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小學師資訓練問題的探討LIANG, Qiongfang 30 March 1950 (has links)
No description available.
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Working together: a case study of two primary teachers in a peer-centred curriculum implementation programMacDonnell, Carol Raye 11 1900 (has links)
This qualitative case study of two primary teachers during their first year of
using a new provincial art curriculum was concerned with the effect of a special
relationship between the two teachers on their implementation efforts. The
relationship was part of an implementation strategy devised by arts consultants in
the school board office; one teacher in every school was designated a “Catalyst
Teacher” with a loosely defined role of acting as an on-site “cheerleader” (or
catalyst) for the implementation activities of colleagues.
This use of a non-specialist member of a staff is related to peer-centred
improvement and change efforts discussed in recent literature under such terms as
“peer coaching,” “cooperative professional development,” and “collaborative
consultation.” It has been shown that a collegial approach to change efforts tends to
contribute to the successful implementation of change.
Through a series of semistructured interviews with the two teachers
individually and together, and supplemented by observations of their art teaching
and by interviews and informal conversations with Ministry of Education personnel,
the local art consultant, and the school principal, a picture was produced of the
meanings constructed by the two teachers about the new curriculum, their roles as
teachers and colleagues, the place of art in their total programs, and the effect of the
Catalyst Teacher Program on their own implementation efforts. At the end of the
interview series, the teachers considered their own progress with the help of Hall
and associates’ Levels of Use scale (1975). Looking through the lens of a symbolic interactionist approach to studying
this working relationship, I was able to focus on the interdependence of all the
elements in the cyclical process of data gathering, sorting, coding, reflecting, and
analyzing. The qualitative causal network described by Corbett and Rossman
(1989) provided a framework within which the case data could be analyzed and
compared to Corbett and Rossman’s findings.
The progress of the participants in this study showed the positive effect of the
implementation strategy in use in their board. These two teachers’ special qualities
of collegiality contributed to their early success, suggesting that conditions of
teacher empowerment and collegiality need to precede other specific change efforts.
Conditions of distancing between grade-level units within the school, that may have
contributed to differences in implementation progress, point to a need to reconsider
the wide scale of most implementation efforts.
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Working together: a case study of two primary teachers in a peer-centred curriculum implementation programMacDonnell, Carol Raye 11 1900 (has links)
This qualitative case study of two primary teachers during their first year of
using a new provincial art curriculum was concerned with the effect of a special
relationship between the two teachers on their implementation efforts. The
relationship was part of an implementation strategy devised by arts consultants in
the school board office; one teacher in every school was designated a “Catalyst
Teacher” with a loosely defined role of acting as an on-site “cheerleader” (or
catalyst) for the implementation activities of colleagues.
This use of a non-specialist member of a staff is related to peer-centred
improvement and change efforts discussed in recent literature under such terms as
“peer coaching,” “cooperative professional development,” and “collaborative
consultation.” It has been shown that a collegial approach to change efforts tends to
contribute to the successful implementation of change.
Through a series of semistructured interviews with the two teachers
individually and together, and supplemented by observations of their art teaching
and by interviews and informal conversations with Ministry of Education personnel,
the local art consultant, and the school principal, a picture was produced of the
meanings constructed by the two teachers about the new curriculum, their roles as
teachers and colleagues, the place of art in their total programs, and the effect of the
Catalyst Teacher Program on their own implementation efforts. At the end of the
interview series, the teachers considered their own progress with the help of Hall
and associates’ Levels of Use scale (1975). Looking through the lens of a symbolic interactionist approach to studying
this working relationship, I was able to focus on the interdependence of all the
elements in the cyclical process of data gathering, sorting, coding, reflecting, and
analyzing. The qualitative causal network described by Corbett and Rossman
(1989) provided a framework within which the case data could be analyzed and
compared to Corbett and Rossman’s findings.
The progress of the participants in this study showed the positive effect of the
implementation strategy in use in their board. These two teachers’ special qualities
of collegiality contributed to their early success, suggesting that conditions of
teacher empowerment and collegiality need to precede other specific change efforts.
Conditions of distancing between grade-level units within the school, that may have
contributed to differences in implementation progress, point to a need to reconsider
the wide scale of most implementation efforts. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
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'n Voorgestelde opleidingsmodel vir primêre skoolonderwysers in NamibiaAucamp, Nicolaas van der Walt 19 August 2015 (has links)
M.Ed. / Please refer to full text to view abstract
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EXPERIMENTAL TRAINING IMPACT ON AFFECTIVE BEHAVIORS OF PROSPECTIVE ELEMENTARY TEACHERSTodd, Sally M. January 1973 (has links)
No description available.
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The effects of a self-instruction program in facilitation and communication skills for elementary school teachersMaurer, Carolyn Gwen, January 1976 (has links)
Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 156-162).
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A study of ego development of teacher interns as a result of membership in an elementary education teacher training program /Barnett, Frederick Gavin January 1977 (has links)
No description available.
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A measure of the perceptions of students in elementary teacher education expressed in responses to filmed elementary classroom episodesKaplan, Henriette J. January 1972 (has links)
The purpose of the study was to construct a test, referred to as the Teacher Perception Test, for determining the ability of students to observe with understanding in a classroom situation prior to student teaching. In developing the measurement device, three steps were included: (1) filming the scenes in the test and the design of the accompanying directions; (2) comparing the student teacher responses to the Teacher Perception Test with (a) overall grade point average, (b) previous experiences in teacher-learner activities, (c) a self-concept scale, (d) a classroom teacher's observation rating, and (e) final grades received at the completion of the teaching semester; and (3) comparing two different methods of scoring the students' responses to the Teacher Perception Test--the score of total number of items listed by students as perceived in the filmed scenes and a score derived from the' students' assignment of instructional purpose to each item listed.
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An evaluation of a communication course offered as part of an elementary teacher training programBawa, Nirmal K January 1990 (has links)
The purpose of this study was to determine if elementary student teachers applied the training received in a communication course on a thirteen week practicum, and if so, what specifically was applied or transferred. The practicum took place a year after the communication course; this study was undertaken nineteen months after the completion of the communication course. The participants had obtained a bachelor's degree prior to enrolling for a two year teacher training program. The critical incident technique and a structured questioning technique were used respectively in an intensive interviewing process. The findings reveal that the transference occurred in terms of attitude, knowledge, and skills from the experience of the communication course to the practical experience of the thirteen week practicum. These factors were helpful in creating a focussed and motivating presentational style, verbally and nonverbally, and in reducing stress and conflict in interactions with students, parents and
collegues. Student teachers were adamant in stating that the success of their learning was due to the positive atmosphere of the communication course, the caring, enthusiastic and motivating nature of the instructors, and the bonding which occurred between the participants as a result of this caring. These factors provided the basic human needs of affection and community. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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A study of ego development of teacher interns as a result of membership in an elementary education teacher training program /Barnett, Frederick Gavin January 1977 (has links)
No description available.
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