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The objective of this study was to evaluate learner ships as possible model for the in-service training of Technology teachers and teachers involved in technology - related subjects within the field of learning: Manufacturing, Engineering and Technology. This research was based on a literature study and an empirical investigation. The curriculum changes in South Africa concerning Outcomes-Based Education, the introduction of the new learning area, Technology, and the rapidly changing nature of technical knowledge require continuous in-service training and development of the teachers who are involved in technology related subjects. This training of teachers forms a part of the new resource development strategy for the economical, social and cultural development of every person in South Africa. The National Qualification Framework serves as reference for all new programmes in the existing training system and divides teaching and training into 8 levels. For the Intermediary Levels (Levels 4-6) of training which teachers must now undergo as in-service training, Learner ships were created as method of training. This research brought to light that existing in-service training programmes do not comply with the requirements which technology and Technology teaching enforce on the training of teachers. A continuous Professional Development process was investigated as alternative and the study revealed that learner ships are a possible alternative for the in-service training of Technology teachers. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

The objective of this study was to evaluate learner ships as possible model for the in-service training of Technology teachers and teachers involved in technology - related subjects within the field of learning: Manufacturing, Engineering and Technology. This research was based on a literature study and an empirical investigation. The curriculum changes in South Africa concerning Outcomes-Based Education, the introduction of the new learning area, Technology, and the rapidly changing nature of technical knowledge require continuous in-service training and development of the teachers who are involved in technology related subjects. This training of teachers forms a part of the new resource development strategy for the economical, social and cultural development of every person in South Africa. The National Qualification Framework serves as reference for all new programmes in the existing training system and divides teaching and training into 8 levels. For the Intermediary Levels (Levels 4-6) of training which teachers must now undergo as in-service training, Learner ships were created as method of training. This research brought to light that existing in-service training programmes do not comply with the requirements which technology and Technology teaching enforce on the training of teachers. A continuous Professional Development process was investigated as alternative and the study revealed that learner ships are a possible alternative for the in-service training of Technology teachers. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2006.

The purposes of the study were to 1) determine if responses from teachers to items on the pre- and post- administration of the questionnaires would change after viewing the Tap Tapes series and 2) provide members of the Tap - A - Talent committee with recommendations on how to proceed with the inservice process if, in fact, the process should continue.The pre- and post- questionnaires were mailed to randomly selected teachers of grades one through five employed by the school corporation during the 1980-81 school year. Usable questionnaires were returned by 101 teachers and constituted the sample for the study.Data reported represented changes in responses to items on the pre- and post- questionnaires as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based on teacher responses on the pre- and post- questionnaires:1. Teachers who viewed all or some of the seven-part Tap Tapes resulted in a small but positive increase in desired responses in the questionnaires.2. The responses of teachers who viewed none of the Tap Tapes reflected a decrease in the number of desired responses in the questionnaire.3. While many teachers participating in the study reported, by the responses, an overall agreement with the statements in the questionnaire prior to viewing the Tap Tapes, the data reflect a general strenthening of views and attitudes by teachers following the viewing of the tapes.4. The video-tapes, mini-workshop series, known as Tap Tapes, appeared to be an effective inservice component.

The purpose of this study was to develop and test an audio-tutorial, independent study program on simple machines to meet the individual needs of elementary in-service teachers. The research was designed to determine how well in-service teachers could learn the specific content involved using this particular approach. Advantage was taken of the teaching skills and methods which teachers employ in their own classes. Pre- and post-tests of the Smith Mechanic Test were administered.Two samples were drawn from the population of elementary teachers in the Science 590 extension and summer classes at Ball State University. There was a control group of twenty-nine elementary teachers and an experimental group of forty-eight elementary teachers. The experimental group used the audio-tutorial program. The control group received classroom instruction over the specific content involved. The difference in means between groups was examined for significance using a two-tailed t-test. No significant difference was found on the pre-test. A significant difference beyond the 0.01 level was found on the post-test (t = 2.87, 75 d.f.). Each group was considered separately for significance in the mean gain. The control group showed significance at the 0.05 level (t = 2.05, 28 d.f.). The experimental group showed significance beyond the 0.001 level (t = 13.54, 47 d.f.). It was concluded that the audio-tutorial program afforded a much better mode for practice over the specific content involved than did classroom instruction. It was recommended that the program be used in conjunction with elementary pupils in order to measure any increase in teacher competency more accurately; that the program be used in a teaching situation other than the extension class in order to measure retention; that the program be used as one mode of presentation in the Science 590 classes; and that administrators institute this program into schools as part of continuing in-service training.

The purpose of this study was to determine and describe the status and changes in elementary teacher attitudes and concerns of a group of inner city teachers involved in an inservice program.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 236-261). / Also available by subscription via World Wide Web / xii, 261 leaves, bound 29 cm

Thesis (M.A.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references (leaves 14-17). Online version available on the World Wide Web.

The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purposively. In order to evaluate the training and development provided for teachers in multi-grade classrooms the researcher examined the training programmes, the training curriculum and transfer of training inputs. The results of the study indicate that post-training is the determinant of the extent of the effectiveness of the transfer of training skills, knowledge and attitudes gained in multi-grade teaching training. The study found a massive gap that currently exists between training in multi-grade teaching and the actual transferability of such training in multi-grade contexts. Positive transfer of training in multi-grade teaching strategies was found to be skills related to teaching strategies, lesson management, curriculum integration and social components of multi-grade teaching. Negative transfer of training included classroom organisation, lesson planning, timetabling, curriculum adaptation and assessment. Although multi-grade teacher training programme is assumed to change behaviours, attitudes, impart knowledge and improve teaching skills, the results of the study indicate that training inputs might not necessarily transform into classroom practice. In order to facilitate and ensure vertical and horizontal integration of knowledge and skills and transfer of training to classroombased teaching, recurrent training in multi-grade teaching is therefore, suggested.

This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.