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A case study of inset for unqualified junior primary teachersSteyl, Elize 28 July 2014 (has links)
M.Phil. (Educational Linguistics) / The construct of this study consists of the perceptions and experiences of unqualified junior primary teachers in an INSET project which covered the teaching of initial reading. The rationale for the study is that scientific inquiry into an organically constructed teaching programme could yield new knowledge which is rooted in a specific and complex context such as the informal settlement communities where the teachers involved in this research project teach. The research report commences with an orientation to the study in which the groundless of the design is presented and discussed. It includes a brief presentation of the researcher's presuppositions and assumptions as well as a description of the physical context of the research. Subsequently the theoretical framework is presented, consisting of theory of INSET, specifically in the South African context as well as theory of reading and the teaching of initial reading. The final part of the framework covers reading across the curriculum. The theoretical framework is presented as support structure for the construct and also to problematical the research question (problem) from complementary angles. In the following section of the report the design of the field research is discussed against the background of the paradigm of qualitative research, describing especially the case study format as mode of exploratory, descriptive research. The analysis of verbal data as major research activity is emphasized. The data of the report are then presented in the format of examples of the route from raw data, through data-in-process, the to processed and categorized data. The process of coding and categorizing is emphasized.
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The affectiveness of a standards-based, technology-connected staff development programGrafton, Lee Geary 01 January 2001 (has links)
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.
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The effectiveness of the cascade model in the in-service training of adult basic education and training (ABET) educators in the North West Province / Mpho Mildred DichabaDichaba, Mpho Mildred January 2010 (has links)
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
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The use of teaching portfolios in the in-service professional development of school educatorsMtose, Xoliswa A. 04 1900 (has links)
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.
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Staff development needs for teacher educators in the Northern Province with regard to the implementation of the National Qualifications FrameworkKubheka, Kgadi Rose January 1900 (has links)
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.
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An appraisal of staff development and its administrative function in voluntary welfare agencies: withillustrations from two local agencies.Tang, Ying-biu, Anthony, 鄧應標 January 1975 (has links)
published_or_final_version / Social Work / Master / Master of Social Work
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Secondary teachers' attitudes and beliefs toward staff development.Hawke, Laurie McEdwards. January 1989 (has links)
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.
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Teacher transformation: Creating texts and contexts in study groups.Saavedra, Elizabeth Rose Marie Martinez. January 1995 (has links)
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.
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DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE).Deines, Elaine Scibelli. January 1985 (has links)
No description available.
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A survey of the in-service programs and practices of a selected group of Indiana school systemsRamig, Clifford Lawrence 03 June 2011 (has links)
There is no abstract available for this dissertation.
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