One role of an administrator is to provide and assess staff development programs. The purpose of this study was to measure the impact of a 120-hour standards-based, technology-connnected staff development program on participating teachers' instruction.

This study investigated the effectiveness of the cascade model in the in-service training of ABET educators in the North West Province with special reference to its dissemination and application at the workplace. To seek an overview of longer term gain from the cascade model of training, the Kirkpatrick model of training evaluation was employed. The evaluation sought to obtain post training perception of the effectiveness of training and its longer term impact. To achieve this goal, qualitative and quantitative research approaches were employed to gather information. A survey questionnaire was used to collect data regarding the biographic information of 103 ABET educators from five Area Project Offices and to determine factors that impede or facilitate the effectiveness of the cascade model of training. Also, interviews were conducted with one ABET Provincial trainer and five APO ABET specialists. This study's significant contributions are its realization that ABET educators are not adequately involved in the planning of their in-service training programme. It further identifies nine factors that impede the effectiveness of the cascade model of training. The factors include the existence of gaps between the training of various levels, inadequate resources for training at the centre levels, negative attitudes of colleagues at the cantres, insufficient knowledge of ABET educators to conduct workshops at their centres, misinterpretation of information and ABET educators not confident to cascade what they have learned from the in-service workshops, low morale of ABET educators, pressures of work and limited time at the centres to cascade training to colleagues, ABET educator's attrition, among others. To circumvent these factors, this study recommends twelve intervention mechanisms namely: involving ABET educators in the planning of their in-service training, basing training on careful assessment of ABET educators' needs, using work-related situations in training, providing support during training, limiting time gaps between the training of various cascade levels, evaluating the impact of in-service training, among others. Finally the study suggested areas of further study on ABET educators' attrition, ABET educators' conditions of service and transfer of learning and the cost-effectiveness of the cascade model and the quality of in-service training of ABET educators. Insights from this study are beneficial to educators, educational managers, policy makers, in-service trainers, NGOs, researchers, facilitators and students. / Thesis (PhD.(Education) North-West University, Mafikeng Campus, 2010

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice education programme for school educators. In this context the study had the following objectives: to establish a theoretical background for the use of teaching portfolios; to provide a rationale for teaching portfolios as tools for professional development of teachers; to investigate the use of teaching portfolios as tools for reflection in an in-service teacher education programme and to provide guidelines for utilising teaching portfolios as reflection tools for professional development of in-service teachers. The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The DE is a typical case, because the findings from this case might be used to inform other undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service teachers were targeted for the research. At the time of analysis the teachers were in the first year of a two-year diploma in Education (DE) programme. The unit of analysis of this study was teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray the professional development of the teachers through their reflections. techniques employed included document study, interviews and observations. The data generating The constant comparative method was used for data analysis. The categories derived from the data analysis were the following: Portfolios are tools for learning from experience; Self assessment strengthens commitment to competent classroom practice; Portfolios provide opportunities for professional development. Concerns about portfolio development dissipate with time and Teachers were able to reflect more deeply. The teaching portfolio in this study has been identified as a vehicle for both self and collaborative evaluation. Guidelines for implementing portfolios in an in-service teacher education programme have been offered by this study, and recommendations have been made for further research. / AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders. Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval, aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit. Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer; Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend; Opvoeders het die vermoë om in diepte te reflekteer. In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie gemaak.

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The purpose of this research was to identify staff development needs of teacher educators in the Northern Province regarding the implementation of the National Qualifications Framework. It also aimed at providing guidelines for staff development that could be used to meet the identified needs. In order to achieve this purpose, the researcher consulted both primary and secondary sources to gather information on the topic, that could also provide background for the construction of data collecting instruments, which are the interview and the questionnaire. According to the literature research, South African teacher education is facing a lot of changes. Government, industry and education community is concerned about the state of teacher education, and have been involved in various initiatives to improve its quality. The introduction of the NQF is an attempt to improve the quality of education and training. It shed new light on concept concepts like qualifications, curriculum design and development, quality of education, assessment of the work of learners and the governance of national qualifications. It also introduced new perspective on concepts like the phases of education, quality assurance, allocation of credits and outcomes. Staff development is mentioned as a strategy that can be used to implement the changes that the NQF came with. Factors that can support or hinder the implementation of the change are highlighted through models. The models are explained and their relevance to the study are interpreted. Methods and strategies for staff development are also mentioned. The methodology used to collect data, and the processes of analysis and interpretation of data are also outlined. The interviews showed that colleges have started to implement COTEP. The department of education disseminated information about the changes, held workshops to ensure a common understanding, and left the colleges to implement the changes. Teacher educators experienced problems in the following areas: compilation of unit standards, quality assurance, determining admission criteria according to the NQF and implementation of the programmes they have designed. The questionnaires indicated that there is a lack of clear policies on how to equip the staff with skills to implement change. Although some of the staff members are aware of the changes, the information is not passed on to others. Lecturers are not familiar with basic aspects of the NQF like bands, levels, aims, credits, notional hours,accreditation and quality assurance. The link between COTEP and the NQF is not well understood. The needs identified are listed, conclusions and recommendations as to how the implementation could be more effective are made. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die personeel-ontwikkelingsbehoeftes van onderwyseropleiers in die Noordelike Provinsie te identifiseer in die lig van die Nasionale Kwalifikasieraamwerk. Dit wil riglyne verskaf vir personeelontwikkeling, wat gebruik kan word om die geïdentifiseerde behoeftes aan te spreek. Om hierdie doel te bereik, het die navorser primêre en sekondêre bronne geraadpleeg om inligting in te sameloor die onderwerp, sodat In basis daargestel kan word vir die ontwerp van meetinstrumente, soos die gebruik van onderhoude en vraelyste Gesien teen die agtergrond van heersende literatuurstudie, kan groot verandering te wagte wees op die gebied van onderwyseropleiding in Suid-Afrika. Die regering, nywerheid- en onderwysgemeenskap is besorg oor die toestand van onderwyseropleiding en is by verskeie inisiatiewe betrokke om die gehalte daarvan te verbeter. Dit werp nuwe lig op konsepte soos kwalifikasies, kurrikulumontwerp en -ontwikkeling, die gehalte van onderrig, die evaluering van leerders se werk en die beheer van nasionale kwalifikasies. Dit stel nuwe konsepte bekend soos onderwysfases, gehalteversekering, toekenning van krediete en uitkomste. Personeelontwikkeling is 'n strategie wat moontlik gebruik kan word om veranderinge wat deur die toepassing van die NKR teweeggebring word, te implementeer. Faktore wat hierdie ontwikkeling kan ondersteun of belemmer, word deur modelle geïllustreer. Hierdie modelle word verduidelik en hul relevansie vir die navorsing word geïnterpreteer. Metodes en strategieë vir personeelontwikkeling word genoem. Die navorsingsmetodologie wat gebruik is om data te versamel, en die prosedure wat gebruik is om die data te analiseer en te interpreteer, is beskryf. Die onderhoude dui aan dat kolleges begin het om COTEP te implementeer. Die Departement van Onderwys versprei inligting oor veranderinge, het werkswinkels gehou om die algemene begrip te verbeter en het die implementering van veranderinge aan die kolleges oorgelaat. Onderwyseropleiers ondervind probleme op die volgende gebiede: • samestelling van eenheidstandaarde; • gehalteversekering; • bepaling van toelatingskriteria na aanleiding van die NKR; en • die implementering van programme wat ontwikkel is. Die response op die vraelyste het aangedui dat daar 'n gebrek aan duidelike beleid is oor hoe om die personeel toe te rus met vaardighede om veranderinge te implementeer. Alhoewel sommige personeellede bewus is van veranderinge, word inligting nie aan almaloorgedra nie. Dosente is nie vertroud met die basiese aspekte van die NKR nie, soos byvoorbeeld bande, vlakke, doelwitte, krediete, akkreditering en gehalteversekering. Die onderlinge verband tussen COTEP en die NKR word nie goed verstaan nie. Die geïdentifiseerde opleidingsbehoeftes is ook aangedui, en gevolgtrekkings en aanbevelings word gemaak om die implementering meer effektief te maak.

published_or_final_version / Social Work / Master / Master of Social Work

This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.

This ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.

No description available.

There is no abstract available for this dissertation.

M.Ed. (Didactics) / The beginning teacher doesn't start his teaching career as an educational expert. Although he is professionally qualified, his professional training doesn't fully equip him with all the required attributes necessary for an error-free start to his teaching career. The objective of this study is to scientifically acquire, by way of a literature study, information concerning individual shortcomings and lack of expertise attributable to the beginning teacher in practice. Attention has been given to the problems experienced by the beginning teacher when starting his teaching career in practice. His initial experience of the educational environment, as well as his development as person, educator, teacher and his position in the educational management situation are discussed. Due to the fact that he as an adult student exposes himself to an informal study situation to improve his teaching abilities, attention has been given to the specific qualities and problems the beginning teacher will be exposed to. The study also emphasised the importance of the support by more experienced teachers to the beginning teacher...