Ce travail de thèse a pour objectif de comprendre l’influence des parcours de formation initiale en éducation à la santé sur la professionnalisation des enseignants débutants. La multiplicité de ces parcours au sein du Master « Métier de l’Enseignement, de l’Éducation et de la Formation » (MEEF) repose sur la filière choisie (1er ou 2nd degré), la mention (Professeur des écoles, Conseiller Principal d’Éducation, Professeur de Lycées et Collèges), le statut de l’enseignant débutant (étudiants ou fonctionnaire stagiaire) et le site de formation. La professionnalisation des enseignants débutants est envisagée dans une perspective de développement professionnel qui permet de prendre en compte le parcours de formation, l’enseignant débutant et l’objet éducation à la santé dans toute sa complexité. La psychologie ergonomique a été retenue comme cadre théorique pour décrire les produits et processus de ce développement. Les études conduites visent à investiguer les tâches comprises et appropriées des enseignants débutants ainsi que les processus et les facteurs corrélés. Au plan de la stratégie de recherche, c’est une approche fondée sur les méthodes mixtes qui a été choisie. Trois études ont été conduites, elles s’appuient sur les méthodes de collecte de données suivantes : un suivi longitudinal par questionnaire, un recueil par journal de bord et des instructions au sosie en prenant en compte différentes temporalités et parcours de formation. Nos résultats montrent que l’offre de formation en éducation à la santé diffère fortement d’un parcours de formation à l’autre. Ceci impacte le processus de redéfinition de la tâche. Il semblerait que les savoirs théoriques influencent plutôt les caractéristiques de la tâche comprise (but(s), objets santé et éducation à la santé, propriété(s)) alors que les expériences avec les élèves influencent davantage les caractéristiques des enseignants débutants (intérêt, sentiment de compétences, place accordée à l’éducation à la santé dans la future pratique). L’appropriation de la tâche, lorsqu’elle a lieu, confirme l’adoption d’une perspective promotrice de santé. Elle a pour objectif la construction des compétences de base en santé, la prise en compte des élèves dans le processus éducatif et une attention à l’environnement dans lequel prennent place les interventions. Les significations avancées, alors, sont plutôt en référence aux expériences professionnelles et de formation et moins en référence aux facteurs individuels. Nous concluons que le caractère alternatif et intégrant de la formation initiale serait le moteur du développement et de la professionnalisation des enseignants débutants en éducation à la santé / This PhD aims to understand how pre service education programmes in health education might have an impact on young teachers' professionalization. The diversity of training programmes at stage in the Master « Métier de l'Enseignement, de l'Education et de la Formation » (MEEF) depends on the chosen degree (1er ou 2nd degré), the type (Professeur des écoles, conseiller principal d'éducation, professeur de lycées et collèges), young teacher's status, (étudiants ou fonctionnaires stagiaires) and place where students are trained. This professionalization has to be seen from a professionnal development's prospect that enables us to take into account the training programme, as well as young teachers and the complexity of health education. Ergonomic psychology has been chosen as a theoretical frame to describe products and processes of this development. Studies seek to approach the tasks understood and grasped by young teachers as well as the various processes involved and factors closely connected. The MMR strategy consists of a longitudinal follow-up, by questionnaires, a sort of logbook gathering all the information and peer's instructions taking into account the various time factors and training programmes. Our results show that health education's training plans can reveal great variations from one training programme to another and influence the task's redefining process. It seems that theoretical knowledges would rather impact on the way the task is understood, whereas practical experiences with pupils would strongly impact on young teachers characteristics (interest, self-confidence feeling, health education's relevance in the forthcoming practice.) The task appropriation when it does take place, confirms the adoption of a promotive health's perspective which aims to build the health skills grounds, pupils careful consideration, and an environmental awareness where practices take place. The advanced justifications refer to professional and training experiences, rather than to individual factors. To conclude, it is indeed the alternative and incorporating nature of the pre service education that seems to act as the driving force of the young teachers 'development and professionalization, regarding health education

Like so many aspects of South African society, teacher education is undergoing change. The researcher studied existing school-based in-service education and training (SBINSET) programmes in the Northern Province and to improve the programmes, proposes Continuous Self-Renewal School-Based INSET (CSR SB INSET). Based on the extensive literature survey, strategies that would improve effective educational transformation are identified. Different concepts of INSET are explained. Components of teacher education are examined as are those factors that influence educational transformation. Advantages and limitations are identified and guidance on how to overcome these are suggested. The aim of this study was to examine INSET towards educational transformation with reference to primary schools in the Northern Province in order to introduce and assess a CSR SBINSET. The study examines the existing SBINSET programmes which are run in the Northern Province. The importance of teachers' continued professional growth is emphasised throughout this study. The researcher views systematic in-service training programmes for teachers as an educational necessity for the continuing professional growth of primary school teachers. An empirical survey has been undertaken to ascertain the effectiveness of CSR SBINSET and the type of delivery strategy that may be implemented.The research considers particular aspects of classroom practice addressed in the programme. The research was guided by the following questions: + Which methods do teachers use in their subject teaching? + What are their approaches to learners and learning? + How do teachers reflect on their teaching? + What strategies do teachers use? This research aims to improve existing SBINSET programmes run in the Northern Province inter alia by observing practising teachers. CSR SBINSET attempts to improve the competencies teachers, lecturers and District Officials, through such means as the presentation of centre-based, school-based and cluster-based workshops. Although the educational authorities should take initiative to provide educational transformation, the following share responsibility in this vital aspect of education: + those in the Department of Education who are responsible for planning; + superintendents of education within districts and regions; + training institutions such as universities, technikons, colleges and private agencies. The importance of and necessity for, continuous professional development of primary school teachers by means of SBINSET programmes, is emphasised. / Educational Studies / D. Ed. (Didactics)

Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)

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Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Presently all over the world, there is a great concern among teachers, parents, organisations, community leaders and higher education lecturers about the problems that beset teaching and learning particularly in the teaching programmes, for example, for under-qualified teachers studying at a distance. Most distance education (DE) programmes are concerned with education of adults and it seems fairly obvious that the research plans should be informed by the theories and research about learning in higher education institutions. In terms of teacher education, such studies could, inter alia, focus on teacher development, curriculum planning, learner support programmes, communication and evaluation of DE. DE itself refers to a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to learners who are not physically present in a traditional educational setting such as a classroom. Distance learning is becoming an increasingly popular way of studying, and most universities now provide courses using this mode of teaching and learning. Today’s learners, though, are demanding high quality, consumer-focused and flexible courses and learning resources, and active learner support. This means that providers of DE need to reconsider key issues about learner support systems, to ensure that this is delivered appropriately and effectively. This study focuses on learner support in DE education for under-qualified teachers. The concept, learner support, can be traced far back to Vygotsky’s concept of the zone of proximal development, which refers to a learners’ optimal developmental potential if assistance that is timely and appropriate is provided by another person (Vygotsky, 1978). The appeal of the concept of the zone of proximal development lies in the fact that it directs attention to the need for maximum support in the learning process, and does so in a way that emphasises that good teaching is necessarily responsive to the state of understanding achieved by particular learners. Learner support systems may include the resources that the learner can access in order to engage in the learning process, for example, libraries or the resources that relate to the mediation of the communication process such as the media or technology. This study acknowledges that there are different kinds of learner support structures, but argues that there are critical or main components of support services which are registration support, learner support services, contact sessions, technological support and feedback strategies. Therefore, this study focuses on the role played by these five learner support structures as used in the programmes of DE under-qualified teachers at The University of South Africa (UNISA). Supported by empirical data, this study seeks to argue that instructional designers and tutors in the programmes of under-qualified teachers studying through DE need to ensure quality learning support as learning environments are increasingly designed according to the principles of resource-based and independent learning. In a sustainable learning environment, support must be designed according to principles that ensure that learners progress from teacher-directed activity to self-regulated activity. The challenge to deliver a high-quality learner support system, and for tutors and administrators to assume a central educational role in developing effective distance learning environments, the need for teaching and research is increasingly emphasised in research literature. Finally, it is hoped that this piece of work will help to promote more discussion and debate about the use of learner support programmes in DE institutions in particular, and in teaching and learning in general. / Curriculum and Instructional Studies / D. Ed. (Didactics)