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The effective research-based characteristics of professional development and how they relate to the National Science Foundation's GK-12 ProgramCormas, Peter C. 29 August 2008 (has links)
Not available
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An investigation of how factors related to teacher quality affect the grade 12 physical science performance in Tshwane DistrictStephen, Magdeline Mmapaseka 11 1900 (has links)
Learners’ Physical Science performance in South Africa has been under discussion for several years, the challenge being that it has been exacerbated by continuous changes in the curriculum. Systems that have been put in place have yielded insufficient satisfactory solutions to both underperformance in the subject and sustainable good performance. Although interventions by curriculum policymakers have been ineffective, the issue at hand remains that teachers need to implement good teaching practices in order to ensure that all learners receive quality education. Physical Science teachers are custodians of a subject that may address scarce skills in the education system, so the quality of teaching must be optimised. Teachers need to implement intervention processes put in place by other stakeholders to reduce the negative perceptions that most people have about Physical Science. This study investigates how various factors related to the quality of teachers may affect the performance of Grade 12 learners in this subject. Since past studies have presented a broad spectrum of these factors, this study has categorised them as those directly related to teaching and those indirectly related to teaching. As a basis for data collection the researcher first established the overall status of the Physical Science teachers and investigated how the factors identified affect teaching. A mixed method approach was followed, and given the breadth of the study, available raw data was collected through questionnaires, interviews and observations. Data collected on factors indirectly related to teaching showed that these factors affect factors directly related to teaching and both of them affect the performance of the teacher, and consequently those of learners. These findings revealed that the performance of Physical Science cannot be based on one factor only, but on a combination of factors that are interrelated and should be integrated for effective teaching practices. Recommendations have been made to the National and Provincial Department of Education, District offices, school management teams and Physical Science teachers to reinforce other strategies that have been in place in order to improve or sustain good performance of the subject and to close gaps that have not been identified as possible intervention strategies. They include upgrading qualifications with the current content and methodologies to match the changing curriculum, restructuring workshops so that they are informed by the teacher’s needs, stabilising the curriculum to avoid many changes in short periods of time, retraining of teachers, relevant appointment of Heads of Departments (HoDs) into subject management positions, utilisation of support groups by teachers, proper management of the subject, proper screening of Physical Science learners and provision of teaching and learning resources. / Science and Technology Education / M. Ed. (Natural Science Education)
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Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as menteesVan der Nest, Adriana 11 1900 (has links)
Mentorship as a tool to develop the pedagogical and content knowledge of inservice
teachers, regardless of experience, is a field in education which has gained
popularity worldwide. The review of literature however, provided evidence that
mentoring in education has primarily focused on the benefits received by novice
teachers and not experienced teachers. Areas addressed in the literature review
include the important role of continuous professional development programmes in
the improvement of the teachers’ classroom practices and by inference, their
learners’ achievements.
The purpose of this study was to explore and describe the experiences and
understandings of seven experienced natural science teachers as mentees in a
professional development programme (the ILLS project). Through the use of a
qualitative case study approach, I examined the activities that supported the
development of the participants as they interacted with the guided support of a
mentor teacher, and aimed to understand how the mentees made sense of their
experiences in this mentoring relationship. The activities included lesson-planning,
classroom observations and reflection meetings and the professional development
support, through mentoring, was embedded on-site and in-context.
This research revealed that the mentee teachers were motivated by the opportunity
to enhance their professional growth through the support of a mentor. The teachers
also perceived that their subject content and pedagogical knowledge were enriched
by participating in the mentoring process. / Science and Technology Education / M. Ed. (Natural Science Education)
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Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die AardwetenskappeDe Beer (nee Jordaan), Maria C. 12 1900 (has links)
Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / The numerous changes to the South African education system since January 1998
have had far reaching effects on schools and the training of educators (Government
Gazette, 31 May 2002:13). Changes in subject content have occurred in various
subjects, and the General Science (now Natural Science) syllabus is no exception.
The General Science syllabus previously catered mainly for Chemistry, Physics and
Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject
matter on Physical Geography (Climatology, Astronomy, and Geomorphology)
(Department of Education, 2002b:6). The problem with this is that educators that
previously taught General Science are not necessarily qualified to present the Physical
Geography component of the new syllabus. This study investigates the impact of the
changes in the new curriculum.
The review of existing literature on curriculum development in Natural Science
education in South Africa emphasises key changes made in the development and
implementation of C2005 and the Revised National Curriculum Statement (RNCS). It
also explores the characteristic features of misconceptions, before considering specific
misconceptions in Natural Sciences.
The first part of the two-tiered empirical investigation is based on the results of
questionnaires and interviews completed by different groups of Natural Sciences
educators. The questionnaires, which drew in part on existing questionnaires used in
similar studies, were based on information used for the literature review.
The second part of the empirical investigation consisted of interviews conducted with
Natural Sciences Departmental Heads at randomly selected schools. An attempt was
made to determine how these senior educators experienced the implementation of
C2005 and RNCS and what their attitude to the new curriculum were. The data
obtained from the questionnaires and the subsequent interviews were categorised,
interpreted and coded for statistical processing.
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Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as menteesVan der Nest, Adriana 11 1900 (has links)
Mentorship as a tool to develop the pedagogical and content knowledge of inservice
teachers, regardless of experience, is a field in education which has gained
popularity worldwide. The review of literature however, provided evidence that
mentoring in education has primarily focused on the benefits received by novice
teachers and not experienced teachers. Areas addressed in the literature review
include the important role of continuous professional development programmes in
the improvement of the teachers’ classroom practices and by inference, their
learners’ achievements.
The purpose of this study was to explore and describe the experiences and
understandings of seven experienced natural science teachers as mentees in a
professional development programme (the ILLS project). Through the use of a
qualitative case study approach, I examined the activities that supported the
development of the participants as they interacted with the guided support of a
mentor teacher, and aimed to understand how the mentees made sense of their
experiences in this mentoring relationship. The activities included lesson-planning,
classroom observations and reflection meetings and the professional development
support, through mentoring, was embedded on-site and in-context.
This research revealed that the mentee teachers were motivated by the opportunity
to enhance their professional growth through the support of a mentor. The teachers
also perceived that their subject content and pedagogical knowledge were enriched
by participating in the mentoring process. / Science and Technology Education / M. Ed. (Natural Science Education)
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