This study aimed to determine the qualities of beliefs and practices apparent in a group of accomplished primary art teachers to ascertain if these may be used to inform and improve design and practice in preservice primary art teacher education programs within Australia. The participants in this study were twenty-two accomplished primary art teachers who possessed a recognised ability to successfully teach primary visual arts and who included specialist and generalist primary art teachers. Teachers were designated 'specialists' if they taught art across the school. If they taught across disciplines within the primary curriculum and taught a single class they were referred to as 'generalist teachers.' Primary school is the place in which Australian children aged four and twelve years old receive their education. The accomplished art teachers met for four group discussion sessions termed 'critical friends groups. These were facilitated by the researcher who then visited schools to observe the teachers in practice. Informal, reflective discussions involving the participants followed. The teachers' conversations were transcribed and interpreted using a critical appreciative framework that used themes to highlight qualities of practice and beliefs. These were presented as a collaged narrative including the voices of the accomplished teachers and my reflections as critic. The analogy of quilting represented the piecing together of teachers' conversations to form blocks and the analysis of these blocks in larger patterns of analysis. This research was underpinned by the belief that teaching is an art, and that accomplished teachers are artists. Models of criticism were applied to emphasise appreciation of the art teachers and their teaching. Observations, interpretation and presentation were viewed through the eyes of a critic who values the sensitivity and intuition of the creative mind. The results of the study indicated the importance of visual experiences and art appreciation in the formation of accomplished art teachers. These teachers valued individuality, creativity and ownership in children's art and respected the children as artists and visual communicators. They defined art as a process, grounded in the human need to communicate and contended that this process is teachable and that preservice art education needs to be enhanced to more adequately train future generalist art teachers. The research raised challenges to shift the focus in preservice art teacher education from linear models of instruction to a conception characteristic of risk-taking and flexibility. A stronger emphasis needs to be given to the place of art appreciation and significant visual encounters within preservice art education. Similarly, resource and studio management require greater prominence. The accomplished art teachers stressed the need to improve the profile of art education; the need for networks to overcome the isolation characteristic of primary art teachers; and greater training for generalist teachers rather than the wider introduction of specialist art teachers in primary schools. The art-based methodology of critical appreciation encouraged the development of an ethical and critical research community that enabled significant data to become apparent. The use of collaged narrative yielded a meaningful quilt that may be metaphorically moved and placed in a number of preservice art education contexts. The critical appreciative method revealed that research could be conducted within a strong aesthetic paradigm. The research indicated that accomplished primary art teachers possess considerable knowledge, skills and expertise that can be incorporated into preservice art education.

This study aimed to determine the qualities of beliefs and practices apparent in a group of accomplished primary art teachers to ascertain if these may be used to inform and improve design and practice in preservice primary art teacher education programs within Australia. The participants in this study were twenty-two accomplished primary art teachers who possessed a recognised ability to successfully teach primary visual arts and who included specialist and generalist primary art teachers. Teachers were designated 'specialists' if they taught art across the school. If they taught across disciplines within the primary curriculum and taught a single class they were referred to as 'generalist teachers.' Primary school is the place in which Australian children aged four and twelve years old receive their education. The accomplished art teachers met for four group discussion sessions termed 'critical friends groups. These were facilitated by the researcher who then visited schools to observe the teachers in practice. Informal, reflective discussions involving the participants followed. The teachers' conversations were transcribed and interpreted using a critical appreciative framework that used themes to highlight qualities of practice and beliefs. These were presented as a collaged narrative including the voices of the accomplished teachers and my reflections as critic. The analogy of quilting represented the piecing together of teachers' conversations to form blocks and the analysis of these blocks in larger patterns of analysis. This research was underpinned by the belief that teaching is an art, and that accomplished teachers are artists. Models of criticism were applied to emphasise appreciation of the art teachers and their teaching. Observations, interpretation and presentation were viewed through the eyes of a critic who values the sensitivity and intuition of the creative mind. The results of the study indicated the importance of visual experiences and art appreciation in the formation of accomplished art teachers. These teachers valued individuality, creativity and ownership in children's art and respected the children as artists and visual communicators. They defined art as a process, grounded in the human need to communicate and contended that this process is teachable and that preservice art education needs to be enhanced to more adequately train future generalist art teachers. The research raised challenges to shift the focus in preservice art teacher education from linear models of instruction to a conception characteristic of risk-taking and flexibility. A stronger emphasis needs to be given to the place of art appreciation and significant visual encounters within preservice art education. Similarly, resource and studio management require greater prominence. The accomplished art teachers stressed the need to improve the profile of art education; the need for networks to overcome the isolation characteristic of primary art teachers; and greater training for generalist teachers rather than the wider introduction of specialist art teachers in primary schools. The art-based methodology of critical appreciation encouraged the development of an ethical and critical research community that enabled significant data to become apparent. The use of collaged narrative yielded a meaningful quilt that may be metaphorically moved and placed in a number of preservice art education contexts. The critical appreciative method revealed that research could be conducted within a strong aesthetic paradigm. The research indicated that accomplished primary art teachers possess considerable knowledge, skills and expertise that can be incorporated into preservice art education.

Thesis (Ph. D.)--University of Technology, Sydney, 2002.

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.

Thesis (Ph. D.)--Michigan State University. Educational Psychology, 2008. / Title from PDF t.p. (Proquest, viewed on Aug. 17, 2009) Includes bibliographical references (p. 120-128).

Thesis (EdD)--Open University.

Thesis (EdD)--Open University. BLDSC no. DXN095789.

This study is intended as a contribution and upliftment to pedagogy in South- African Intermediate Phase Classrooms. The thrust of this dissertation revolves around attempts to unravel, intermediate phase educators’ perceptions and knowledge of co-operative learning, and to ascertain, to what extent co-operative learning enhances learning, in intermediate phase classrooms. Through a process of simple random sampling, three intermediate phase educators were selected as a sample for this research. An observation schedule was used to ascertain whether co-operative learning was being practised in the intermediate phase classrooms. Through my observation and discussion thereafter with the educators, it was clear that co-operative learning was not being used as a teaching strategy in the intermediate phase classrooms. Furthermore, these three educators, indicated to me that they were not knowledgeable on co-operative learning and were not exposed to this pedagogy at all. I presented a workshop on co-operative learning, to these educators. Thereafter, they practised this type of pedagogy in their classrooms for three weeks, after which they were interviewed. This sought to provide an insight into intermediate phase educators’ perceptions and knowledge of cooperative learning, as well as to see the extent to which co-operative learning enhances learning. This dissertation encapsulates the findings of the study conducted with educators, with regards to co-operative learning. Findings of the study, indicated that intermediate phase educators, perceived co-operative learning as a significant pedagogy that will enhance the culture of learning and teaching in the intermediate phase class. Furthermore, they indicated that cooperative learning assists intermediate phase learners to achieve a range of academic, as well as social outcomes. Conclusions and recommendations, emanating from the study, list the significance of the use of co-operative learning in intermediate phase classrooms. According to Johnson and Johnson (1994) “ The ability of all students to learn to work co-operatively with others is the keystone to building and maintaining stable marriages, families, careers and friendships ”. Education is the forefront of any nation. It is therefore incumbent on educationists to ensure that schools promote the culture of teaching and learning, in pedagogical styles, that develops the learner holistically and prepares him for society at large. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

This small-scale study explored teachers’ conceptions of caring within teaching in the Foundation Phase at a combined school outside the greater Durban area. The school serviced children from the nearby squatter camps and surrounding working class community. In this study, I wanted to know how conceptions of caring were made by Foundation Phase teachers’ within the context of their work experiences. Their meaning making and their practice was important to consider. A qualitative approach was suitable for this study. The data for the study was obtained by semi-structured interviews and focus group interviews. The findings show that Foundation Phase teachers have multiple conceptions of caring within teaching. This is influenced by the context they teach in and the frames of references they use. It was evident that teachers were using frames of reference from child development in vulnerable situations, teaching and learning with lack of strong support (from the home and education department) and the futuristic image of the child in order to shape caring within teaching. Teachers position themselves as caring teachers who do culturally situated practice through forming relationships with the children. As such, they identify characteristics that are supportive and responsive to the needs of young children. Their conceptions in relation to pedagogy are supportive of the idea that they need to connect with their learners and create an inclusive environment. This, however, is challenged by circumstances which limits the type of caring that is made possible. A demanding curriculum and large class numbers are limiting the possibilities for caring acts within teaching in the Foundation Phase. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.