Η έρευνα βασίζεται στο γεγονός ότι οι απόψεις των μαθητών είναι σημαντικές. Σκοπός της έρευνας ήταν να ορίσουν οι μαθητές πολυπολιτισμικών τάξεων πρωτοβάθμιας εκπαίδευσης της Πάτρας τον εκπαιδευτικό που επιθυμούν. / This research was premised upon the fact that students feedback is very important. The purpose of this study was to determine elementary school students perceptions of the ideal teacher within a multicultural classroom environment in Patras elementary public school.

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013 / This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools.

Η παρούσα εργασία έχει σκοπό να διερευνήσει τους παράγοντες που επηρεάζουν τις αξιολογήσεις των διδασκόντων από τους φοιτητές. Γνωρίζουμε ότι η αξιολόγηση είναι μια σύνθετη και πολύπλοκη διαδικασία που περιλαμβάνει σύνολο παραγόντων που εκφράζουν τόσο ποσοτικά όσο και ποιοτικά χαρακτηριστικά που διαφοροποιούν το τελικό αποτέλεσμα. Σκοπός της εργασίας είναι να διερευνηθεί η σχέση της αξιολόγησης των πανεπιστημιακών τμημάτων από τους φοιτητές σε συνάρτηση με την δυσκολία των πανεπιστημιακών τμημάτων, τα ιδιαίτερα χαρακτηριστικά των μελών ΔΕΠ και των διαχωρισμό των επιστημών βάση της τυπολογίας Bigglan. Μέσα από την ανάλυση δευτερογενών δεδομένων και της χρήσης της περιγραφικής στατιστικής διερευνήθηκαν οι παράγοντες που επηρεάζουν την αξιολόγηση των διδασκόντων από τους φοιτητές. / This study aims at investigating the factors affecting the evaluation of professors by students. We know that the evaluation is a complex and complicated process that involves all factors expressing both quantitative and qualitative characteristics that differentiate the final outcome. The purpose of this study is to investigate the relationship of the evaluation of university departments from students in relation to the difficulty of the academic departments, the particular characteristics of faculty members and the separation of science through Bigglan typology. The factors affecting the assessment of students in relation to the attention of courses, textbooks and academic notes, as well as the teaching provided were investigated through the analysis of secondary data and the use of descriptive statistics factors.

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013 / This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools. iii

Η μελέτη ερευνά τη διαδικασία της αξιολόγησης μέσα από τις Ατομικές Εκθέσεις Υπηρεσιακού ελέγχου των εκπαιδευτικών από τους Επιθεωρητές την περίοδο 1947-1974.Η ανάλυση των εκθέσεων προβάλλει τη διαδικασία της αξιολόγησης, το ρόλο του Επιθεωρητή και του δασκάλου, τα οποία αναλύονται και ερμηνεύονται μέσα στο πολιτικό-ιδεολογικό και εκπαιδευτικό πλαίσιο της εποχής. / The aim of this paper is to study the process of teachers' evaluation by the Supervisor in 1947-1974. Through evaluation reports' analysis emerges the role of the Supervisor and Teacher which is interpreted by the whole political, ideological and educational frame work of this period.

La réforme curriculaire que le Burundi a initié dans l’enseignement de base et secondaire, appelle des pratiques auxquelles certains enseignants n’ont pas initialement été formés. Dans notre étude, nous nous intéressons à l’enseignement des mathématiques au 4ème cycle de l’École Fondamentale. Pour aider les enseignants ayant une diversité de profil de formation initiale à la mise en œuvre de ce changement curriculaire, des formations continues obligatoires sont organisées pendant les vacances scolaires. Notre objectif est d’explorer la manière dont les enseignants mobilisent leurs connaissances pour mettre en œuvre le curriculum de mathématiques prévu, et d’analyser les besoins liés à leurs pratiques afin de contribuer à l’amélioration de la professionnalisation de la formation initiale et continue des enseignants prestant audit cycle. Les résultats obtenus en effectuant une analyse de contenu qualitative des données issues des entretiens conduits auprès de 20 enseignants et untraitement statistique avec le logiciel SPSS des données issues du questionnaire écrit, adressé à 105 enseignants, sont concordants. Les enseignants ont tendance à suivre les prescriptions du curriculum consignées dans le guide de l’enseignant jugé bien construit mais qui n’est pas de nature à favoriser le travail réflexif des enseignants. Ceux ayant été formés à l’enseignement des mathématiques s’appuient notamment sur des connaissances didactiques et pédagogiques acquises en formation initiale alors que les autres exploitent leur expérience dans l’enseignement. Les formations continues organisées nesemblent pas rencontrer les attentes des enseignants au regard de leur durée courte, des contenus n’ayant pas spécifiquement trait aux mathématiques et des formateurs disciplinairement incompétents.Pour améliorer la professionnalisation des formations, il faudrait que les institutions de formationinitiale des enseignants se réfèrent aux compétences disciplinaires, didactiques et pédagogiquesnécessaires à la mise en œuvre du curriculum d’enseignement actuel. Une réflexion doit être engagéeautour des connaissances professionnelles devant faire l’objet d’une formation initiale et sur lamanière de les enseigner. Les formations continues dont la durée serait allongée, devraient porter surles contenus et les pratiques spécifiques prévues dans le curriculum, et assurées par des formateurschoisis pour leurs compétences. / The curriculum reform that Burundi has initiated in basic and secondary schools calls for teaching practices to which some teachers were not initially trained. In our study, we are interested in teaching mathematics in the 4th cycle of the fundamental school. To help teachers caracterized by a variety of initial training profiles to implement this curriculum change, in-service teacher training for all teachers is provided during the school holidays. Our goal is to explore how teachers are using theirknowledge to implement the expected mathematics curriculum, and to analyze the needs related to their practices in order to improve the professionalization of initial and continuing education of teachers who teach in that cycle. The results obtained by performing a qualitative content analysis of data from the interviews conducted with 20 teachers and a statistical treatment with the SPSS software of data from the written questionnaire, sent to 105 teachers, are consistent. Teachers tend to follow thecurriculum prescriptions in the teacher's guide, which is considered as well constructed but is not likely to favor the reflexive work of teachers. Teachers who have been trained in mathematics teaching, rely on didactic and pedagogical knowledge acquired in initial training while the others exploit their experience in teaching. Continuing training do not match the expectations of teachers because of the short duration, the non-mathematical content and the disciplinary incompetence of the trainers. In order to improve the professionalization of training courses, initial teacher training institutions should refer to the subject-specific teaching, teaching and teaching skills needed to implement the current teaching curriculum. A reflection must be undertaken on the professional knowledge that should be the subject of initial training and on how to teach it. Continuing education should be organized on the basis of a prior analysis of the real needs of teachers. These continuing education and training which should be longer than usual should focus on the specific content and practices provided for in the curriculum, and provided by trainers chosen for their skills.