published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

No description available.

This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student teachers' learning. These cases poignantly depict the complexities of the school advisor/student teacher dynamic and the various tensions that arise when conflicts emerge as the practicum unfolds. There are three questions that guide this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers enact their roles as school advisors, and what are the foci of the school advisors' work with student teachers?; and (3) How do student teachers perceive the role of the school advisors? The practicum is a context in which one person assists the other in learning (to teach) and for this reason the conceptual framework used for data analysis is a curriculum perspective. Two levels of curriculum are discussed; level one of the curriculum framework is meeting the needs of the students while level two is meeting the needs of the student teacher. Both levels must be attended to throughout the teaching practicum. Five thematic areas were identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences outside of the classroom, (d) lesson planning, and (e) classroom management. This study makes a significant contribution to the research literature on teacher education. First, it focuses upon the school advisor's role within the practicum. Second, one of the two case studies that deteriorated to the point where a change of venues was in order, serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual framework of regarding the practicum as curriculum provides a new perspective for gaining insights into the complexities of learning to teach.

This study is about documenting rural principals' stories, and voices regarding their experiences of education policy changes and how such changes are impacting on their day-to-day management lives. In capturing their experiences and voices, interpretive approach was used to allow the researcher to get behind their skins and faces and be one of them. Rapid changes sometimes overwhelm those people tasked with the responsibility of implementing changes. The study involved 5 cases, purposefully chosen, in the rural district around Durban in the KwaZulu-Natal province, South Africa. Formal and informal conversations were held with principals, School Management Team members, and educators. These conversations were complemented by planned participatory observations, as well as, unannounced visits to the sampled schools. The data produced have shown similarities and differences in these rural communities. They are deeply poor, suffering from the lack of shelter, food, health, clean water, transport, electricity and services. HIV/AIDS is taking enormous tolls in every aspect of community. Unemployment is high and emigration of working-age adults disrupts families, which are left largely as comprised of grandmothers and children. Literacy levels are high, at the same time, the sense of community from the past, now and future is generally high. The communities share similar histories as part of the Zulu nation, through colonialism and apartheid, political-cultural struggles, of the African National Congress/lnkatha Freedom Party conflict, the pressures of modernisation and globalisation. They live on Tribal Authority land, in a confusion of traditional leadership and democratic governance. They see themselves as marginalised, and they are. The socio-cultural, and political confusion is everywhere, at many different levels. Schools themselves are Western imports in their structure and purposes with a history in the rural areas being kept from community life; the language of schooling is not the language of the community, and neither is the content of the curriculum the knowledge in the community. There are commonalities and differences between schools. While similarities are clear; they share conception of 'school', all are situated in similar communities, with educators sharing similar backgrounds and education, there are also differences, for example, resources and facilities they have, matric results, the nature of School Governing Bodies and differences of priorities, the fundamental differences in management and leadership styles used, namely 'open-participatory', 'closed-participatory' and 'authoritative-participatory' styles. The data have indicated that these principals are highly intentional leaders, with their intentionality playing themselves out differently at school level, largely because of their different personalities and histories. Rural principals are working under challenging environment, fending for themselves, and resort to doing things their own ways, irrespective of policy dictates. The Education Department plays an obstructionist role instead of supporting quality education provision. Principals use unconventional strategies to move forward. Recommendations to the department include the following: consult properly before policies can be implemented; consider diversity; provide thorough training for educators in order that Outcomes Based Education can be effectively implemented. Recommendations to secondary schools principals include the following: use available policies to get schools functional; involve educators meaningfully in governance and management; be creative and innovative, and try to understand demands of agency of transformation. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

This study was undertaken in an effort to determine the effects of piano instruction on attitudes and piano skills of elementary education majors enrolled in a music methods class. A class of nineteen elementary education majors at a private mid-western university served as subjects for the case study. They were given both written and oral pre and posttests, and extensive anecdotal data were recorded.As a result of the study, general conclusions and recommendations were as follows:1. Subjects' initial perceptions of their probable success in the piano laboratory were high. In addition, seventy-nine percent of the subjects accurately predicted their probable success (or failure) in the piano laboratory. It is recommended that instructors take time at the outset of the course to reassure and encouage the students in an effort to increase confidence and thereby the probability of success in the piano laboratory.2. Subjects' attitudes and skill development were negatively affected by perceived inadequacies when comparing themselves to other subjects in the class. As the more advanced students tested out of the piano laboratory, skills and attitudes of the slower subjects improved appreciably. This suggests that ability grouping in methods classes may improve students' perceptions and also performances in these lasses.3. Subjects' confidence in their ability to teach music increased, as indicated by pretest and posttest rankings. Since the sample size was adequately large, the Wilcoxin T value of 7.5 was standardized to a Z value = 2.66 (p <.01). Interpretation of a Z-value = 2.66 strongly suggests the posttest score has significantly increased over the pretest score.4. Subjects' perceptions of their ability to read and write music, their ability to sing songs with their students, and their piano playing ability significantly increased as shown by a series of paired comparisons t-test analyses on the pretest/ posttest data.It is recommended that additional case studies be conducted in the methods class in an effort to isolate and identify additional aspects of the class which influence the students' growth and/ or lack of growth in self confidence and musical skills. / School of Music

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-04-13T21:29:33Z No. of bitstreams: 1 DISS_2014_Tamara Suellen Dudeck.pdf: 2242418 bytes, checksum: f5c6534cbb34dd6178612cc10bcb5581 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-27T17:05:00Z (GMT) No. of bitstreams: 1 DISS_2014_Tamara Suellen Dudeck.pdf: 2242418 bytes, checksum: f5c6534cbb34dd6178612cc10bcb5581 (MD5) / Made available in DSpace on 2018-04-27T17:05:00Z (GMT). No. of bitstreams: 1 DISS_2014_Tamara Suellen Dudeck.pdf: 2242418 bytes, checksum: f5c6534cbb34dd6178612cc10bcb5581 (MD5) Previous issue date: 2014-11-19 / O presente estudo tem como objetivo identificar quais e como são planejados e organizados os conhecimentos/ saberes da Educação Física para a Educação Infantil pelos professores que atuam no ensino superior na formação dos futuros professores de Educação Física para a educação básica que terão como um dos possíveis campos de atuação a Educação Infantil. Para tanto, realizamos um levantamento bibliográfico sobre os seguintes eixos: concepção de infância e Educação Infantil, formação de professores para a Educação Infantil, formação de professores para a Educação Infantil em cursos de Licenciatura em Educação Física e Educação Física na Educação Infantil. Do tipo descritivo com abordagem qualitativa, o estudo teve como universo 7 cursos de Licenciatura em Educação Física, localizados no estado de Mato Grosso. Os sujeitos foram 15 professores que atuam no ensino superior, em instituições de administração pública e privada, ministrando aulas em disciplinas que abordam de maneira específica a Educação Infantil, bem como 138 alunos em fase de conclusão do curso. Os instrumentos de coleta de dados foram a análise documental dos programas de disciplinas, a entrevista por pautas direcionada aos professores e o questionário com perguntas abertas e fechadas, direcionado aos alunos dos cursos superiores de Licenciatura em Educação Física do estado de Mato Grosso. Identificamos que dos 7 cursos, 6 apresentam duas disciplinas e, 1, uma disciplina que aborda de maneira específica a Educação Infantil, o que indica um avanço no que se refere ao pensar a Educação Infantil nos cursos de Licenciatura em Educação Física. Verificamos também, uma estreita relação entre a fala dos professores e os programas de disciplinas. Existe também, uma perspectiva de formação de professores mais ampliada considerando para tanto, um processo mais humanizador. Contudo, ao tratar das questões específicas da Educação Física para a Educação Infantil ainda observamos na maioria dos discursos, uma preocupação, digamos que mascarada, com os aspectos biológicos. Com relação as respostas dos alunos aos questionários, podemos afirmar que refletem o posicionamento dos professores e as proposições dos programas de disciplinas, pois a mesma ênfase nas questões biológicas, com a ressalva da presença da ludicidade e dos jogos e brincadeiras são apresentadas, sendo que demonstram ainda, bastante confusão ao falar das questões didático pedagógicas. Portanto, é essencial repensar e reorganizar os conhecimentos/ saberes da Educação Física para a Educação Infantil tanto nas propostas contidas nos documentos que orientam as disciplinas, quanto no entendimento dos professores sobre o papel da Educação Física nesse nível de ensino é fundamental, tendo em vista a realidade encontrada. / The objective of this study is to identify what and how they are planned and organized knowledge / wisdom of Physical Education for Child Education by teachers who work in Higher Education to develop future teachers of Physical Education to Basic Education in one of the possible fields of teaching activity, the Child Education. For this carried out a bibliographic survey on the following aspects: conception of Childhood and Child Education, School Teacher Training for Child Education, School Teacher Training for Child Education in courses of Degree in Physical Education and Physical Education in Child Education. The descriptive and qualitative study investigated 7 degree courses in Physical Education, located in the state of Mato Grosso. Participants were 15 teachers working in Higher Education in public and private management institutions, who teaching in disciplines that discuss specific way abouy Child Education, as well as 138 students being finalized of the course. Documentary analysis of disciplines programs, interview guidelines directed at teachers and a questionnaire with open and closed questions directed to the students the courses of Degree in Physical Education in the state of Mato Grosso were used to collect data. It was identified that 6 about 7 courses present two disciplines and in just one, there is a discipline that discuss a specific way to Child Education. This indicates an advance for the Child Education in courses of Degree in Physical Education. We also observed a close relationship between the speech of teachers and the disciplines programs and yet, some teachers who have demonstrated a more enlightened view of humanizing education. However, when considering the specific issues of Physical Education for Child Education noted a still concern, supposedly veiled, about the biological discourse in most aspects. Students' responses to the questionnaires reflect the positioning of teachers and the proposals of disciplines programs, because the same emphasis on biological issues, with the exception the presence of ludicity, games and plays are presented, but what predominates is a confusing point of view of the didactic and pedagogical aspects. So, is essential to rethink and reorganize the knowledge/ wisdow of Physical Education for Child Education in the proposals contained in the documents that guide the disciplines and the understanding of the role of teachers of Physical Education at this level of teaching, considering the reality found.

M.Ed. (Media Integration) / The curriculum cycle constitutes a simultaneously continuous and interactive teaching design for the training of primary school teachers. Educational theory, as well as educational training, should be presented within this context to ensure that a measure of practical vocational direction is achieved. This is the task of every lecturer at a college of education. The situation analysis, aim and choice of learning content form the leading introduction which culminates in the creation of the learning opportunity. The learning gain is, however, closely linked to the learning experience within the learning opportunity. A learning opportunity in which educational-media are used, can be an effective opportunity if the media are effectively integrated in the teaching situation, so that a two-directional channel of communication is created. The type of learning-experiences acquired by student teachers during learning experiences must therefore be carefully considered, so that the necessity for meaningful media-integration in the teaching and learning situation, and the important functions that this media integration can fulfil, is both witnessed and experienced. This should result in the creation of technological teaching thought processes in the student teacher. The primary school child is still very much bound to concrete ideas and the student teacher needs to be made constantly aware of this. Even the student who functions on an abstract level, has a need of concrete experiences, for example in Pedagogical Studies, to aid and support him during learning occasions. Indirect (concrete) learning experiences are created by the integration of educational media so that a person can also acquire learning experience through symbols, images, et cetera. The creation of learning opportunities is an important aspect of curriculum design. They must, however, be effective learning opportunities that must define the learning gain during evaluation.

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