The purposes of this study were, first, to determine the degree and direction of relationships between scores on The National Teacher Examinations and certain variables for the two hundred and forty-nine secondary teacher education majors included in this study.

This study examined the practice of student teaching and the effects of student teaching upon the development of three secondary Thai language student teachers from Chiangmai Teachers' College in Chiangmai, Thailand from July to September, 1992. The research questions were: What are the methods of teaching which are used during student teaching experience, and what developments or changes occur as a result of student teaching from the point of view of the student teachers? The research methodology was qualitative, utilizing the methodologies of open-ended interviewing of student teachers as the primary mode. Other sources such as observations of student teacher teaching and student teacher journals were used to add depth to the study and to triangulate the findings. Interviews were conducted in two phases. Observations were conducted as the student teachers taught five class sessions. The data were processed using the constant comparative method. A preliminary study of three secondary teachers was conducted to test the interview guides and add direction to the study. The analysis of data resulted in the generation of the following working hypotheses: 1. Formal college training plays a more influential role in student teachers' methods of teaching than the student teachers realize. 2. Student teaching experience affects student teachers' attitude toward teaching. 3. Student teaching experience has a powerful impact on the development of student teachers as teachers and as individuals. / Graduation date: 1994

Understanding nature of science (NOS) is an important learning objective of the science curricula in many countries. However, research shows that there is a large gap between the curriculum emphasis and classroom practice. There have been calls for more studies on how teachers can be better prepared for teaching NOS. This study examines what teachers have learned, how they have learned it and the factors affecting their learning in a teacher professional development (TPD) programme to prepare them to teach NOS. The study was conducted in 2008-10, when the new Hong Kong Senior Secondary Biology curriculum, with its emphasis on NOS, was introduced. Three of the 18 teachers participating in the programme were chosen for in-depth case studies to illuminate their process of learning to teach NOS. Over a 20-month period, the teachers worked collaboratively to learn how to teach NOS in study group settings. Initially, the teachers were given curriculum materials designed for the explicit and reflective teaching of NOS. They selected, adapted and refined the curriculum materials to suit their own students. They then taught NOS to their students using the modified curriculum materials in their classroom, and the lessons were videotaped. These videos were later shared and analyzed collaboratively in study group meetings and workshops. To monitor their learning, the teachers were asked to complete reflection tasks and follow-up interviews after participating in each of the TPD activities, including the trial teaching of NOS in their own classroom, reflecting on the lesson, reflecting on the lesson video, and discussing the lesson video with their peers. Using an interpretive approach, other data sources, including field notes from classroom observations, transcripts of teacher discussions in meetings and workshops, and interviews with individual teachers before and after the programme on their confidence and concerns about NOS teaching, were also collected for triangulation purposes, and for the production of individual case reports for each teacher. It was found that the teachers had improved their NOS knowledge, NOS teaching skills, confidence as well as intention to teach NOS after participating in the programme. The process of learning to teach NOS can be characterized as lengthy, recursive and closely embedded in authentic classroom practices. Four major factors related to the TPD programme were identified as contributory to teachers’ learning to teach NOS. They are: (1) the formation of a community of practice with a shared goal to improve NOS teaching, (2) the provision of educative curriculum resources for explicit and reflective teaching of NOS, (3) first-hand experience of teaching NOS in authentic classroom settings, and (4) video-based discussions on NOS teaching in meetings and workshops. Based on the findings, an emergent model of effective use of video for learning to teach NOS was also proposed. The implications of the findings on the design of effective TPD programmes for learning to teach NOS were discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

No description available.

This thesis explores the early twentieth century beginnings of the Faculty of Education at the University of British Columbia, when that university first accepted responsibility for the education of secondary teachers. The university's participation came in successive stages, beginning with summer school sessions, moving to a shared training responsibility for high school teachers with the Normal School, and eventually to total responsibility for the training of high school teachers. In addition to documenting the steps by which high school teacher training became established as a program of university studies, this study analyzes the academic, social and political forces that combined to create a perceived need for, and then to legitimize, the creation of a new university department. The University of British Columbia's acceptance of responsibility for this training was a culmination of a complex social interaction of three groups (including the state, the teachers, and university administrators and faculty) all of whose values were shaped by the newly dominant ideology of professionalism. Accordingly, fundamental assumptions about "appropriate" training for teachers were embedded in a social milieu where professionalization, bureaucratization, and gender issues were compelling forces. The perceived centrality of professionals in a increasingly technocratic society led to pressure being exerted from a number of quarters in British Columbia for the institutionalization of high school teacher training in an appropriately scientific arena - the university. This study focuses on the theoretical principles underlying the dialectic of ideological determinism and human agency, as well as the historical evidence of the way that one such ideology (professionalism) shaped the transition of social policy (high school teacher training). The study concludes by utilizing contemporary theoretical perspectives to discuss the premises which inform not only the ideology of professionalism but also any metanarrative which purports to identify the true way for training teachers and by expressing hope that, as the type of knowledge associated with social power shifts, those who establish any new framework for teacher education will not repeat the mistakes of the past.

This piece of research is an attempt to evaluate the assessments made by secondary teachers in training of an introductory orientation course offered during the first seven weeks of the 1984 H.D. E. course in the Department of Education of Rhodes University. This course, the About To Teach (ATT) course, was introduced in an attempt to obviate some of the perceived problems that students experience in the initial months of their H.D.E. year. The course was first offered in 1982 and in both 1982 and 1983 it was assessed by the students. The evaluation of the assessments offered in those two years provided much of the background for this in-depth look at student assessments of the 1984 ATT course. Briefly, the course attempts to offer the students a stimulating, meaningful, interesting and enjoyable learning experience which will help them to orientate; prepare them adequately for their first teaching practice and the reception later of the offerings of the core theory discipline of Philosophy, Sociology and Psychology. The course itself is a piece of action research and its underlying assumptions are essentially humanistic in nature. Its planners have attempted to bracket as many assumptions as possible and to espouse only those assumptions which are basically positive in nature. It does not attempt to prescribe or offer any dogma which can or must be assessed in any formal sense; it attempts to meet the students from whatever stages in their development they are at when they arrive to commence their H.D.E. year; and it does not attempt to compel the students in any way whatsoever. It is a course which must stand or fall on its own merits. Since the researcher is himself an involved participant in the process, he felt that the completion of a detailed questionnaire and interviews with a sample of the students would be the most economical and the best means of obtaining data for as objective an analysis as possible. To further obviate the possibility of researcher bias all the responses collected have been included in the appendices so that the reader may satisfy him/herself that the interpretations made and conclusions drawn are reasonable. Briefly, the chief conclusion of this researcher is that the overwhelming majority of the students perceived the course as offering them a meaningful learning experience. In addition, it can be argued that the course is, in effect, a guidance course in that it appears to be preparing students for experiences which they still have to come across . Most are generally critical of other courses offered during the H.D . E. year and many make an appeal for, or suggest, a much more integrated approach along the lines of the ATT course . There is a definite appeal for a coherent H.D.E. experience which is meaningful and 'peoplecentred'. By no stretch of the imagination can the findings of this particular piece of research be generalised to any other context since it is very definitely specific in both context and setting. However the researcher is quietly confident that his conclusions and recommendations make a great deal of sense within the specific context of this study.

Made available in DSpace on 2016-08-03T16:15:50Z (GMT). No. of bitstreams: 1 RosangelaPaglia2.pdf: 1764719 bytes, checksum: 671ad7f7c9de7b25589385386c70dd8e (MD5) Previous issue date: 2014-10-22 / This empirical research discusses and analyzes the work of the professional teaching of high school, their formation and disintegration in contemporary society , trying to relate it to the very crisis of cultural education in force. The main objective is to analyze the forms of adaptation and resistance of the teacher before the major changes and new requirements for the educator of the new century started in 2000, with the arrival of the new millennium. From this analysis purpose we studied how the teacher understands his training and career, focusing on the actions currently introduced by the State Department of Education of São Paulo, in the period 2000-2014, in the high schools of the city of Barueri, confronting to the rules proposed last LDB ( Law of Directives and Bases) and related legislation also statewide. The hypothesis governing this research is that there inconsistencies and inconsistencies in regulation in the executive branch of the state education system. The State High Schools of the city of Barueri (SP) are the empirical research in this field to be held in 2013 the 2014. From information obtained through document analysis and responses provided by teachers with standardized questionnaires , in order to characterize the professional profile of the teacher confronts you with the system requirements , identify actions governing their selection and explain your manifestation on the impact of poor quality of their training in the teaching profession , a factor that favors the aggravation of conservative forces , crystallized in the form of practices aimed at solving problems of everyday school life high school . Studies on school culture , history of education will be supported Florestan Fernandes (1966 ) , de Oliveira Otaiza Romanelli (1990 ) , Helena Souza Patto (1999 ) , Raquel Serbino Volpato (1998 ) , Edgar Morin (2006 ) , Guiomar Namo de Mello ( 2004) , Dermeval Savian (2003 ) , Antonio Nóvoa (1995 ) , José Mário P. Azanha (1968 ) , Pepper Selma Garrido (1992 ) , Bernadette Gatti(1996 ) , Imbernon Francisco (2002 ) , Martha Abraham Saad Lucchesi (2002 ), Lizete Shizue Bomura Maciel (2004 ), among other authors who will be searching along the our work . / Esta investigação empírica discute e analisa o trabalho docente do profissional do Ensino Médio, sua formação e desestruturação na sociedade contemporânea, procurando relacioná-la à própria crise da formação cultural em vigor. O objetivo principal é analisar as formas de adaptação e de resistência do professor perante as grandes mudanças e novas exigências para o educador do novo século iniciado no ano de 2000, com a chegada do novo milênio. A partir desse objetivo analisado, foi estudado como o professor compreende sua formação e carreira, focalizando as ações instauradas atualmente pela Secretaria do Estado da Educação de São Paulo, no período de 2000 a 2014, nas escolas de Ensino Médio do município de Barueri, confrontando com as regras propostas pela última LDB (Lei de Diretrizes e Bases) e legislação correlata também em âmbito estadual. A hipótese que rege esta investigação é a de que há inconsistências e incoerências na normatização na esfera executiva do sistema estadual de ensino. As Escolas Estaduais de Ensino Médio do município de Barueri (SP) serão o campo empírico desta pesquisa que se realizará em 2013 e 2014. A partir de informações obtidas por meio de análise documental e de respostas fornecidas por professores com questionários padronizados, objetivando caracterizar o perfil profissional do professor, confronta-lo com as exigências do sistema, identificar ações que regulam a sua seleção e explicitar sua manifestação sobre o impacto da má qualidade de sua formação no exercício da docência, fator que favorece o agravamento de forças conservadoras, cristalizadas em forma de práticas voltadas para a resolução de problemas do cotidiano escolar do Ensino Médio. Os estudos sobre cultura escolar, história da educação será apoiado Florestan Fernandes (1966), Otaíza de Oliveira Romanelli (1990), Helena Souza Patto (1999), Raquel Volpato Serbino (1998), Edgar Morin (2006), Guiomar Namo de Mello (2004), Dermeval Saviani (2003), Antônio Nóvoa (1995), José Mário P. Azanha (1968), Selma Pimenta Garrido (1992), Bernadete Gatti (1996), Francisco Imbernón (2002), Martha Abrahão Saad Lucchesi (2002), Lizete Shizue Bomura Maciel (2004), entre outros autores que estaremos pesquisando ao longo do nosso trabalho.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This thesis explores the early twentieth century beginnings of the Faculty of Education at the University of British Columbia, when that university first accepted responsibility for the education of secondary teachers. The university's participation came in successive stages, beginning with summer school sessions, moving to a shared training responsibility for high school teachers with the Normal School, and eventually to total responsibility for the training of high school teachers. In addition to documenting the steps by which high school teacher training became established as a program of university studies, this study analyzes the academic, social and political forces that combined to create a perceived need for, and then to legitimize, the creation of a new university department. The University of British Columbia's acceptance of responsibility for this training was a culmination of a complex social interaction of three groups (including the state, the teachers, and university administrators and faculty) all of whose values were shaped by the newly dominant ideology of professionalism. Accordingly, fundamental assumptions about "appropriate" training for teachers were embedded in a social milieu where professionalization, bureaucratization, and gender issues were compelling forces. The perceived centrality of professionals in a increasingly technocratic society led to pressure being exerted from a number of quarters in British Columbia for the institutionalization of high school teacher training in an appropriately scientific arena - the university. This study focuses on the theoretical principles underlying the dialectic of ideological determinism and human agency, as well as the historical evidence of the way that one such ideology (professionalism) shaped the transition of social policy (high school teacher training). The study concludes by utilizing contemporary theoretical perspectives to discuss the premises which inform not only the ideology of professionalism but also any metanarrative which purports to identify the true way for training teachers and by expressing hope that, as the type of knowledge associated with social power shifts, those who establish any new framework for teacher education will not repeat the mistakes of the past. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

In this study, a community of high school Common Core Algebra I teachers in a socio-economically and racially diverse suburban high school participated in a lesson study process facilitated by an instructional coach to design curriculum for an algebra lab model. The model was intended to address issues of equity and access in mathematics education, which incorporated skills support, social-emotional learning, and authentic tasks to help students needing additional support succeed in a de-tracked Common Core Algebra I course. Pedagogical strategies were examined through the lens of “Danielson’s Framework for Teaching,” an instrument used to promote highly effective instructional strategies and evaluate the quality of teaching; this framework was used as a lens to construct authentic task lessons and assess teacher practice. A major finding was that an emphasis on skills support and social-emotional learning promoted increased participation and student achievement in the Common Core Algebra I course; an overemphasis on authentic tasks in the lab course was found to be counterproductive. Peer observations, collaboration, and instructional coaching were also found to be highly impactful and vital to the curriculum development process and enhancement of teacher practice. To ensure a productive lesson study process, the researcher advises school leaders to consider tenets of adult learning theory and teachers’ capacity for transformational learning when selecting teachers to develop and implement innovative curricular and instructional approaches.