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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

Everyday Physics: Listening to Pre-Service Teachers Reflect on Learning and Teaching Science Through Inquiry

Bender, Kathlyn M. 13 September 2007 (has links)
No description available.
22

The Types, Sources, and Perceived Relevance of Knowledge Acquisition and the Enacted Effects When Teaching Unfamiliar and Familiar Physical Education Content

Schincariol, Lynn Marie 20 December 2002 (has links)
No description available.
23

Appropriating pedagogical tools: A case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program

Kurihara, Yuka 30 August 2007 (has links)
No description available.
24

Formação inicial de professores de Inglês e letramentos digitais: uma análise por meio do Pibid / Pre-service English Teacher Education and Digital Literacies: an analysis within Pibid

Nascimento, Ana Karina de Oliveira 11 October 2017 (has links)
Essa pesquisa foi desenvolvida no período de 2013 a 2017 e buscou investigar o quanto e de que forma o Projeto Institucional de Bolsas de Iniciação à Docência (Pibid) (subprojeto Inglês), que se materializa numa universidade pública federal no nordeste do Brasil, a qual denominei UPNE, permite a problematização do trabalho com letramentos digitais na formação inicial do professor de inglês. Para o seu desenvolvimento, a pesquisa qualitativa exploratória de cunho etnográfico realizada, inserida no campo da linguística aplicada crítica, foi delineada consoante um estudo de caso etnográfico. Além da linguística aplicada, a pesquisa fundamentou-se nos estudos pertencentes a diferentes áreas do conhecimento, principalmente das ciências sociais e da educação. Buscando entremear a análise dos dados coletados no contexto com as perspectivas teóricas adotadas, o trabalho foi construído de forma a promover o diálogo Pibid Inglês da UPNE e sua relação com neoliberalismo, globalização, formação de professores no Brasil, formação crítica de professores, tecnologias digitais e a língua inglesa. Nesse contexto, os estudos dos letramentos, em especial dos letramentos digitais, são trazidos à discussão, considerando-se as sociedades ditas digitais, as epistemologias digitais delas decorrentes e o contexto da educação linguística, por meio de um mergulho no universo do subprojeto Pibid inglês da UPNE, principalmente focando nos projetos Focus on Future e English Everywhere. Os principais instrumentos de coleta de dados empíricos utilizados foram: observação participante, entrevista semi-estruturada realizada com os coordenadores do subprojeto (uma vez) e com os graduandos participantes da pesquisa (em dois momentos), além de análise documental. Documentos nacionais e institucionais (locais) relacionados ao projeto Pibid, documentos específicos do subprojeto Inglês, bem como projetos e relatórios escritos pelos graduandos complementam o conjunto dos dados coletados. Contou-se também com o diário de campo da pesquisadora (enriquecido mediante conversas informais com graduandos e coordenadores) e os relatos dos graduandos em relação ao desenvolvimento dos projetos. Os resultados principais apontam que o Pibid-Inglês da UPNE, ainda que permeado por ambiguidades, mostrou-se um campo fértil para problematizações, no que concerne aos letramentos digitais na formação inicial de professores de inglês. / This research was developed from 2013 to 2017 and sought to investigate how much and in which ways the National Pre-service Brazilian Teacher Education Program (Pibid) (English subproject), that takes place in a federal public university in the northeast of Brazil, which I named UPNE, allows the problematization of digital literacies within pre-service English teacher education. For its development, an exploratory qualitative research of ethnographic nature, inserted in the field of critical applied linguistics, was conducted as an ethnographic case study. Besides the focus on applied linguistics, the research was based on studies belonging to different fields of knowledge, especially on social sciences and education. In order to analyze the data collected in the context, together with the theoretical perspectives adopted, this investigation was built to promote a dialogue involving Pibid English at UPNE and its connection to neoliberalism, globalization, teacher education in Brazil, critical teacher education, digital technologies and the English language. In this context, literacy studies, especially digital literacies, are brought to the discussion, considering the so-called digital societies, the digital epistemologies resulting from them, and the context of language education, through immersing in the universe of Pibid (English subproject) at UPNE, with the emphasis on Focus on Future and English Everywhere projects. The main instruments of empirical data collection were: participant observation, semi-structured interview with the coordinators of the subproject (once) and with the undergraduates participating in the research (in two moments), besides documentary analysis. National and institutional (local) documents related to the Pibid project, specific documents related to the English subproject, in addition to the projects and reports written by the undergraduates complement the set of data collected. The researcher\'s field diary (enriched with informal conversations with undergraduates and coordinators) and the students\' reports on the development of the projects were also part of data collection. The main results indicate that Pibid English at UPNE, although permeated by ambiguities, proved to be a fertile place for problematizations regarding digital literacies in preservice English teacher education.
25

Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia

Alnasib, Badiah Nasser M. January 2017 (has links)
Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in which the study took place. The study spanned three departments in the College, namely Kindergarten, Special Education, and Art Education. The study employs an interpretive research approach and case study methodology to gather this rich understanding of lecturers’ and students’ perceptions. Data were collected from twelve lecturers and twelve undergraduate students through a combination of lecture room observations, semi-structured interviews, and group interviews. The most significant finding emerging from this study is the lack of lecturer participants’ knowledge regarding metacognition generally. My study found that skills such as planning, monitoring, and evaluating skills were sometimes present in their teaching, but were not used to engage students in thinking metacognitively or developing their own metacognitive abilities. I found that metacognition was not present consistently or intentionally in lecture rooms. The findings further exposed some obstacles which could inhibit the promotion of metacognition in higher education in KSA. For example, traditional methods of rote learning were shown to discourage metacognitive thinking. Large student numbers and lecturers’ lack of time could prohibit lecturers from investing in teaching metacognitive skills to their students. Students’ apathy towards anything other than memorising facts to pass examinations and acquire grades could also demotivate them to learn valuable skills like metacognition without comprehensive changes to educational norms. The study identified multiple ways in which metacognition could be promoted in higher education in KSA. For example, diversifying teaching practices to include more active learning methods such as discussion and questioning would be more effective than the current prevalent method of lecturing and learning by memorising. Lecturers could role-model metacognitive skills to their students by incorporating metacognition into their own practice, and thus incorporate it into existing courses. Students could be motivated to develop metacognitive skills by discovering the benefits to them of metacognition on both their academic success and their future careers. The study’s findings supported the importance of including metacognition in higher education and advocating it to students as a valuable skill. Thus, there is a need to establish mechanisms or frameworks for integrating metacognition into higher education in KSA, and communities of practice which support the development of metacognitive skills among lecturers and student teachers who will be the teachers of tomorrow. I therefore offer a model with recommendations for practical uptake to expedite this, and support it with this study's evidence.
26

Mathematical Investigations: A Primary Teacher Educator's Narrative Journey of Professional Awareness

Bailey, Judith (Judy) Lyn January 2004 (has links)
Over a period of twenty months a mathematics teacher educator uses narrative inquiry, a form of story-telling, to investigate her professional practice in working alongside pre-service primary teachers. Two main themes emerge in this research. The first of these centres around the use of mathematical investigations as a vehicle for supporting pre-service primary teachers to consider what the learning and teaching of mathematics may entail. As part of this process the author personally undertook several mathematical investigations. This resulted in significant learning about previously unrecognised personal beliefs about the nature and learning of mathematics. These beliefs were discovered to include ideas that 'real' mathematicians solve problems quickly, do so on their own and do not get stuck. Surprisingly, all of these subconscious assumptions were contrary to what the author espoused in the classroom. A consequence of this learning included some changed beliefs and teaching practices. One such change has been moving from a conception of mathematics as a separate body of 'correct' mathematical ideas, and where the emphasis when doing mathematics was on attaining the correct answer, to now viewing mathematics as a sense-making activity involving discovering, doing and communicating in situations involving numbers, patterns, shape and space. Thus, mathematics is now perceived to primarily be found in the 'doing' rather than existing as a predetermined body of knowledge. As such one's interpretations of a mathematical problem are important to consider. Changes in teaching include using mathematical investigations as a teaching approach with the belief that students can effectively learn mathematical ideas using this approach; an acceptance that this may involve periods of being 'stuck' and that this does not mean that the teacher needs to immediately support the students in becoming 'unstuck'; more in-depth interactions, including questioning, to support this mathematical learning; and an acceptance that mathematics can be learned by people working in a collaborative manner. The second theme encountered in this narrative inquiry involves the exploration of narrative as a powerful means with which to pursue professional development. Narrative inquiry, including a mention of differing forms of narrative writing, is described. Issues also considered include the place of reflection in narrative; the notion of multiple perspectives that are encountered in qualitative research such as this; issues of validity and authenticity; a consideration of what the products of narrative research might be and who may benefit from such research; a brief mention of collaboration; and the place of emotion in qualitative research. The concept of change occurring within a narrative inquiry is not seen to imply an initial deficit position. Rather the research process is regarded as the building of a narrative layer that supports and grows alongside the writer's life as it occurs (Brown Jones, 2001). Thus there is not a seeking of perfection or an ideal, but a greater awareness of one's professional practice. The results of narrative research therefore, are not definitive statements or generalisations about an aspect of that which is being researched (e.g., Winkler, 2003). As such, a definitive statement about how to be a teacher of pre-service students learning mathematics is not offered. Rather, a story is shared that may connect with the stories of the reader.
27

Teacher preparation for the world of work: a study of pre-service primary teacher education in Fiji

Govinda, Ishwar Lingam, n/a January 2004 (has links)
This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.
28

Effecting change through in-service teacher education in Singapore schools : a case study

Subramaniam, N., n/a January 1984 (has links)
In order to examine the factors that impinge on an on-going change, this Field Study involved a consideration of the first two Royal Society of Arts Courses In The Teaching of English in Singapore Schools (RSA TESL). These were part-time courses offered to graduate teachers to enable them to further improve their skills in English Language teaching. The study was based on a questionnaire that incorporated the following components: the general background of the teacher the school climate the level of attainment in relation to the competencies identified the level of sharing the methods of dissemination Of the teachers from courses one and two who were invited to attend a feedback session, forty-eight responded. The questionnaire was designed to elicit responses from the participants in relation to the main factors mentioned above. The results of the study were subjected to three main types of analyses viz, comparisons based on raw data co-relations of the different factors using the Pearson's Product Moment Co-efficient Chi-square and T-score analyses of means of the different factors to ascertain degrees of relationship. Since the course had a task-based emphasis, it was not surprising that the study revealed a high level of attainment of the teachers in relation to the main competencies developed in the course. This in turn was shown to have a significant effect on the confidence of the teachers to share their knowledge and skills with other teachers. Another factor that was significant in terms of the levels of sharing achieved by the teachers was the position held by them. It was found that a greater degree of sharing of skills and knowledge was achieved by the senior subject teachers than those who were not. This was also confirmed when a comparison of courses one and two was made. The degree of sharing achieved by the course one participants was higher because there were more senior subject teachers among them. Furthermore, this difference in sharing in relation to position was marked in both schools that had a good climate or those that had a poor climate. The school climate also significantly affected the relative level of sharing of skills and knowledge achieved by the teachers. Even among the senior subject teachers, the level of sharing was greater in schools with a good climate than in those with a poor climate. Finally, in terms of the method of dissemination, it was found that the senior subject teachers used both the formal (demonstrations, workshops) and informal methods of dissemination while the ordinary teachers used mainly the informal (discussions etc) methods of dissemination. The four main findings arising from the study have had a significant impact on the future developments in relation to the RSA TESL course as well as other in-service courses where a transfer of knowledge/skills is expected on completion of the course.
29

An Exploratory Case Study Of Pre-service Efl Teachers

Rakicioglu Soylemez, Anil S. 01 December 2012 (has links) (PDF)
Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers / how this relationship plays a role in shaping pre-service teachers&rsquo / learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experiences, intentions, beliefs and actions of pre-service language teachers, opportunities created for them to become conscious of the ways they perceive and act upon needs to be investigated in detail. The present research study is designed as a mixed method case study to examine the extent to which English as a Foreign Language (EFL) pre-service teachers&rsquo / (PTs&rsquo / ) sense of efficacy beliefs regarding classroom management, instructional strategies, and student engagement evolve throughout the practice teaching course in addition to the role of mentoring practices and the organization of the practice teaching course in shaping EFL pre-service teachers&rsquo / sense of efficacy beliefs. The main participant group of the study was composed of senior PTs (N=22) studying in the Department of Foreign Language Education, Middle East Technical University. The study involved a variety of data collection tools in order to gather data, Teachers&rsquo / Sense of Efficacy Scale (TSES) (Tschannen-Moran &amp / Woolfolk-Hoy, 2001) and Mentoring for Foreign Language Teaching (MEFLT) scale (Hudson, Nguyen &amp / Hudson, 2009), weekly reflective journals of the PTs, semi-structured face-to-face interviews and an open-ended survey. The results of the data analysis revealed that none of the dimensions of sense of efficacy beliefs of the PTs appeared to develop significantly after practice teaching / on the other hand, sense of efficacy beliefs regarding classroom management beliefs of the participant group significantly decreased at the end of the practice teaching. In addition, sense of efficacy beliefs regarding classroom management beliefs had a significant relationship with the Personal/Professional Attributes of the cooperating teachers (CTs). According to the content analysis of the data, the role of mentoring practices and the organization of the practice teaching course have an important role in sense of efficacy beliefs of the PTs. The data analysis framework acknowledges that there are other factors that also have an influence on the development of efficacy beliefs including the teaching situation, context and the role of other participants involved in practice teaching.
30

Development In Secondary Pre-service Mathematics Teachers

Eryilmaz, Aysegul 01 April 2005 (has links) (PDF)
The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo / beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash / 2003 academic year and ended at the end of spring semester of the 2003&ndash / 2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo / conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo / attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.

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