Three first-year agriculture teachers were analyzed using the case study approach. The descriptive account presents each teacher's daily events in chronological order. Two traditional teacher education degree teachers and one alternative certified teacher are described. The descriptive account uses data gathered through transcribed daily logs, personal interviews, and participant observations. Each teacher experienced different daily events, however the data analysis revealed certain themes. Each teacher experienced difficulty in a particular area early in the school year and needed specific assistance. Also, student interactions greatly affected all three teachers. The teachers reported personal stress and frustration in the area of student discipline. As a result of some tragedy, each teacher served as a counselor to their students at some point in the school year. The teachers received many positive results from their Future Farmers of America local chapters. Another theme was observed in the area of instructional management. The teachers experienced varying degrees of difficulty in curriculum development, lesson planning, and teaching techniques. The area of time management caused problems for these teachers throughout the school year. Administrators also influenced the daily lives of these three beginning agriculture teachers. The area of health concerns was the final theme observed. All three teachers experienced illness during the school year. In addition, all three commented on the frequency that their students were ill. / Master of Science

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Management and Leadership / M. Ed. (Educational Management)

Text in English / This study was designed to determine whether a relationship exists between self-reported mindfulness, self-consciousness, adjustment and academic performance in first-year university students. Additionally, the study aimed to assess the predictive quality of mindfulness and self-consciousness towards emotional adjustment (adjustment disorder symptoms, depression and anxiety) and academic performance, and to further determine the contribution of mindfulness and self-consciousness on adjustment to the predictability of academic performance. First-year students (N = 290) at the Tshwane University of Technology (TUT) at the Pretoria West and Ga-Rankuwa campuses completed the selfreported mindfulness measure, Mindfulness Attention and Awareness Scale (MAAS) (Brown & Ryan, 2003), the Self Consciousness Scale- Revised (SCS-R) (Scheier & Carver, 1985), the Beck Depression Scale (BDI) (Beck et al., 1961) the Beck Anxiety Scale (BAI) Beck & Steer,1993) and the adjustment disorder checklist; based on DSM V, (Sadock, Sadock & Ruiz, 2014). Students’ year-end results for the first year of study were used to operationalize academic performance. Results of correlation analyses indicated a significant negative correlation between mindfulness and students’ emotional adjustment (adjustment disorder symptoms, depression and anxiety), a significant positive correlation between selfconsciousness and students’ emotional adjustment (adjustment disorder symptoms, depression and anxiety) as well as a significant negative correlation between adjustment disorder symptoms and academic performance. Multiple linear regression analysis was used to test whether mindfulness and self-consciousness significantly predicted students’ depression, anxiety and adjustment disorder symptoms. The results of the regression analysis indicated the two predictors explained 16% of the variance (F (1, 1773) = 29.66, P< 0.0001) (depression), 14% of the variance (F (1, 985) = 24.14, p < 0.0001) (anxiety) and 14% of variance (F (2, 292) = 23.87, p <0.001) (adjustment disorder symptoms). Furthermore, mediation analysis provided information regarding the impact of mindfulness and selfconsciousness on students’ academic performance. The impact of mindfulness and selfconsciousness on students’ academic performance (students’ marks) was found to be mediated by adjustment disorder symptoms. However, the Sobel test indicated a significant effect (0.03) for mindfulness and an insignificant effect (0.09) for self-consciousness. / Psychology / Ph. D. (Psychology)

School-based induction programmes largely focus on informing beginner teachers about the school culture and infrastructure, yet, the core business of education is teaching and learning. A consensus is, however, growing among educators and researchers that despite the positive experiences novice teachers experience during school-based induction programmes, they also experience challenges which affect their perceptions of school-based induction. Despite those challenges in the education sector, hope for the future, as guided by Vision 2030, still remains with one essential human resource: the teachers themselves. Therefore, if novice teachers are to impact profoundly on the learners’ academic achievement, then quality induction programmes must be in place in Namibian schools in order to support their instructional growth. A comprehensive nation-wide induction effort with high emphasise on mentoring will accelerate novice teacher efficacy and consequently learner learning. The purpose of this research study was to identify beginner teachers’ perceptions of school-based induction at selected primary schools in Windhoek and suggested a framework which may inform future research efforts and improve the application of school-based induction. To do this, a qualitative research methodology was preferred to assess the perceptions of novice teachers at the selected schools. Eight beginner teachers and four Heads of Departments participated in the study. The result draws attention to the professional enculturation of beginner teachers, but notably, compels practical reconsideration on how school-based induction is practised in light of beginner teacher growth and sustainability. / Educational Leadership and Management / M. Ed. (Educational Management)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work is the product of an investigation that is part of the LP1: Research, Training, Knowledge and Professional Development Line of the Graduate Program in Education of the Federal University of Santa Maria / RS, focused on broadening the discussions in The initial training of teachers of mathematics and their first years of teaching. The aim of this research is to identify the constituent elements of the initial formation of teachers of mathematics that contribute to the first years of teaching, verifying the approximation and distances of the initial formation course and the reality experienced in the schools, through the gaze of the beginning teacher who teaches mathematics. The research theme came from the experience of the researcher as a teacher who teaches mathematics in her early years of teaching, given the emergence of problems, challenges, uncertainties and difficulties to be faced in the classroom, and that often the beginner teacher Is not prepared to face them. The theoretical references that base this writing that refer to the initial formation are Charlot (2000), Tardif (2002), Mizukami (2006), Imbérnon (2011), Vaillant; Garcia (2012), in the initial formation of teachers of mathematics are Ponte (1998), Moura (2001, 2002), Libâneo (2004), Lorenzato (2010), among others. In relation to the first years of teaching, the main references were Huberman (1992), Garcia (2009), Vaillant and Tardif (2002). For that, the investigation was carried out with teachers who teach mathematics in the state public network of the municipality of Ijuí / RS, the dialogue was recorded and occurred through semistructured interviews with seven teachers. Through their narratives we have been able to know them from the choice of the mathematics course, the first ones counted with the teaching in the initial formation and the entrance in the teaching career. With the transcribed dialogue the interpretation and understanding of the data was based on the narrative analysis of Galvão (2005) with the contribution of the hermeneutic experience, for understanding to happen, Gadamer (1997) argues that the interpreter moves from a projected meaning of the whole to the parts, and then returns to the whole, Called by the author of the hermeneutic circle, in this way the knowledge of the completeness of the text allows the interpreter to question between what is not familiar and what is being shared. The results allow us to share that the teachers understand that initial training is a necessary support for future practices, motivating and encouraging future teachers to think about mathematics teaching, however, during the training, there were difficult situations in the stages that marked The identity of these teachers. They concluded that the entry into the career was a moment of expectation but that feelings of insecurity, uncertainty, fears were greater and emphasized that the main deficiency in this initial period was in the organization of pedagogical practice and that the lack of support is Remarkable, end up resorting to experienced teachers. We conclude that the initial training course left some gaps strongly felt by the teachers at the beginning of the career, so they understand that the training course needs to provide more classroom practices, believe that they learn in practice, and could thus face with greater Clarity in classroom situations. / Este trabalho é produto de uma investigação que insere-se na LP1: Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria/RS, tem seu foco voltado a ampliação das discussões no âmbito da formação inicial de professores que ensinam matemática e seus primeiros anos de atuação docente. O objetivo desta pesquisa é identificar elementos constituintes da formação inicial de professores que ensinam matemática que contribuem para os primeiros anos da docência, verificando a aproximação e os distanciamentos do curso de formação inicial e a realidade vivenciada nas escolas, através do olhar do professor iniciante que ensina matemática. A temática da investigação surgiu a partir da vivência da pesquisadora como professora que ensina matemática em seus primeiros anos de atuação docente, visto o surgimento de problemas, desafios, incertezas e dificuldades a serem enfrentadas em sala de aula, e que muitas vezes o professor principiante não está preparado para enfrentá-los. O referenciais teóricos que embasaram esta escrita que referem-se a formação inicial são Charlot (2000), Tardif (2002), Mizukami (2006), Imbérnon (2011), Vaillant; Garcia (2012), na formação inicial de professores que ensinam matemática são Ponte (1998), Moura (2001; 2002), Libâneo (2004), Lorenzato (2010), dentre outros. Em relação aos primeiros anos de atuação docente os principais referenciais foram Huberman (1992), Garcia (2009), Vaillant e Tardif (2002). Para tanto, a investigação foi realizada com professores que ensinam matemática na rede pública estadual do município de Ijuí/RS, o diálogo foi gravado e ocorreu através de entrevistas semiestruturadas com sete professoras. Através das suas narrativas pudemos conhecê-las desde a escolha pelo curso de matemática, os primeiros contados com a docência na formação inicial e a entrada na carreira docente. Com o diálogo transcrito a interpretação e compreensão dos dados baseou-se na análise narrativa de Galvão (2005) com a contribuição da experiência hermenêutica, para que a compreensão aconteça, Gadamer (1997) argumenta que o intérprete se move de um significado projetado do todo para as partes, e então volta para o todo, denominado pelo autor de círculo hermenêutico, dessa forma o conhecimento da completude do texto permite que o intérprete questione entre aquilo que não lhe é familiar e o que está sendo compartilhado. Os resultados nos permitem compartilhar que as professoras entendem que a formação inicial é um suporte necessário para as futuras práticas, motivando e incentivando os futuros professores a pensar o ensino de matemática, no entanto, durante a formação, nos estágios houveram situações difíceis o que marcou a identidade dessas professoras. Completam que a entrada na carreira, foi um momento de expectativas, mas que os sentimentos de insegurança, incertezas, medos, foram maiores e enfatizaram que a principal deficiência, nesse período inicial, foi na organização da prática pedagógica e que a falta de apoio é notável, acabam recorrendo aos professores experientes. Concluímos que o curso de formação inicial deixou algumas lacunas fortemente sentidas pelas professoras na entrada na carreira, assim, elas entendem que o curso de formação precisa fornecer mais práticas em sala de aula, acreditam que aprendem na prática, sendo assim, poderiam enfrentar com maior clareza as situações em sala de aula.

Cette recherche vise à comparer des enseignants novices en situation de formation et des enseignants "experts" que sont les maîtres de stages. L'observation et la comparaison des méthodes didactiques utilisées dans l'enseignement technique et dans l'enseignement général, mais aussi dans des disciplines différentes (biologie, chimie, français, histoire) nous a permis de mettre en évidence l'impact de la formation initiale sur les comportements des enseignants novices. / Doctorat en sciences de l'éducation / info:eu-repo/semantics/nonPublished

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Various studies have highlighted the problems faced in accounting education. Some of these problems refer to the stagnating accounting curriculum, limited resources available to students from designated black empowerment groups, and the underdevelopment of skills required by practice. This study focuses specifically on the problems faced in secondary and tertiary accounting education in South Africa (SA) and the effects of these problems on practice. The first article of this study emphasises the various causes for the declining pass rate in firstyear chartered accountancy (CA) students. For this purpose, the researcher gathered information on the perceptions of first-year CA students and of lecturers involved in departments of accounting at SA universities. One of the possible causes identified is the apparent gap between school and university accounting education, especially in respect of curriculum, teaching quality and textbooks. The study revealed that students from designated black empowerment groups are facing the most problems in SA accounting education. The second article addressed the skills shortages in first-year CA trainees that practitioners have to deal with. According to the results, the majority of the participants felt that universities do not sufficiently equip students with the skills necessary to be successful in practice. The skills shortages identified included the inability of first-year trainees to determine the extent of testing needed in audits and to think independently. It also seemed as if first-year trainees lack professional communication skills and cannot sufficiently apply theory learnt at university in practice. These are only some skills with which universities are expected to equip students in order to be successful in practice. The researcher drew conclusions and made recommendations based on the information obtained from the above-mentioned two studies. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014

Various studies have highlighted the problems faced in accounting education. Some of these problems refer to the stagnating accounting curriculum, limited resources available to students from designated black empowerment groups, and the underdevelopment of skills required by practice. This study focuses specifically on the problems faced in secondary and tertiary accounting education in South Africa (SA) and the effects of these problems on practice. The first article of this study emphasises the various causes for the declining pass rate in firstyear chartered accountancy (CA) students. For this purpose, the researcher gathered information on the perceptions of first-year CA students and of lecturers involved in departments of accounting at SA universities. One of the possible causes identified is the apparent gap between school and university accounting education, especially in respect of curriculum, teaching quality and textbooks. The study revealed that students from designated black empowerment groups are facing the most problems in SA accounting education. The second article addressed the skills shortages in first-year CA trainees that practitioners have to deal with. According to the results, the majority of the participants felt that universities do not sufficiently equip students with the skills necessary to be successful in practice. The skills shortages identified included the inability of first-year trainees to determine the extent of testing needed in audits and to think independently. It also seemed as if first-year trainees lack professional communication skills and cannot sufficiently apply theory learnt at university in practice. These are only some skills with which universities are expected to equip students in order to be successful in practice. The researcher drew conclusions and made recommendations based on the information obtained from the above-mentioned two studies. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2014

This study focuses on the induction of novice teachers in Community Junior Secondary Schools (CJSS) in Gaborone, Botswana. The point of departure is that induction is an important factor that is essential to the success of every beginner teacher. It is the responsibility of the school management to provide comprehensive induction programmes that will support beginner teachers and retain them in the teaching profession. This problem was investigated by means of a literature study and an empirical investigation using a qualitative approach. A small sample of beginner teachers in six selected schools in Gaborone formed the sample for this study. Findings indicated that the extent to which novice teachers are given professional guidance and support in schools is not enough. It is recommended that induction programmes receive more priority in schools since the first year of teaching is the most important determiner in the teaching career of an individual. / Education management / M.Ed. (Education Management)