This thesis focuses on how new college faculty learn to teach. It is a qualitative study involving four first year Ball State University college professors from different departments. The past research explores faculty beliefs, skills, and styles as well as graduate preparation for teaching. The literature also covers faculty development programs, university and administrator influence, and the future of college teaching. The researcher used observations and interviews in the research design and analyzed the data by coding it into themes. The findings are discussed within the following topics: teaching techniques, professor experience, faculty development, graduate preparation and teaching assistantships, formation of teaching style, and professors' personal theories. The conclusion includes a discussion of how past experiences have taught professors how to reflect on their teaching to make modifications and how there is a lack of emphasis placed on teaching in the graduate schools. The substitution of teaching techniques for a teaching style, as well as, the amount of training professors have in college student development is also explored. The discussion also includes how new professors form personal theories of teaching. There is also a section on some specific findings for Ball State University, as well as recommendations for future research. / Department of Secondary, Higher, and Foundations of Education

<p>During the 1994 genocide in Rwanda, not only physical assets were eroded but more importantly, human capital were destroyed and left the country living hardly on qualified personnel at almost all levels of the economy to play a meaningful development role. While capacity building is needed in many sectors of the economy, it is especially important in the education sector. This study focuses on one particular issue namely to what extent sending academic staff for training in foreign countries can effectively contribute to capacity building in Rwandan higher education institutions (HEI). Various options exist to improve a strategy to build capacities in higher education institutions / amongst others is the training of human resource which is the most important of all.</p> <p>In order to investigate the above, both qualitative and quantitative methods were used. Techniques such as documentation, semi-structured interview, questionnaire and direct observation were also used in order to reach the research objectives. With regard to the main question of this study, findings reveal that funding academic staff for foreign training is believed to effectively contribute to capacity building in Rwandan higher education. As respondents explain, academic staff sent for training in foreign countries acquires new knowledge that is needed to build the country. This gained knowledge is spread all over the country through teaching at universities where most sectors of the country find their human resources. Being open minded, trained academic staff will be able to update his knowledge and therefore train in turn his students accordingly. However, findings inform also that Rwandan HEI are faced with multiple problems amongst others the problem of defining the real institutional needs for appropriate training. In this regard, findings suggest that for the training to be effective in Rwandan HEI there is a need of putting in place appropriate mechanisms and assessing institutional needs before training a person and training according to those specific needs in order to help the process of capacity building being more effective.</p>

Orientador: José Augusto Chaves Guimarães / Banca: Natália Bolfarini Tognoli / Banca: Wilmara Rodrigues Calderon / Resumo: Embora a capacitação profissional em Arquivologia, no Brasil, remonte a 1911, com o decreto de regulamentação do Arquivo Nacional, apenas em 1977 foram implantados, no país, os primeiros cursos universitários de Arquivologia, contando com docentes de diversificadas áreas. No entanto, nos últimos 20 anos, com a expansão dos cursos de graduação em Arquivologia, no Brasil, as universidades passaram a requerer profissionais com formação específica e experiência na área, aspecto levado em conta na atribuição de disciplinas aos docentes. À vista de tal cenário, questiona-se até que ponto a especificidade temática da formação do docente em áreas específicas da Arquivologia se encontra relacionada à produção científica. Assim, e tendo como foco a área de descrição arquivística, realizou-se um estudo dos currículos Lattes dos docentes responsáveis por disciplinas na referida área, em cursos de Arquivologia, no Brasil, buscando: identificar e analisar sua formação e produção científica; identificar tendências e linhas teóricas na área; compreender até que ponto a especificidade temática da formação do docente está relacionada com a sua produção científica; averiguar o grau de articulação entre formação acadêmica e produção científica docente tendo por base estudos anteriores de Guimarães (2003), no campo da Biblioteconomia. Para tanto, foi realizado um estudo exploratório documental, por meio de revisão teórica sobre as correntes da descrição arquivística e análise das estruturas curriculares dos cursos, identificando as disciplinas que se relacionam com essa temática, bem como o corpo docente que trabalha com a mesma. Com base nesse levantamento, foi possível chegar a um conjunto de vinte três disciplinas, ministradas por um conjunto de dezoito docentes. Relativamente à formação ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Although professional training in Archival Science in Brazil dates back to 1911, with the regulatory decree of the National Archive, in 1977 the first university courses on Archival Sciences were implemented in the country, including instructors with diverse backgrounds. However, in the last twenty years, with the expansion of undergraduate courses on Archival Science in Brazil, universities started to require professionals with specific education and experience in the field, something that was taking into account in the allocation of subjects to instructors. In this scenario, the research question is to what extent the subject specificity in the Archival Science instructors' education is related to scientific production. Thus, focusing on the area of archival description, we studied the Lattes curricula of instructors responsible for courses in Archival Science in Brazil, seeking to identify and analyze their education and the scientific production of these instructors, identifying trends and theoretical lines in the area in order to understand to what extent the subject specificity of the instructor's education is related to his/her scientific production. The goal to identify the degree of correspondence between academic education and scientific production based on previous studies of Guimarães (2003) in the field of Library Science. Therefore, we performed a documental exploratory study, through the theoretical review of the trends in archival description, and the analysis of the syllabi of the courses, identifying disciplines that relate to this subject and to the body of instructors. Based on this review, it was possible to reach a set of twenty-three courses, taught by eighteen instructors. Regarding the instructors' education at the undergraduate level, we identified the prevalence (60%) of Archival Science, together ... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2015-10-06T13:03:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-06-26. Added 1 bitstream(s) on 2015-10-06T13:18:33Z : No. of bitstreams: 1 000850463.pdf: 457965 bytes, checksum: 33cfc71bdfa648a04e402b86c0ec3de8 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Embora a capacitação profissional em Arquivologia, no Brasil, remonte a 1911, com o decreto de regulamentação do Arquivo Nacional, apenas em 1977 foram implantados, no país, os primeiros cursos universitários de Arquivologia, contando com docentes de diversificadas áreas. No entanto, nos últimos 20 anos, com a expansão dos cursos de graduação em Arquivologia, no Brasil, as universidades passaram a requerer profissionais com formação específica e experiência na área, aspecto levado em conta na atribuição de disciplinas aos docentes. À vista de tal cenário, questiona-se até que ponto a especificidade temática da formação do docente em áreas específicas da Arquivologia se encontra relacionada à produção científica. Assim, e tendo como foco a área de descrição arquivística, realizou-se um estudo dos currículos Lattes dos docentes responsáveis por disciplinas na referida área, em cursos de Arquivologia, no Brasil, buscando: identificar e analisar sua formação e produção científica; identificar tendências e linhas teóricas na área; compreender até que ponto a especificidade temática da formação do docente está relacionada com a sua produção científica; averiguar o grau de articulação entre formação acadêmica e produção científica docente tendo por base estudos anteriores de Guimarães (2003), no campo da Biblioteconomia. Para tanto, foi realizado um estudo exploratório documental, por meio de revisão teórica sobre as correntes da descrição arquivística e análise das estruturas curriculares dos cursos, identificando as disciplinas que se relacionam com essa temática, bem como o corpo docente que trabalha com a mesma. Com base nesse levantamento, foi possível chegar a um conjunto de vinte três disciplinas, ministradas por um conjunto de dezoito docentes. Relativamente à formação docente em nível de graduação, identificou-se a predominância (60%) do curso de Arquivologia, ao que... / Although professional training in Archival Science in Brazil dates back to 1911, with the regulatory decree of the National Archive, in 1977 the first university courses on Archival Sciences were implemented in the country, including instructors with diverse backgrounds. However, in the last twenty years, with the expansion of undergraduate courses on Archival Science in Brazil, universities started to require professionals with specific education and experience in the field, something that was taking into account in the allocation of subjects to instructors. In this scenario, the research question is to what extent the subject specificity in the Archival Science instructors' education is related to scientific production. Thus, focusing on the area of archival description, we studied the Lattes curricula of instructors responsible for courses in Archival Science in Brazil, seeking to identify and analyze their education and the scientific production of these instructors, identifying trends and theoretical lines in the area in order to understand to what extent the subject specificity of the instructor's education is related to his/her scientific production. The goal to identify the degree of correspondence between academic education and scientific production based on previous studies of Guimarães (2003) in the field of Library Science. Therefore, we performed a documental exploratory study, through the theoretical review of the trends in archival description, and the analysis of the syllabi of the courses, identifying disciplines that relate to this subject and to the body of instructors. Based on this review, it was possible to reach a set of twenty-three courses, taught by eighteen instructors. Regarding the instructors' education at the undergraduate level, we identified the prevalence (60%) of Archival Science, together with, in lesser incidence, History. At master level, the prevalence (56%) is Information Science, while in...

M.Ed. (Education) / Lecturers at technical colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, beginner lecturers are put directly into class and are expected to teach. Although these lecturers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, beginner lecturers experience unique problems that place them under tremendous pressure and stress. The aim of this study was focused on the grounding of guidelines that could be used in designing an induction programme for beginner lecturers at a technical college. The methods used in grounding these guidelines for induction at a technical college were: * a relevant study of literature that was conducted into three induction programmes used in various sectors of the industry, to enquire more knowledge with regard to the design and function of these programmes; a literature and empirical study of the experienced needs and problems of beginner lectures when entering the teaching profession. A qualitative research approach was used to conduct a study in which the needs and problems of beginner lecturers in a specific technical college were identified by means of structured interviews. The lecturers that participated in this inquiry were asked to describe their experiences related to their needs and problems when they entered the teaching profession. From the analysed data the following needs and problems were identified:...

D.Ed. (Adult Education) / A Programme for the professional development of Academic staff at Technikon SA. This research has been undertaken against the background of the contribution that the academic staff at Technikon SA can make in lowering the high drop-out rate of students, delivering high level manpower to the community and the effectiveness of this tertiary distance education institution. After an in-depth study of literature study it became evident that: It students dropping out in distance education is a complex matter and a great number of reasons exist why students do not successfully complete their studies: the responsibilities of lecturers have drastically in distance education; the professional role of distance education lecturers is undefined; professional development of Technikon SA academic staff is neglected; and lecturers have certain needs for professional development which must be identified and addressed. The problem addressed in this study has been to probe into the desirability and the nature of a programme for the professional development of Technikon SA lecturers. The objectives of this study are: It the literature exploration of the nature of and reasons for student drop-out and the professional role of distance education lecturers; the empirical identification and analysis of the developmental areas of Technikon SA lecturers; and to design a programme for the professional development of Technikon SA academic staff. The most important findings of this study are the following: Student drop-out rates can probably be reduced if the necessary student supporting structures are created and established within a distance education institution. Technikon SA as a tertiary distance education institution has developed rapidly over the past 14 years with the emphasis on scientific practice, co-operative education and training, technological practice and rendering of service to the community by delivering high level manpower. The professional role of Technikon SA lecturers comprises: teaching, research. community service and managerial tasks, For effective and efficient execution of these tasks, lecturers should have the necessary skills. There is a definite need for professional development amongst academic staff of distance education institutions which should be addressed by the institution. Empirical research. by means of a questionnaire. as to the importance and frequency of appearance of the tasks was launched amongst the full-time lecturers at Technikon SA and revealed that: lecturers regard teaching and managerial tasks as very important. while research and community service were regarded as not important: and more than 96% of programme for the staff in the form programmes. the group favours the design of a professional development of academic of shorter workshops and self study Findings of the empirical research together with the findings of the sources studied. result in the design of a programme for the professional development of academic staff. After taking various developmental conditions and possible restraining factors into consideration, the programme. based on the QDen systems approach, was developed in five phases. The most important conclusions drawn at the completion of this study are as follows: a definite need for the professional development of academic staff in distance education has been detected: job description of Technikon SA lecturers must be defined and outlined: Technikon SA must deliberately strive to create and establish a research cuIture: and a diplomatic approach towards professional development must be adopted in order to overcome resistance to change

This dissertation study deems faculty development critical to meeting challenges associated with retirement, potential professor shortages, increasing adjunct populations, unprepared faculty, and accreditation standards in the community college. The study centers on seeking a current, in-depth understanding of faculty development at Metro Community College (a pseudonym). The participants in this qualitative study consisted of adjunct and full-time faculty members and administrators who communicated their perceptions of faculty development. The analysis discovered faculty member types (progressive and hobbyist adjunct and proactive, active, and reactive full-time faculty) who invest themselves in development differently depending on their position and inclination to participate. Faculty members generally indicated a desire for collegiality and collaboration, self-direction, and individualized approaches to development whereas administrators exhibited a greater interest in meeting accreditation standards and ensuring institutional recognition. The study also discovered a need to consider development initiatives for adjunct faculty members. The dissertation proposes an improved partnership between the adjunct and full-time faculty and the administration.

What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.

[From Introduction]. The study involved student teachers and teacher educators providing me with information concerning their perception and understanding of the BETD broad curriculum and needlework and clothing syllabus. The above mentioned are the people who are involved in teacher education thus I found it relevant to have their opinions and understanding of the documents. The contextual analysis has engaged me in exploring a possible area of research specialisation for the two years during the course of studies with Rhodes University; this will serve as an introduction to the particular research to be done through the course of my studies. The focus of this report includes the following: • A critical analysis of (BETD) needlework and clothing syllabus in relation to the BETD broad curriculum; • A socio-historic and economic analysis of the context for which the syllabus has been designed; • An analysis of the learners for whom the syllabus is designed. In this case students provided their autobiography; • An analysis ofthe learning environment in which the syllabus operates; the physical structure and resources. Together with the critical analysis of the curriculum a small scale survey intending to find out the following information from the student teachers and teacher educators was conducted. • The extent to which the broad curriculum differs from the previous teacher education on issues related to democracy, quality, access, cultural bias, racial discrimination and classes (level of economic status); • How the needlework and clothing syllabus addresses the needs of student teachers; • Whether the needlework and clothing syllabus has enough content; • The challenges facing teacher education and how they can be addressed; • Whether the needlework and clothing syllabus is learner-centred; • Whether the syllabus is gender oriented or biased. This evaluation framework provides a foundation for later investigation

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