Thesis (Ph.D.) -- University of Western Sydney, 2003. / "A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 198-218.

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 298-315). Also available on the Internet.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 104-119).

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 298-315). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 104-119). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (D.Phil (Social Work and Criminology))--University of Pretoria, 2005. / Includes abstract in English and Afrikaans. Bibliography.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 153-161).

Les nouvelles exigences de l’Education Nationale imposent aux enseignants de s’engager dans une démarche individuelle et collective de développement professionnel et ce tout au long de leur carrière. Ce concept est d’ailleurs très présent dans les débats professionnels et scientifiques. Le développement professionnel des enseignants est un processus qui peut se déployer dans la sphère privée par un travail personnel. Ce travail bénéficie depuis une quinzaine d’années de l’émergence du numérique et de ces outils. Le numérique irrigue désormais toutes les sphères professionnelles et le métier de l’enseignant n’y échappe pas. De nouvelles possibilités d’accéder à des ressources numériques ouvrent de nouveaux « espaces de savoir » et de nouvelles modalités d’apprentissage aux enseignants. Ce travail de thèse tente de décrire et de comprendre de quelle manière les usages numériques informels peuvent produire des situations d’apprentissage, de collaboration et de ce fait participer au développement professionnel des enseignants du primaire et plus spécifiquement ceux de la Haute-Garonne. Afin de répondre à cette problématique, une méthode mixte, quantitative et qualitative, a été mobilisée. Les résultats obtenus démontrent une interrelation entre les usages numériques dans la sphère privée des enseignants et les indicateurs liés au processus du développement professionnel. Hors de l’établissement, c’est-à-dire lors des séquences les moins identifiables de son travail, l’enseignant continue d’agir en professionnel : il s’informe, prépare, réfléchit, fabrique, échange sur l’acte d’apprentissage et d’enseignement. Ces procédures numériques que nous décrirons sont des leviers de professionnalisation et de structuration des compétences. / Today’s teachers are required by the National Education to get involved in an individual and collective process of professional development throughout their career. This concept is actually very present in professional and scientific debates. Teachers’ professional development is a process that can be extended in the private sphere with personal work. For about fifteen years this work has benefited from the emergence of digital tools. These days digital circulates in all professional spheres and the teaching profession can’t escape it. New opportunities of access to digital resources open up new « spaces of knowledge » and new learning methods for teachers.This thesis work attempts to describe and understand how informal digital uses can bring about learning, collaborating situations and therefore how they can take part in the professional development of primary school teachers, more precisely those in the Haute-Garonne department. A mixed method both quantitative and qualitative has been used in response to this problem.The obtained results show an interrelation between the digital uses in teachers’ private sphere and the indicators related to the process of professional development.Outside the school i.e. during their working time that is most difficult to identify, teachers keep working as professionals : they do research and preparation work, they think, create, exchange about the act of learning and teaching. The digital procedures we will describe are good means to become professional and to structure one’s abilities.

The study aimed at developing a curriculum for technology teacher education and training for technology teachers teaching Grade R-9 in South African schools. The study was motivated by the national implementation of Curriculum 2005 as well as the Revised National Curriculum Statements Grades R-9 to be implemented from 2004. The cognitive framework was illuminated by the conceptualisation of technology education and examined the philosophical foundation and theoretical context of technology education, including the historical background of technical education in relation to teacher training in South Africa. The Norms and Standards for Educators as a benchmark for teacher education and training programmes is explored. Moreover, a conceptual framework for the proposed curriculum was investigated. This involved an analysis of selected educational philosophies and their influence on curriculum development, various curriculum approaches and models, including outcomes-based education, a needs analysis and curriculum evaluation and assessment. A small-scale empirical investigation using qualitative and quantitative approaches was carried out. Questionnaires designed for educators of the Technology Learning Area and educators of technical subjects were used to gather data. The empirical investigation comprised a needs analysis of the curriculum development process. To ascertain validity and reliability of findings, instruments were subjected to a pilot study. Data were analysed by a MS Excell spreadsheet computer programme and findings presented in tables and graphs. The curriculum for technology teacher education and training, particularly curriculum content, was based on the empirical findings and the philosophical foundations discussed in the literature review. The proposed curriculum stresses the importance of partnership between schools and industry and resulted in the following outcomes: * knowledge of technology education; * applied and integrated teaching competence; * applied and integrated assessment; * recommendations for improving the school-industry relationships through partnerships programmes emphasising the design of technological projects. Finally, the following recommendations emanated: * improvement of technology teacher education and training programmes in higher education; * development of expertise in the teaching and learning of technology; * resurgence of research in the teaching and learning of the technological design process. / Educational Studies / D. Ed. (Didatics)