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This piece of research is an attempt to evaluate the assessments made by secondary teachers in training of an introductory orientation course offered during the first seven weeks of the 1984 H.D. E. course in the Department of Education of Rhodes University. This course, the About To Teach (ATT) course, was introduced in an attempt to obviate some of the perceived problems that students experience in the initial months of their H.D.E. year. The course was first offered in 1982 and in both 1982 and 1983 it was assessed by the students. The evaluation of the assessments offered in those two years provided much of the background for this in-depth look at student assessments of the 1984 ATT course. Briefly, the course attempts to offer the students a stimulating, meaningful, interesting and enjoyable learning experience which will help them to orientate; prepare them adequately for their first teaching practice and the reception later of the offerings of the core theory discipline of Philosophy, Sociology and Psychology. The course itself is a piece of action research and its underlying assumptions are essentially humanistic in nature. Its planners have attempted to bracket as many assumptions as possible and to espouse only those assumptions which are basically positive in nature. It does not attempt to prescribe or offer any dogma which can or must be assessed in any formal sense; it attempts to meet the students from whatever stages in their development they are at when they arrive to commence their H.D.E. year; and it does not attempt to compel the students in any way whatsoever. It is a course which must stand or fall on its own merits. Since the researcher is himself an involved participant in the process, he felt that the completion of a detailed questionnaire and interviews with a sample of the students would be the most economical and the best means of obtaining data for as objective an analysis as possible. To further obviate the possibility of researcher bias all the responses collected have been included in the appendices so that the reader may satisfy him/herself that the interpretations made and conclusions drawn are reasonable. Briefly, the chief conclusion of this researcher is that the overwhelming majority of the students perceived the course as offering them a meaningful learning experience. In addition, it can be argued that the course is, in effect, a guidance course in that it appears to be preparing students for experiences which they still have to come across . Most are generally critical of other courses offered during the H.D . E. year and many make an appeal for, or suggest, a much more integrated approach along the lines of the ATT course . There is a definite appeal for a coherent H.D.E. experience which is meaningful and 'peoplecentred'. By no stretch of the imagination can the findings of this particular piece of research be generalised to any other context since it is very definitely specific in both context and setting. However the researcher is quietly confident that his conclusions and recommendations make a great deal of sense within the specific context of this study.

This investigation examines developments which have taken place in the theoretical component of pre-service courses for primary teachers. Revised conceptions of the purpose and scope of primary education, and the attendant demand for better qualified primary teachers to implement such education, resulted in a considerable increase in the theoretical component of primary teacher preparation courses . Better theoretical understanding of the educative task was perceived to be essential to the production of more effective primary teachers. The emergence of various schemes for the preparation of South African primary teachers is outlined. The Cape Province provides the major exemplar. The nature of educational theory, and its precise contribution to enhanced teaching ability has been a subject of fierce debate within educational circles. An analysis of theory, in general, and as it applies in the educational context, is undertaken. The evolution of the core theoretical disciplines of education - history, philosophy, psychology and sociology of education - is traced. The current status of these disciplines at selected South African institutions undertaking primary teacher preparation is then investigated, and the views of lecturing staff at these institutions on the optimal approach to the teaching of educational theory are presented. The disciplines still play an important role in the South African Bachelor of Primary Education degree courses surveyed. In British teacher preparation courses, however, disenchantment with the disciplines' format has given rise to demands for new approaches to the teaching of educational theory. Some of these alternative approaches are evaluated. An overall assessment is made of the contribution that can be expected from educational theory in pre-service courses for primary teachers, and some recommendations are made for the management of the theoretical component of pre-service courses for South African primary teachers.

Made available in DSpace on 2016-08-03T16:15:50Z (GMT). No. of bitstreams: 1 RosangelaPaglia2.pdf: 1764719 bytes, checksum: 671ad7f7c9de7b25589385386c70dd8e (MD5) Previous issue date: 2014-10-22 / This empirical research discusses and analyzes the work of the professional teaching of high school, their formation and disintegration in contemporary society , trying to relate it to the very crisis of cultural education in force. The main objective is to analyze the forms of adaptation and resistance of the teacher before the major changes and new requirements for the educator of the new century started in 2000, with the arrival of the new millennium. From this analysis purpose we studied how the teacher understands his training and career, focusing on the actions currently introduced by the State Department of Education of São Paulo, in the period 2000-2014, in the high schools of the city of Barueri, confronting to the rules proposed last LDB ( Law of Directives and Bases) and related legislation also statewide. The hypothesis governing this research is that there inconsistencies and inconsistencies in regulation in the executive branch of the state education system. The State High Schools of the city of Barueri (SP) are the empirical research in this field to be held in 2013 the 2014. From information obtained through document analysis and responses provided by teachers with standardized questionnaires , in order to characterize the professional profile of the teacher confronts you with the system requirements , identify actions governing their selection and explain your manifestation on the impact of poor quality of their training in the teaching profession , a factor that favors the aggravation of conservative forces , crystallized in the form of practices aimed at solving problems of everyday school life high school . Studies on school culture , history of education will be supported Florestan Fernandes (1966 ) , de Oliveira Otaiza Romanelli (1990 ) , Helena Souza Patto (1999 ) , Raquel Serbino Volpato (1998 ) , Edgar Morin (2006 ) , Guiomar Namo de Mello ( 2004) , Dermeval Savian (2003 ) , Antonio Nóvoa (1995 ) , José Mário P. Azanha (1968 ) , Pepper Selma Garrido (1992 ) , Bernadette Gatti(1996 ) , Imbernon Francisco (2002 ) , Martha Abraham Saad Lucchesi (2002 ), Lizete Shizue Bomura Maciel (2004 ), among other authors who will be searching along the our work . / Esta investigação empírica discute e analisa o trabalho docente do profissional do Ensino Médio, sua formação e desestruturação na sociedade contemporânea, procurando relacioná-la à própria crise da formação cultural em vigor. O objetivo principal é analisar as formas de adaptação e de resistência do professor perante as grandes mudanças e novas exigências para o educador do novo século iniciado no ano de 2000, com a chegada do novo milênio. A partir desse objetivo analisado, foi estudado como o professor compreende sua formação e carreira, focalizando as ações instauradas atualmente pela Secretaria do Estado da Educação de São Paulo, no período de 2000 a 2014, nas escolas de Ensino Médio do município de Barueri, confrontando com as regras propostas pela última LDB (Lei de Diretrizes e Bases) e legislação correlata também em âmbito estadual. A hipótese que rege esta investigação é a de que há inconsistências e incoerências na normatização na esfera executiva do sistema estadual de ensino. As Escolas Estaduais de Ensino Médio do município de Barueri (SP) serão o campo empírico desta pesquisa que se realizará em 2013 e 2014. A partir de informações obtidas por meio de análise documental e de respostas fornecidas por professores com questionários padronizados, objetivando caracterizar o perfil profissional do professor, confronta-lo com as exigências do sistema, identificar ações que regulam a sua seleção e explicitar sua manifestação sobre o impacto da má qualidade de sua formação no exercício da docência, fator que favorece o agravamento de forças conservadoras, cristalizadas em forma de práticas voltadas para a resolução de problemas do cotidiano escolar do Ensino Médio. Os estudos sobre cultura escolar, história da educação será apoiado Florestan Fernandes (1966), Otaíza de Oliveira Romanelli (1990), Helena Souza Patto (1999), Raquel Volpato Serbino (1998), Edgar Morin (2006), Guiomar Namo de Mello (2004), Dermeval Saviani (2003), Antônio Nóvoa (1995), José Mário P. Azanha (1968), Selma Pimenta Garrido (1992), Bernadete Gatti (1996), Francisco Imbernón (2002), Martha Abrahão Saad Lucchesi (2002), Lizete Shizue Bomura Maciel (2004), entre outros autores que estaremos pesquisando ao longo do nosso trabalho.

M. Ed. (Educational Management) / Schooling in South Africa has been influenced to a large extent by socio-economic and political factors which resulted in a wide variety of schooling systems with vastly differing frameworks and standards. This coupled with the high failure rate of South African students in the 1995 matriculation examination as reported in The Star reflects the need to critically examine the effectiveness of the teaching programme (Swart and Mothibeli, 1995: 1). The Provincialisation of Education in South Africa has introduced far reaching changes which is aimed at improving the quality of Education and also at achieving cost efficient and effective use of educational resources. In a series of articles carried in The Star, increasing educational budget, introducing a single matric examination, introducing practical curricula and implementing teacher upgrading programmes were cited as some of the priorities of the new education department (Anon, 1995: 5). - While the South African Education system undergoes radical changes the question concerning educational productivity and school finance continues internationally. Odden and Clune (1995: 6) stated that although the budgetary provisions for schools in the United States for the period 1960 to 1990 rose by 200% there was only a slight improvement in student achievement. Many significant studies have been conducted in the past few years on school development and on school improvement but views on teacher effectiveness still remain illusive (Dalin, 1994:10). In some instances it is related to occupational roles while for others it is focused on routine aspects of work activity...

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

D.Ed. / The general aim of this research project is to: Investigate the competencies necessary for the training and development of effective principals. In order to achieve the general aim of this project the following serve as specific aims, namely to: Determine the competencies necessary to manage organisational structures effectively as an aspect of the training and development of principals; Ascertain the perception of principals and educators as to the importance of the effective management of organisational structures in the development of competent principals; Provide guidelines a strategy to train principals in respect of effective management of organisational structures as an aspect of the development of effective principals.

Many schools in South Africa suffer from the consequences of bad leadership and management practices. A contributing factor to this problem is the inadequate preparation of school leaders for the wide variety of challenges facing them. This study formed part of a three-year project to develop a preparation programme for school leaders in the Southern Cape area of South Africa. Its aims focussed on the identification of principles for the design of preparation programmes leading to improvements in practice. Twelve teachers and principals participated in the project. They enrolled for a programme in school leadership designed and offered by the University of Port Elizabeth in consultation and cooperation with the Southern Cape Learning Resource Unit in George. Five sources were utilized for the provision of data: - The existing literature on the development of preparation programmes; - The group of twelve participants of the programme; - The four school principals in the group who acted as a focus group; - The staff and certain documents from the schools where these four principals are employed; - Local stakeholders with an interest in the success of the programme. Research methods typical of the interpretive tradition were utilized in orderto arrive at a better understanding of the needs of participants and of those elements of programmes which have the greatest impact on practice. Among the insights to have emerged from the study are the following: - The fact that the preparation of school leaders is a complex and multifaceted process which is enhanced by variety, continuous interaction between presenters and participants, flexibilityt o respond to changing needs and contexts, and an ongoing implementation in and feedback from practice ; - The central role played in the professional and academic growth of participants by individuals and groups around them; - The importance of action research as a tool in the accomplishment of a variety of goals in the preparation of school leaders. The main contributions of this study include: - A framework for the development of preparation programmes, ensuring the inclusion of a wide range of elements enhancing the effectiveness of the course; - A framework for the establishment of professional networks supporting participants in preparation programmes.

D.Ed. / On surveying education in South Africa, it becomes clear that there is a vast and pervasive effort to reform schools. Criticism from several quarters regarding the lack of effective managerial skills of principals including empowering communication indicates the importance of research into the communicative competencies of educational managers. The development of training programmes in effective communication skills for principals is thus imperative. A group of M.Ed. students from the Rand Afrikaans University that investigated communicative competence discovered that three areas played an important role in the process of managerial communication (Phillips, 1996:100). The three areas that were exposed and needed further investigation were: Democratic managerial communication; Empowering managerial communication; Collegial managerial communication. This researcher will be concentrating on empowering communication as an aspect of managerial communication in the training and development of principals. Taking cognizance of the above, the research problem can be encapsulated by means of the following questions: Which aspects of managerial communication are essential for the training and development of effective principals? What are the essential aspects of empowering managerial communication? What is the perception of principals and educators regarding empowering managerial communication in the training and development of principals? Which aspects of empowering managerial communication are fundamental in a training program for principals? In the light of the problem questions formulated above, it is important to formulate the aims and objectives for this research.