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The thesis addresses the importance of the biographical in questions relating to professional development arguing that biography illuminates how individuals acquire knowledge and how perspectives on development are formed. From a perspective of Developmental Systems Theory change and development for teaching is viewed as selfreflexivity — a more contextually relevant concept than self-understanding. In exploratory interviews, different temporal orientations between teachers emerge. Extended, interpretative interviews take place employing an interview guide to test the link between biography, knowledge acquisition, practice and development. Five case studies are developed featuring teachers chosen for their diversity and interest and potential to contribute to an emergent theory. Respondents have been teaching colleagues for an average of ten years. A major theme is a differentiated ability to integrate past and present. This also relates to the degree of self-reflexivity. In addition, it is associated with a more differentiated approach to the future and development. Those embracing the future are more inclined to work collaboratively, have a flexible student oriented approach to planning and practice and are likely to engage in critical reflection. From this perspective, teacher development should emphasise goals of coherence and complexity. The process of dialogue is a crucial means of facilitating these. Key elements in a possible design for dialogue are developed through interviews and observations focusing on teacher learning experiences. Different pathways to dialogue relate to different biographical profiles and learning maps. Pathways for facilitating dialogue amongst teachers with a past time orientation are proposed. The model of development through dialogue so constructed meets the challenge of the present and allows individuals and organisations to negotiate the future with confidence.

Globally, continuing professional development(CPD) is recognized as essential for promoting teacher learning and improving school effectiveness (e.g. Boyle, 2004; Cordingly et al., Gusky, 2000; Powell et al., 2003). Broad attention to CPD exists in many countries. CPD in Saudi Arabia is very much in its infancy and is characterized by an absence of sustained and progessive opportunites. This thesis seeks to invesitgate the development of a CPD programme that was designed by multiple stakeholders (a Steering Group) for newly qualified teachers (NQTs) in Saudi. The study sought a) to gather the perceptions of the Steering Group concerning their experiences in the design of the programme, and b) to track a sample of NQTs as they completed the CPD programme, seeking their views on the programme (content,delivery and organization etc.) and also the percieved impact of the prgramme on both their classroom practice and wider professional life in school. A qualitative approach was adopted in this thesis. The study undertaken in this thesis was designed in two phases. The first phase focused on the views and experiences of the 'Steering Group' who collectively designed the programme. In the first phase, data were gathered through dorect observationof the Steering Group planning meetings, and semi-structured interviews with the Steering Group members after the programme had been developed. The second phase involved the implementation of the CPD programme. Five NQTs attended the CPD sessions. They were observed in the CPD sessions and in their classrooms and interviewed across the implementation period and after each classroom observation. NQTs were also asked to keep a reflective diary to record their experiences. Data were analysed inductively using a constant comparison process. A number of themes emerged. the collaborative design process enables many voices to be heard. Data indicated that while individual Sterring Group members initially sought to influence the broader direction of the CPD programme, all participants appreciated opportunities to debate CPD provision. Steering Group members offered many examples of 'new learning' which had emerged as a consequence of working alongside other stakeholders. NQTs were also positive regarding the content, activities and the delivery of the programme, in particular 'open discussion' as one delivery strategy. They were also positive concerning their engagement in the programme. Given that there is no mentoring arranagement in Saudi schools the programme became a place for teachers to talk and to share their experience. Many elements of the programme were taken into the classroom by the NQTs. The study conceptualizes CPD as 'collective authorship'. Serving teacher professional development needs the full engagement of all stakeholders to have a positive effect in Saudi. However, there is much to be learned concerning the'collective authorship' of CPD programmes and the need for a coordinated collaboration between a range of stakeholders with a common interest in new teacher induction and professional development. Close attention needs to be paid to time and resources when developing and implementing such CPD programmes in the future. Suggestions for further research into and development of Saudi CPD are provided.

Studies have shown that most teachers in South Africa have no background in Environmental Education (EE), have not received pre-service training in EE and very little teacher education has taken place in EE. The Revised National Curriculum Statements emphasise the infusion of EE in all learning areas. There is, however, a problem whether there is a need for professional development of teachers for effective EE. The main aim of this study is to enable teachers to acquire knowledge and skills to infuse EE in all learning areas. The study gathered data through literature review from primary and secondary sources. The questionnaire was developed as a research tool and was sampled to 216 Tshwane North District Office teachers. The collected data are analysed by using the frequency tables indicating percentage of respondents in each category. The study recommends the professional development of teachers for effective implementation of EE in schools. / Educational Studies / M.Ed.

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)

Studies have shown that most teachers in South Africa have no background in Environmental Education (EE), have not received pre-service training in EE and very little teacher education has taken place in EE. The Revised National Curriculum Statements emphasise the infusion of EE in all learning areas. There is, however, a problem whether there is a need for professional development of teachers for effective EE. The main aim of this study is to enable teachers to acquire knowledge and skills to infuse EE in all learning areas. The study gathered data through literature review from primary and secondary sources. The questionnaire was developed as a research tool and was sampled to 216 Tshwane North District Office teachers. The collected data are analysed by using the frequency tables indicating percentage of respondents in each category. The study recommends the professional development of teachers for effective implementation of EE in schools. / Educational Studies / M.Ed.

Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects. In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching. The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development. In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added. In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches). The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed. / Mathematical Sciences / D.Phil.(Mathematics, Science and Technology Education - Physics Education)

The study seeks to examine the role of mentoring and how it could be used in the process of professional development of mathematical literacy teachers in the Greater Taung area. The study attempts to flag the importance of mentoring in professional development, especially for mathematical literacy teachers. To obtain data for the study sixteen mathematical literacy teachers from Taung area (within Ruth Mompati District) were purposively selected. Questionnaires and interviews were used to collect relevant data. Literature review, based on previous studies on mentoring also provided data for the study. The following findings emerged from the study: a) that mentoring has over the years has been an effective process for developing early-career teachers’ practices b) that there are no formal mentoring programmes to assist mathematical literacy teachers in the Greater Taung area c) there is a need for effective communication between the mentor and the mentee, since the learning that takes place in a mentoring relationship is usually through regular interaction.From the findings, a collaborative form of mentoring is recommended.Both parties in this relationship are considered as a source of knowledge that can contribute to the learning that occurs within the context of mentoring. / Mathematics Education / Ph. D. (Mathematics Education)

The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy. / Curriculum and Instructional Studies / M. Ed. (Adult Education)