master pedagogical knowledge related to literacy program provision and the need for training in the use of testing instruments and interpretation of testing data. Other key knowledge and skill requirements include training in management, the ability to develop effective partnerships and the ability to build and maintain teams. Recommendations for enhancing professional practice flow from this thesis; they have most relevance to Literacy Coordinators and other program leaders and for principals, policy makers and tertiary educators.
28
Turnley, Jennifer Anne. "Education and Training of Specialist Sexual Offence Investigators in Victoria, Australia from 2009 to 2011." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1481.
Повний текст джерелаАнотація:
The topic of training specifically designed for investigators of sexual offences has received little attention from academic researchers to date. Previous studies have not described training provided to police investigators of sexual offences in Australia. This thesis developed Turnley’s Framework for the Examination of Police Training in Sexual Assault Investigation, to examine and describe a Sexual Offences and Child Abuse Investigative Teams (SOCIT) Course, provided to Victorian Police from 2009 to 2011. This entailed triangulation of findings from non-participant observations of one SOCIT Course, with quantitative and qualitative data sourced though an in-depth interview with course trainers; feedback sheets voluntarily completed by trainees who undertook the course and responses from an online survey of 44 police who completed a course between 2009 and 2011. A description of the course design, resourcing, content, delivery, individual and organisational outcomes are presented as findings. Trainees reported the SOCIT course to be highly relevant for the work of specialist sexual assault investigators, with 80% of survey respondents self-reporting a change in their attitudes towards victims of sexual offences as a result of the SOCIT training. Despite these self-reports, findings from the survey indicate the maintenance of negative attitudes by some police in relation victims. The findings of this thesis concur and support findings of the Policing Just Outcomes Project with regard to the need for police to focus on, and refine the process of selection and recruitment, for this specialised area of police work.
29
Bowden, Jennifer Tara. "Engaging with change: investigating strategies of professional learning in a Victorian school." Thesis, 2007. https://vuir.vu.edu.au/1458/.
Повний текст джерелаАнотація:
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.
30
Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.
Повний текст джерелаАнотація:
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.
31
MacMath, Sheryl. "Perceptions of undergraduate education students from within an elementary teacher education programme." 2005. http://hdl.handle.net/1828/807.
Повний текст джерела
32
Arnold, Julie. "Tracing the mindshift in preservice teachers: learning landscapes." Thesis, 2015. https://vuir.vu.edu.au/29794/.
Повний текст джерелаАнотація:
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.
33
Kelsey, Catherine. "Training Practice Teachers in OH." 2015. http://hdl.handle.net/10454/11229.
Повний текст джерела
34
Longman, Christine Anne. "Influences on opioid pharmacotherapy prescribing in general practice in Victoria." 2009. http://repository.unimelb.edu.au/10187/5787.
Повний текст джерелаАнотація:
Opioid dependence is a chronic relapsing condition resulting in significant individual and community harms, for which the most effective treatment is long term opioid pharmacotherapy (OP). In contrast to other Australian states and territories, in Victoria, 80-85 % of OP prescribing is undertaken by GPs, and while demand for this treatment is difficult to estimate, all evidence indicates that the current and future GP workforce is inadequate to meet projected need.GPs have shown a reluctance to become actively involved in the treatment of patients with drug dependence, especially where illicit drugs are involved. In order to prescribe OP, Australian medical practitioners are required to complete a specific training program. Little is known of the reasons why GPs decline to undertake this training, and why the majority who complete training, subsequently prescribe to very few or no patients.
Using in-depth interviews and an analysis of existing data from the Victorian Department of Human Services, this thesis not only explores why GPs are unwilling to complete OP training, and why many subsequently fail to prescribe, but also identifies both barriers and facilitators which influence GPs in their decisions regarding these issues. The results have not only provided new information on the reasons GPs decline the offer of training but also supported existing research.
35
Francisco, Susanne Lynette. "How novice vocational education and training teachers learn to become teachers." Thesis, 2016. http://hdl.handle.net/10453/90284.
Повний текст джерелаАнотація:
University of Technology Sydney. Faculty of Arts and Social Sciences.Expectations of the vocational education and training (VET) sector continue to increase as governments, industry, and the community see vocational education and training as an answer to a range of issues. Meeting these expectations and providing quality VET requires VET teachers with a high level of skills and abilities. At the same time, in Australia, many VET teachers begin teaching with little or no prior experience or educational qualifications related to teaching. This thesis addresses the question of how novice vocational education and training teachers learn to undertake the teaching role. Specifically, it considers, • How novice VET teachers learn to become teachers through undertaking the teaching role; • How novice VET teachers learn to become teachers through practices additional to the teaching role; • What novice VET teachers learn; and • What enables and constrains novice VET teacher learning. Nine novice teachers, in eight different teaching areas, and across four campuses, participated in the longitudinal multi-case study undertaken over two years. A practice theory framework was used to design the research and to analyse the data. The research found that there was considerable variation in the practices that novice teachers undertook as part of their role as a teacher. For instance, ‘teaching’ involved different practices in each site. There was also variation in what each teacher needed to learn to undertake that role. The research found that practices associated with undertaking the teaching role were more influential in supporting teacher learning than practices additional to the teaching role. In some sites, a trellis of interconnected practices that supported learning (PSLs) was developed. A trellis is made up of interconnected components that help support growth in a particular direction. In sites where a trellis of PSLs was developed, it provided greater support for novice teacher learning to undertake their role than in sites where PSLs were not interconnected. The thesis identifies the key arrangements in each site that enabled and constrained novice teacher learning.
36
Jaswal, Harpreet Kaur. "Seismic preparedness of hospitals in Victoria, British Columbia, Canada." Thesis, 2012. http://hdl.handle.net/1828/3997.
Повний текст джерелаАнотація:
This research explored the extent to which two hospitals in the City of Victoria are prepared for a future earthquake event. The goal is to examine the level of emergency preparedness of two tertiary care hospitals in Victoria for dealing with the potential damage caused by an earthquake in the region. The research objectives are aimed at highlighting current strengths regarding health sector emergency preparedness, reducing the vulnerability of the health sector by identifying key areas of improvement, and ultimately, increasing the capacity of the health sector to respond to the damages sustained by earthquakes. A small-scale mixed-methods approach was taken to assess hospital preparedness. A structured survey was administered to 26 key informants who were selected specifically based on their prior knowledge, experience and current roles and responsibilities pertaining to Disaster and Emergency Management in the province. A concerted effort was made to include a sample of participants from each of five target populations at the Provincial, Health Authority, and Local Health Authority levels. Data analysis included quantitative and qualitative techniques to generate simple statistics and thematic coding of the interview transcripts to identify main themes and patterns. Both quantitative and qualitative insights were used to provide a clearer picture of hospital preparedness and to foster credibility and dependability of key results. The findings and results confirm that there are excellent levels of engagement and integration between the Local Government, BC Ambulance Service and Fire Departments. There is room for improvement in regards to engaging and integrating NGOs with Hospital planning. Robust plans and protocols were found to be in place for Communication Systems, Emergency Operations Centres and Public Information and Media Relations. Hospital level respondents reported having less Emergency Management education and Training and had participated in fewer disaster exercises compared to Provincial and Local Emergency Managers. Although 76% of respondents had participated in a disaster exercise, only 5 % had responded to an earthquake. Only 23% of respondents had activated their planning in response to an earthquake. The results emphasize the immediate need for increased engagement and integration of earthquake response planning between health system stakeholders, communities and all levels of government. At the hospital level, increased attention needs to be directed to the following operational areas: Mass Casualty Planning, Resource Stockpiling, Department Level Contingency Plans, Evacuation and Relocation Protocols and Procedures, Volunteer Coordination Protocols, and Internal and External Traffic flow. Lastly, the results highlight the need for increased disaster education and training for front line acute care employees, hospital administrators and management staff. In addition to training and education, multi-jurisdictional and multi-agency exercises should be undertaken to engage all key community stakeholders and to promote a more integrated and optimal response in the event of an earthquake.Graduate
37
Mutshekwane, Mulalo Alex. "In-service training of teachers in Venda." Thesis, 2014. http://hdl.handle.net/10210/9700.
Повний текст джерелаАнотація:
M.Ed. (Teaching Science)The In-Service Training of Teachers in Venda is fraught with problems such as inadequate provision, lack of proper planning and organisation, lack of policy guidelines, inappropriate delivery systems, lack of proper coordination, lack of dedicated and experienced staff members who can plan and implement courses to address the real needs of Primary and Secondary School teachers, lack of inadequate financial resources and centralised accessible venues for all Primary and Secondary teachers' courses. To reach possible solutions to the abovementioned problems, a literature survey of In-Service Teacher Education was undertaken to investigate the situation in Venda and an empirical study was also undertaken. The research yielded the following results:- ... ... The formulation of an In-Service Training Policy Statement with clear aims, objectives and priorities based on the needs of teachers is of paramount importance. A policy statement which will facilitate a system of in-service training that is relevant to real, identified needs, planned and managed in a coherent and controlled manner is needed. Akey theme in in-service training is a partnership between all those involved: - teachers, principals, lecturers, subject advisors, circuit inspectors, area managers and providers of training, to create a continuous, open process of consultation, aimed at identifying needs and designing, delivering, evaluating, and following up training activities. Coordination was found to be lacking in Venda. All involved in this process should be invited to contribute to its development. Efficient coordination is crucial to the success of any in-service training plan. The training of in-service staff is required, so that they can conduct courses with Primary and Secondary School teachers. Seminars and symposia once a month can help to bring the staff up to date on specific aspects of Primary and Secondary school work from a theoretical and practical perspective. Subject advisors should be appointed in all subjects and in each of the education areas. In this way, in-service training programmes can reach all the teachers much sooner. Decentralisation of existing Ramaano Mbulaheni In-Service Training Centre into two professional centres and a network of teachers' centres which are located at sites accessible to teachers was an important finding of the research. In this way, arrangements can be made to ensure that courses are properly planned, monitored, and evaluated by a coordinated team of all involved. Teachers' centres are also an important element in pursuit of quality education. Close attention needs to be paid to the allocation of budgets for the In-Service Training of Teachers. Accurate financial control to encourage value from funding is also necessary. Training resources for in-service training were found to be inadequately provided. The centre(s) head, in collaboration with advisors and clients need to plan an annual training programme, financial, material, and manpower requirements which will enable the achievement of aims and objectives of in-service training of teachers. Many of the Departments' teachers are under-qualified because no institution makes provision for further training of teachers through distance education. A range of distance education courses for teacher upgrading purposes needs to be introduced. The important role of the inspectorate and the subject advisors regarding In-Service Training of Teachers needs to be clearly defined. The existence and importance of In-Service Training in overall education policy needs to be recognised so that its coordination and cooperation with other teacher education related activities becomes policy.
38
Monobe, Ratau John. "Media training of student-teachers in Venda." Thesis, 2014. http://hdl.handle.net/10210/9209.
Повний текст джерелаАнотація:
M.Ed. (Eucational Media)The training of student-teachers in media selection, integration and utilization in Venda is not done according to expectations. To investigate this problem it was necessary to identify problem areas in the theoretical and practical training of media of teachers in Venda. In order to reach possible solutions to the set problem in confirmation of the purpose of the study, a literature survey on teacher education with special reference to pre-service education and media training was undertaken. An empirical study was also conducted which included four groups of respondents, namely: Rectors of Colleges and the Dean of the Faculty of Education at the University. Heads of Departments at these institutions. Lecturers at these institutions. Final year student-teachers at colleges and the university. The research as stipulated above yielded the following results: * The lecturer of student-teachers in training cannot use the available teaching media at the College/University because he himself has not been trained in the'use of available teaching media in the didactic situation. * The training programme of student-teachers is congested, which limits the time for training in and practising of the use of media in didactic situations. * The student-teacher completes his training without enough knowledge on how to use teaching media in a teaching-learning situation. * The rejection of using teaching media by lecturers and student-teachers Js il result of lack of knowledge on how to use teaching media. * There is no in-service training for lecturers and teachers to update them in teaching media. * Mainly three teaching media can be used by student teachers, lecturers and teachers, that is Chalkboard, Maps and Wall Charts. * Schools where student-teachers do teaching practice have a lack of audiovisual materials and other equipment. * The period of teaching practice is not enough to practise teaching media in the real teaching-learning situation, is, where some of the teaching media are available. * Teachers at schools cannot offer guidance to student media during practice * Student-teachers have a good theoretical knowledge but no practical knowledge of teaching media in the didactic situation.
39
Chen, Hsueh-Sha, and 陳學莎. "Teachers’ Incentive System of English Training Industry." Thesis, 2019. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22107NCHU5457042%22.&searchmode=basic.
Повний текст джерелаАнотація:
碩士國立中興大學
高階經理人碩士在職專班
107
Imperfect teacher‘ talent, incomplete systems, and high teacher turnover rates in English Training filed, which have led to serious problems in the management and education of training centers. The cost of transfer of teachers in training schools is even higher, parents and children need to have a certain amount of time to adapt to the replacement of teachers, new teachers also need training courses and teaching methods, teaching materials and school culture that are suitable for training schools, which are intangible time and training cost. If this is converted and added to salary cost, this will be a huge personnel cost in the English training centers. The "expertise" and "service" of teachers in the English training centers are the key elements to win customer’s trust. This is also the basis for English training field to be developed in China, so the teacher-related management system must be more perfect. Therefore, this study selects the optimization of performance evaluation system, complete quantitative indicators to improve the company''s current business performance, to align direction of teachers'' efforts is consistent with the company''s goals and create outstanding business performance. The purpose of this study is to improve the business performance of the case company by introducing the performance evaluation system’s optimization and the introduction of KPI system., In order to optimize the business performance and improve stability of teachers, reduce teachers’ turnover rate in the case company, through the optimization of the performance evaluation system. In addition to discussing the research topics through the literature, this study will conduct an investigation in an English training center in China to introduce the case company and related researches. Through the compilation of secondary data and the customers’ renewal investigation, the impact of the KPI system incentives will be explored.
40
O’Shea, Eileen. "The professional experience of Irish Catholic women teachers in Victoria from 1930 - 1980." Thesis, 2015. https://vuir.vu.edu.au/31017/.
Повний текст джерелаАнотація:
This qualitative research study focusses on ‘The professional experience of Irish Catholic women teachers in Victoria from 1930 to 1980’. The research is based on a collection of reconstructed oral histories derived from interviews conducted with twenty-two Irish Catholic women, both lay and religious, who were primary and secondary teachers in Victoria, Australia. The professional lives reflected in these stories span from the 1930 to 1980. This study explores how Irish women teachers experienced education in Australian Catholic schools in Victoria in terms of curriculum, pedagogy, discipline, culture and religious traditions.
41
陳秀妍. "Designing ICT training aterial for Chinese language teachers." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/11943984273166703507.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
資訊教育研究所
90
Abstract Designing ICT Training Material for Chinese Language Teachers Hsiu-Yen Chen The objective of this research is to tailor the design of computer training material to the needs of Chinese language arts teachers such that the training they receive will be conducive to effective use of technologies in their work, especially in integrating information and communications technologies (ICT) into Chinese instruction. Eighteen experienced Chinese language arts teachers were invited to form the expert panel for the Delphi survey administered in this research. Through four rounds of the questionnaire survey, the 18 experts were asked to describe current instructional practices of Chinese language arts, uses of teaching aids, the professional tasks they routinely performed, and their perspectives on the probable uses of ICT in Chinese instruction. Their responses were compiled and organized into a list of 90 task items. We then asked them to assign a rating of 1.0 (least important) to 5.0 (most important) to each task item, indicating how important they thought that each task was in need of ICT support. The higher rated items were selected and organized into 67 training units, from which we then selected eight units for training material development. Five Chinese teachers served as our consultants while we were developing the training material. Field test of these eight units at Hai San High School revealed that most participating teachers considered our training material well designed and useful. After we revised the content of those training units to accommodate the feedback given by the participating teachers, the units were then sent to eight reviewers, including two computer education researchers, two Chinese language arts educators, and four experienced Chinese teachers, for further comments. Their comments will be a valuable reference when we develop the remaining training units in the future.
42
Teng, Chu Ya, and 鄧朱雅. "The strategy of teachers training on Digital Instruction." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/71506329272868047792.
Повний текст джерелаАнотація:
碩士國立高雄師範大學
資訊教育研究所
93
The main purpose of this study is to discuss the strategy of teacher training that educates teachers how to use digital resources in teaching. First, it aims at investigating the meaning of Information Technology Integrated Instruction and teachers’ information literacy as the reference of the curriculum development. Second, the model of teacher training and practice experience on the domestic and foreign digital teaching are also probed. Finally, it discusses the teaching strategy on the basis of cooperative leaning and peer coaching to develop a set of courses on teacher training integrated digital instruction. Making good use of cooperative leaning and peer coaching establishes an appropriate environment for both instructors and learners. It is expected that teachers who is taking the information technology courses can integrate both of their informational and professional knowledge into their own classes, successfully make efficient use of digital and technology teaching, and possess the capacities to use the digital teaching devices properly in the future. On the basis of case study, the data have been collected from classroom observation, interviews, and questionnaires in order to evaluate the outcomes of the course plan. The results are as follows. 1. An effective course should be designed in accordance with a teacher’s degree and need. 2. The cooperative leaning should be truly implemented to enhance every teacher’s information literacy so that he/she can create an appropriate environment for both instructors and learners. 3. The technique “Peer coaching” should also be well executed to upgrade teachers’ abilities of lesson planning and integrated instruction. 4. The cognitive, affective, and skilful domain of information technology integrated instruction could be effectively promoted. 5. Educators’ abilities to properly use digital documents, internet, and PowerPoint as their instructing materials could be specifically enhanced. The study proposes the suggestions according to the results, providing some relevant agents as the references to promote digital teaching.
43
翁禎苑. "An IT Training Model for Subject-Dependent Teachers." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/77851896566074686697.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
資訊教育研究所
91
A subject-specific tool based information technology (IT) training model is proposed. The training model centered on learning of subject-specific tool which is readily usable in the classroom. Experimentation with junior high school English teachers was conducted. An appropriate IT training model according to the necessities of English instruction was derived. Then case studies were conducted to study teachers’ improvement in IT skills, their willingness in using IT for instructional purposes, and their acceptance of using IT in the class rooms. From the case studies, we found that all teachers have had a positive experience in using IT. It was found that (1) the subject-specific tool bridge the gap between IT and instruction; (2) teachers are willing to try more IT in their teaching instruction; (3) teachers expanded the use of IT from being a conventional teaching aid to making of teaching plans; (4) teachers IT competence grows as they use IT in their instructional activities; (5) the role of managers of information system (MIS) has been transformed from being a trainer to a consultant; (6) the subject-specific is practical.
44
Lopes, Margarida Maria Pereira Batista. "In-service training of teachers for curriculum 2005." Thesis, 2012. http://hdl.handle.net/10210/4532.
Повний текст джерела