This exploratory study focuses on the learning experiences of Life Science teachers and seeks to understand the knowledge, skills and attitudes they learn in professional development initiatives (PDIs), and the usefulness and relevance attributed to them in their daily activities. The research design of the study is located within a qualitative, interpretive paradigm. Data was collected through one-on-one semi-structured interviews with Life Science teachers, facilitators and the advisory teacher in the Ohangwena region. An analysis of workshop documents supplemented the interview data. The data was analysed with the use of thematic content analysis and then grouped into categories and further into themes to develop an explanation of what is learnt, how learning happens and where it happens. The analysis of data has drawn on a triple-lens framework according to Fraser, Kennedy, Reid, & McKinney (2007) to examine the conditions for continuous professional development (CPD) models which teachers undertake. One of the main findings of this study indicates that Life Science teachers learn in multiple settings, formal and informal, planned and incidental. The knowledge and skills they learn include content knowledge, teaching strategies, as well as new curricular knowledge and practical skills. Learning strategies include lectures, group discussions, doing and experimenting, peer-coaching and collaborations. The main formal professional development initiatives in the region were said to be workshops and projects. However, self-initiated learning opportunities were also reported. Teachers expressed that they did not feel well-supported by the Ministry of Education and by school managements. Poor planning and coordination, lack of financial support, lack and inadequacy of resources like laboratories and textbooks were all indicated as challenges that teachers faced when attempting to participate in professional development. The study concludes that more coherent and continuous professional development programmes that support and allow teachers to engage in lifelong learning based on context, collaboration, peer-coaching and distributed expertise need to be created at school and circuit levels. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This problem arises from teachers‟ need to have more frequent professional development activities whereby it is possible to enhance their knowledge and skills regarding specific areas effectively. Multimedia, in other words the use of various media such as video, pictures, narration and animation, is a possible tool to address certain needs in professional development. Furthermore, the incorporation of multimedia into professional development by making use of a digital versatile disc allows for professional development to occur within a distance mode of delivery setting. This research was done to investigate and understand how Information Technology teachers experience the incorporation of multimedia into professional development by means of digital versatile disc. In order to accomplish this research endeavour, an investigation into the body of scholarly knowledge was executed focused on professional development of teachers, specifically with regard to needs expressed in previous studies. Furthermore, the body of scholarly knowledge regarding the implementation of multimedia as an enhancement to professional development was also investigated in order to synthesise how the researcher should go about implementing it. From the knowledge gained, the researcher developed the professional development digital versatile disc, specifically focused on the programming language Scratch. This programming language is an addition to the Information Technology syllabus and therefore teachers were assisted in their endeavour to acquire knowledge and skills regarding the implementation of such a new programming language. An empirical study was conducted, specifically focusing on the experience of three teachers to determine how they experience multimedia-based professional development. All three participants expressed that they enjoyed the use of multimedia in professional development and that a digital versatile disc of this type had a place in their professional development endeavours; however, a need for personal interaction with the facilitator as well as colleagues still exists. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2013

Professional development of teachers is a much-investigated area of research; however, teachers still complain that these endeavours do not cater for their specific needs. This problem arises from teachers‟ need to have more frequent professional development activities whereby it is possible to enhance their knowledge and skills regarding specific areas effectively. Multimedia, in other words the use of various media such as video, pictures, narration and animation, is a possible tool to address certain needs in professional development. Furthermore, the incorporation of multimedia into professional development by making use of a digital versatile disc allows for professional development to occur within a distance mode of delivery setting. This research was done to investigate and understand how Information Technology teachers experience the incorporation of multimedia into professional development by means of digital versatile disc. In order to accomplish this research endeavour, an investigation into the body of scholarly knowledge was executed focused on professional development of teachers, specifically with regard to needs expressed in previous studies. Furthermore, the body of scholarly knowledge regarding the implementation of multimedia as an enhancement to professional development was also investigated in order to synthesise how the researcher should go about implementing it. From the knowledge gained, the researcher developed the professional development digital versatile disc, specifically focused on the programming language Scratch. This programming language is an addition to the Information Technology syllabus and therefore teachers were assisted in their endeavour to acquire knowledge and skills regarding the implementation of such a new programming language. An empirical study was conducted, specifically focusing on the experience of three teachers to determine how they experience multimedia-based professional development. All three participants expressed that they enjoyed the use of multimedia in professional development and that a digital versatile disc of this type had a place in their professional development endeavours; however, a need for personal interaction with the facilitator as well as colleagues still exists. / Thesis (MEd (Computer Science Education))--North-West University, Potchefstroom Campus, 2013

Although the Internet is widely used in many areas, its use in school mathematics is at best in its infancy. Studies show that Mathematics teachers have fewer uses for the Internet than teachers of other disciplines. Hence, this research adopted a mixed method approach to investigate what mathematics materials are on the Internet, how teachers are teaching mathematics with the Web and mathematic students' perceptions and engagement with the Internet. This research reviewed the World Wide Web for mathematics materials and found three major groupings of online resources namely interactive resources, non-interactive resources, and communications possibilities. A typology of Web objects was constructed and a database based on a Task-Web object approach was proposed for teacher use. A broad survey was used to elicit information about Internet usage among mathematic teachers. A total of 103 mathematics teachers responded and 15 were interviewed to gain further insight into their usage. Observations of Internet use were also conducted in the classrooms of 4 teachers. The results show that most teachers would like to use the Internet more in their teaching of mathematics but many do not know where and how to do so in an effective way. Statistics, Business Mathematics and Number operations appear to be the more popular topics. Using statistics data from the Web seem to be the Web feature that is most common followed by using the Internet as a resource centre for word problems. Web communications are seldom used. Common constraints teachers face include lack of time, difficulty in planning, lack of knowledge of good Web sites that map to curricula, slow download times, and limited booking times. Students perceive doing activities on the Internet as better than from the textbook because of the amount and variety of information, the better explanations and the change in mode of presentation. Students who have a low comfort level with mathematics wish their teachers would use the Internet. The power of interactive activities on the Internet to engage and motivate these students is due to a variety of reasons such as the element of game play, a change from the routine, its ability to present different conceptual visuals, the independent self paced learning, and quick feedback that came with the use of the Internet. The Internet also enabled students to access difficult to find information and saved them time. The findings also suggest that teachers' persistence in using the Internet could bring about a routine that helps students settle down to the task and stay on task. Teachers' choice and discernment of Web-based activities that are engaging and motivating are paramount to the success of this learning tool. Four Web-based strategies for teaching mathematics were documented and a model of underlying knowledge for teacher practice with the Web was suggested.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-01-30T17:59:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricio_magalhaes_nascimento.pdf: 1477398 bytes, checksum: d72e5d3fd21b134cce0d58bfde8b3ea6 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-02-03T11:42:10Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricio_magalhaes_nascimento.pdf: 1477398 bytes, checksum: d72e5d3fd21b134cce0d58bfde8b3ea6 (MD5) / Made available in DSpace on 2018-02-03T11:42:10Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricio_magalhaes_nascimento.pdf: 1477398 bytes, checksum: d72e5d3fd21b134cce0d58bfde8b3ea6 (MD5) Previous issue date: 2017 / Este relat?rio pretende analisar os impactos das pol?ticas p?blicas educacionais sobre o desenvolvimento profissional do T?cnico-Administrativo em Educa??o (TAE), no Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Minas Gerais (IFMG) campus S?o Jo?o Evangelista, entre 2008 e 2016. Com este intuito revela a trajet?ria hist?rica da Rede Federal de Educa??o Profissional, de seu surgimento ? cria??o dos Institutos Federais, evidenciando a forma??o do IFMG e a estrutura organizacional do campus S?o Jo?o Evangelista. Caracteriza a carreira do TAE a partir do estabelecimento do Plano de Carreira dos Cargos T?cnico-Administrativos em Educa??o (PCCTAE) e determina o significado de desenvolvimento profissional a ser adotado. Em seguida, estabelece rela??es entre Estado, Governo e Pol?ticas P?blicas, realizando uma breve contextualiza??o a respeito das conflitantes teorias do surgimento do Estado, das teorias das Formas de Governo e das influ?ncias intr?nsecas na formula??o, implementa??o e avalia??o das pol?ticas p?blicas e das pol?ticas p?blicas educacionais nos governos do per?odo em estudo (Lula e Dilma) e imediatamente anterior (FHC). Por fim, analisa as principais pol?ticas p?blicas educacionais voltadas para o desenvolvimento profissional do TAE, discutindo seus impactos em forma de a??es e o perfil de capacita??o e qualifica??o deste servidor p?blico na Institui??o pesquisada. Trata-se de uma pesquisa de abordagem qualitativa, que adota a an?lise de conte?do conforme Bardin (1997) e utiliza os procedimentos das pesquisas bibliogr?fica e documental. Como resultado da investiga??o encontrou-se um cen?rio de poucas a??es de desenvolvimento profissional. Entre 2008 e 2012 foram poucas e isoladas a??es de apoio financeiro a eventos, cursos de curta dura??o e custeio de educa??o formal, sem a presen?a de instrumento normatizador. Entre 2012 e 2016 as a??es se alicer?aram em editais para apoio financeiro ? gradua??o e p?s-gradua??o, acrescidas de apoio financeiro a a??es individuais. A partir de 2016 se iniciou a constru??o de um Plano Anual de Capacita??o como mecanismo de gest?o, de forma a oferecer planejamento, organiza??o e manuten??o de um processo cont?nuo de desenvolvimento profissional do TAE. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This report intends to analyze the impact of educational public policies on the professional development of the Administrative Technician in Education (TAE), in the Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Minas Gerais (IFMG) campus S?o Jo?o Evangelista between 2008 and 2016. With this This project reveals the historical trajectory of the Federal Network of Vocational Education, from its emergence to the creation of the Federal Institutes, evidencing the formation of the IFMG and the organizational structure of the campus S?o Jo?o Evangelista. It characterizes the career of the TAE from the establishment of the career plan of the Technical Administrative Positions in Education (PCCTAE) and determines the meaning of professional development to be adopted. Then, it establishes relations between State, Government and Public Policies, making a brief contextualization about the conflicting theories of the emergence of the State, theories of the Forms of Government and the intrinsic influences in the formulation, implementation and evaluation of public policies and public policies in the governments of the period under study (Lula and Dilma) and immediately prior (FHC). Finally, it analyzes the main educational public policies aimed at the professional development of the TAE, discussing its impacts in the form of actions and the profile of qualification and qualification of this public servant in the Institution researched. It is a qualitative research that adopts the content analysis according to Bardin (1997) and uses the procedures of bibliographical and documentary research. As a result of the research we found a scenario of few professional development actions. Between 2008 and 2012, there were few and isolated actions of financial support for events, short courses and cost of formal education, without the presence of a standardization instrument. Between 2012 and 2016 the actions were based on calls for financial support to undergraduate and graduate students, plus financial support for individual actions. Beginning in 2016, the construction of an Annual Training Plan was started as a management mechanism in order to offer planning, organization and maintenance of a continuous process of professional development of the TAE.

This study examined the Georgia Teachers Effectiveness System and its effects on teachers’ teaching practices, including teacher motivation and teacher behavior. This was a mixed method study that included a focus group, surveys, and document analysis to address the independent variables: Teacher Assessment Performance Standards, Professional Growth, Student Growth Percentile, Student Learning Objectives and Teacher Effectiveness Measurement. The researcher found that the teachers that participated in this study were intrinsically motivated and the Georgia Teacher Keys Effectiveness System is a tool used to provide additional support and guidance in the classroom. A conclusion drawn from the findings suggested that the Georgia Teachers Effectiveness System has had a positive influence on teachers’ teaching practices.

Essa dissertação de mestrado teve por objetivo analisar as experiências em gênero e diversidade sexual, com base em narrativas de professores e professoras que realizaram o curso Gênero e Diversidade na Escola (GDE). Buscou-se compreender, também, os processos de comprometimento com o tema no que tange à quebra do silenciamento dos temas gênero e diversidade sexual imposto nos âmbitos social, acadêmico e escolar. Desse modo, pretende-se contribuir com o debate sobre a formação docente em gênero e diversidade sexual, por meio da discussão da formação continuada oferecida no GDE. O GDE examinado foi oferecido pela UNESP campus de Rio Claro na cidade de Jaú, interior de São Paulo. A formação foi ofertada aos (as) professores (as) da educação básica da rede eestadual e da rede municipal duas vezes entre 2009 e 2010. Nessa pesquisa, são analisadas as discussões, realizadas em fóruns, e os memoriais entregues por 30 professores-cursistas de uma turma do polo de Jaú, no ano de 2009. Por meio de uma análise qualitativa e do método da análise de prosa (ANDRÉ, 1983), essa pesquisa analisa as marcas da experiência em gênero e diversidade sexual que esses (as) professores (as) revelaram durante o curso. Com base nos estudos de Jorge Larrosa (2002, 2011) examina-se o GDE enquanto experiência e verifica-se como essa experiência criou comprometimentos dos sujeitos envolvidos com o tema e deixou marcas em seu pensar e agir. Tais marcas revelaram que os (as) professores (as) buscaram a formação por meio de diferentes aspirações relacionadas a duas dimensões de comprometimento com o tema, a dimensão pessoal e a profissional. Desse modo, a pesquisa revela que a maneira pela qual cada um (uma) apreendeu os conceitos do curso e (trans)formou sua subjetividade a partir das reflexões realizadas foi única, tendo diferentes intensidades. Revelou, ainda, que os processos pelos quais se consolidam e reelaboram os próprios conceitos sobre gênero e diversidade sexual são contraditórios e marcados por pausas, avanços ou retrocessos. Contudo, o GDE demonstra ser um impulsionador para a reflexão acerca do gênero e da diversidade sexual, revelando ter potencial para iniciar (trans)formações das práticas escolares relacionadas a essas questões. / The purpose of this dissertation is to analyze the experiences on gender and sexual diversity based on narratives of teachers who attended the training program Gênero e Diversidade na Escola (Gender and Sexual Diversity) GDE. Additionally, I seek to understand the process of commitment to the issue considering the breach of the silence imposed in social, academic and school contexts about gender and sexual diversity. I intend to contribute to the debate about teachers training on gender and sexual diversity by discussing the continuing education offered by GDE. The training was offered twice between 2009 and 2010 to basic education teachers working in both city and state public education networks. In this research I analyze discussions held in forums and memorials written by 30 teachers who attended the course in Jaú São Paulo State, in 2009. Through qualitative research and prose analysis method (André, 1983), this investigation examines traces of experience in gender and sexual diversity revealed by teachers during the course. Based on Jorge Larrosas work (2002, 2011), I investigate GDE teachers training program as an experience, trying to explore the ways this experience constructed teachers commitments to the issue as well as what traces it may have left on their thinking and action abilities. Such traces indicated that teachers looked for this particular course inspired by different desires basically relating to two dimensions of commitment to the issue, the personal and the professional dimensions. Therefore the research indicates that the way each teacher learned the concepts discussed in the course - and transformed his/her subjectivity - was unique and had different levels of intensity. Results show that the process through which teachers consolidate and resignify their own concepts of gender and sexual diversity are contradictory and characterized by breaks, advances or regressions. However, GDE appears to promote the reflection about gender and sexual diversity, pointing out its potential to start off transformation of school practices on these issues.

The purpose of this study was to describe and explain participants’ perceptions of Tampa Bay Area Writing Project (TBAWP) influence on professional learning over time. This study explored Writing Project impact on professional learning by accessing the oral histories of three educators who were involved in TBAWP between 1998 and 2004. The research question was: • In what ways, if any, has long-term involvement in the Tampa Bay Area Writing Project impacted the teaching practice, career growth, and professional learning of participating educators? This qualitative study employed constructivism as the theoretical framework. Analysis of study data resulted in specific findings. Educators’ stories revealed Writing Project participation significantly impacted their teaching practice, career growth, and professional learning. The lasting impact of Writing Project involvement was seen in the ways in which educators infused the concept of community into their teaching practice, accepted leadership positions within the profession, and ultimately went on to conduct professional learning experiences for educators. Data analysis generated a conceptual model that examines the lasting impact of educator professional learning. Implications of this finding are significant for longitudinal inquiry of educator professional learning and for impact studies of long-term Writing Project involvement. In addition to providing exemplars of educator stories of practice over time, the study contributed to development of a fuller understanding of effective professional development, educator professional learning, and the lasting impact of Writing Project involvement.

This study focuses on how school management teams manage the school-based continuous professional development of the teachers at their schools. The assumption is that continuous professional development - if school-based - may be more practical in implementing changes because the teachers will be working in a familiar context when managing their own development and in meeting the specific needs of their school. At present the professional development of teachers consists mainly of external workshops and courses. Teachers then return to the school context that has not changed to accommodate what has been learnt at these workshops or courses. The lack of feedback or follow-up has done little to encourage teachers to implement any changes in their teaching practice. The study also explores the practice of school management teams in creating collaborative school cultures for the implementation of schoolbased continuous professional development. The rationale for this study is based on the urgent need for continuous professional development to be part of the schools’ development of teachers. The National Policy Framework for Teacher Education and Development provides the frame of reference. There is, however, a gap in the policy on how continuous professional development should be implemented to create a collaborative school culture and the role that the school management team plays in doing this. The aim of the study was to determine how school management teams managed continuous professional development at their schools; to identify the challenges they faced in managing school-based continuous professional development; and to explore the strategies that contributed to successful school-based continuous professional development. The research methodology employed in this study is a Triangulation Mixed Methods Design. Qualitative and quantitative data was collected simultaneously and analysed separately to understand the research problem. The sample consisted of principals, deputy principals and heads of department of primary schools who were interviewed. Questionnaires were administered to Level 1 teachers at these schools. The interviews were analysed by identifying emerging patterns, themes and categories. The questionnaires were analysed by presenting descriptive statistics about the schools and then inferential statistics were determined that correlated and tested the hypotheses. The results were reported in the form of summaries from the interviews and graphs from the questionnaires. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the study investigates the impact of teaching metacognitive strategy-based discussion and collaborative learning on students’ application of the reading strategies. It also investigates the influence of metacognitive strategy-based discussion (MS), collaborative learning (CL), and the combined use of MS and CL on EFL learners’ reading comprehension. Since an e-book dialogic environment epitomizes the main tenets of this study, the study equally explores how Saudi EFL learners perceive the effectiveness of the multimedia e-book environment on their overall reading comprehension. The participants were 115 Saudi female students at the intermediate college-level from the English Language Institution at a Saudi University. A mixed-methods quantitative-qualitative approach was employed. The findings showed impactful results for learners’ application of the reading strategies after being exposed to the treatment. Significant results were found on the effect of the metacognitive strategy-based discussion on learners’ reading comprehension. Collaborative learning showed a statistically significant influence on participants’ reading comprehension. However, the results did not show interaction between the MS and CL on students’ reading comprehension. Although teaching the MS with CL showed positive impact on students’ final reading scores, more research is needed to prove the efficacy of teaching MS with CL. The qualitative findings revealed that the MS-based discussion and collaborative learning was beneficial for EFL students in improving focus on the text, use of strategies, comprehension and reading performance. Participants evaluated the multimedia e-book features of discussion board, videos, glossing and illustrations based on their effectiveness. Both advantages and disadvantage of the e-book environment are addressed and compared to the traditional face-to-face classroom. The study concludes with pedagogical implications for EFL instructors, learners, and future researchers, and also provides limitations and recommended future research recommendations.