This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA). Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment. / Educational Studies / D. Ed. (Didactics)

The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics teachers. It captured the experiences of teachers during the development of pedagogical content knowledge, to come up with the main themes that describe pedagogical content knowledge as the relevant knowledge for teaching Grade 11 and 12 statistics. The study was overall qualitative in nature and supported by some quantitative data. Questionnaires, in-class facilitated tasks/activities, in-class facilitated discussions and observations were used as the main data collection instruments. This process revealed some significant themes, described as “missed opportunities”, which were defined as incidents in which pedagogical content knowledge was needed but not used. The thesis contributes to the theoretical and knowledge base of secondary school statistics teachers in the education system by providing measures that can be used to determine professional development needs of teachers. / Mathematics Education / D. Ed. (Mathematics Education)

Several misconceptions show up when learners answer questions on Chemical Equilibrium during examinations. Literature from other researchers shows similar trend of misconceptions (Johnstone, 2000; Morais, Paiva and Barros, 2007; Adesoji and Babatunde, 2008) for example, ‘apply pressure to the reactants’ (Johnstone, 2000). This shows that Chemistry has no meaning to these learners and they end up with misconceptions as they try to memorise facts in order to pass examinations. Learners are taught before writing these examinations, but how are they taught the concepts of Chemical Equilibrium? A descriptive approach was used on an exploratory survey conducted in Thohoyandou Cluster among Physical Science (Chemistry) FET band Educators. Cluster sampling of 40 educators from 18 randomly sampled schools responded to questionnaires. Five ‘well experienced’ educators who have been producing ‘good’ results at Grade 12 NSC examinations and two Physical Sciences subject advisors were interviewed. Using Spearman Brown Split-Half statistical method a 0,891 reliability coefficient was obtained. Research results show lack or under utilisation of laboratory equipment, teaching strategies which promote rote learning. Lack of confidence of educators due to deficiency in topic content knowledge and pedagogical skills which promote conceptual understanding were identified. Problem of English language leading to communication breakdown between educator-learners and between learner-subject leading to emergency of knowledge gaps in learners. Educators consider professional development through re-training and workshops on subject content matter and teaching strategies as the way forward to improve the quality of teaching. Topic specific PCK focusing on problem-solving strategy was recommended as a means to increasing educators’ efficiency in teaching and enhance learners’ comprehension and achievement in Physical Science. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education (Chemistry Education))

Research has shown that the Swedish results of education have fallen continuously since 2000. It has been shown that there are differences in performance between native students and immigrant students. National Centre for “Swedish as a second language” indicates that Swedish schools fail to give all students an equal and high quality education. Then Swedish as a second language education can be organized in two different ways a wonder arise if it can depend on how teachers´ conditions in teaching reveals in these. This study aims to lighten primary school teachers' views on the opportunities and difficulties in second language teaching, which can be organized in two different ways, "separate" and "within the framework of the class". The research questions of the study are, 1) What requirements do teachers perceive that the curriculum for “Swedish as a second language” requires? What opportunities and difficulties can be seen here? 2) What trade-offs are made in the planning of teaching and how are these applied in the teaching of “Swedish as a second language”? What opportunities and difficulties can be seen here? 3) What conditions for scaffolding and interaction do teachers create in teaching "Swedish as a second language? What opportunities and difficulties can be seen here? By using Shulmans theory PCK (Pedagogical Content Knowledge) it manages to visualize teacher language didactic choices within the subject “Swedish as a second language”. Through a qualitative study based on interviews and observations, the result shows that both teachers reason about a range of language didactic choices, opportunities and solutions, but these could not always be transformed and seen in practice. During the observations, it became clear that the “Swedish as a second language” teaching structural conditions both enabling and impeding teachers to conduct effective teaching. In this case, separate teaching came to be ineffective because they did not have a language development perspectives in school, thereby the subject was stigmatized.

<p>The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching.</p><p>Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course.</p><p>Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity.</p><p>The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.</p>

The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching. Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course. Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity. The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.

No description available.

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)

This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA). Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment. / Educational Studies / D. Ed. (Didactics)

Studiens syfte är att studera lärare i fritidshems undervisningshandlingar för att förstå deras undervisningskunskap. I analysen av lärare i fritidshems undervisningshandlingar studeras hur undervisningssituationer kan initieras och hur lärare transformerar ämneskunskap, pedagogisk kunskap och kontextuell kunskap till undervisningshandlingar. Genom analysen av undervisningshandlingarna kan undervisningskunskap förstås. För att kunna identifiera lärare i fritidshems undervisningshandlingar används det teoretiska ramverket och analysverktyget Pedagogical Content Knowledge i studien (Shulman, 1986; 1987). När lärare i fritidshems handlingar innehåller kunskapskategorierna ämneskunskap, pedagogisk kunskap och kontextuell kunskap, analyseras de som undervisningshandlingar. Analysen av undervisningshandlingarna visar lärares undervisningskunskap. Observationer har varit den huvudsakliga materialinsamlingsmetoden i studien, både observationer dokumenterade via fältanteckningar och video. Tre lärare i fritidshem från tre olika fritidshem och skolor har deltagit i observationerna. Analysen av resultaten visar att lärarna i fritidshem i de utvalda observerade sekvenserna använder undervisningshandlingarna talhandlingar, praktiska och utforskande handlingar, demonstrationer och medskapande handlingar. Den undervisningskunskap som analysen synliggör påvisar att lärarna i fritidshem har kunskap om att bedriva undervisning som är förplanerad, lärarinitierad och barninitierad samt att undervisningssituationer som påbörjas med en initieringsform kan förändras till en annan. Lärare i fritidshem kan ses möjliggöra för barns delaktighet och aktörskap i sin undervisning eller styra undervisningen utifrån sin planering där barns delaktighet blir begränsad i undervisningssituationen. Lärare i fritidshems undervisningskunskap kan utifrån analysen även ses innehålla: en handlingsberedskap att se undervisningsmöjligheter i den omedelbara situationen i interaktion med barn, en anpassning av undervisning utifrån barns förståelse av den, en samtidighet att använda flera olika undervisningshandlingar samtidigt och en kunskap om organisering av undervisning för barns delaktighet och aktörskap där läraren intar olika positioner genom att styra, lyssna och agera på barns handlingar samt vara medskapare i undervisningen. / The aim of this study is to investigate school-age educare teachers’ teaching actions with the purpose of understanding their pedagogical content knowledge. The analysis looks at how teaching situations can be initiated and how teachers transform subject matter knowledge, pedagogical knowledge, and contextual knowledge into teaching actions. Through the analysis of the teaching actions, pedagogical content knowledge can be understood. Pedagogical Content Knowledge is the theoretical framework and tool used for the identification and analysis of teaching actions (Shulman, 1986; 1987). A teaching action is defined as an action in which all three knowledge categories, namely subject matter knowledge, pedagogical knowledge, and contextual knowledge, are identified. These teaching actions are then analyzed to show the teachers’ pedagogical content knowledge. Observations through both video and field notes have been the main method for producing data in the study. In the observations, three teachers from three different school-age educare settings have participated. The results show that the teachers in the selected settings use speech acts, activity-driven teaching, discovery, demonstration, and co-creation representations in their teaching. The analysis demonstrates that school-age educare teachers’ teaching could be preplanned by the teachers, initiated by the teachers, or initiated by the children. The teaching initiative can also shift during the teaching situation, and the teachers position the children in different ways in their teaching. They can enable the children to be actors in the teaching situation where the teachers assume a position of an amplifier and act as a support to the children’s participation or they can take control over the teaching situation and only give the children limited agency. In the results, the pedagogical content knowledge of teachers is analyzed resulting in the themes of readiness for action where the teachers can see opportunities for teaching in the immediate situation in their interaction with children, an adaptation of teaching to every child’s understanding, and a simultaneity of using different teaching representations at the same time. In the analysis, the teachers also show a pedagogical content knowledge of how to organize their teaching in order to enable the children to be participants and actors. The teachers use different teacher positions that allow them to control the teaching and to decide how much control to give to the children in teaching situations in which the school-age educare teacher assumes the position of a co-creator.