This study is aimed at exploring the professional ¡§license¡¨ system of primary and secondary school teachers in our country. The main study method adopted in the study is document analysis, primary and secondary school teachers¡¦ professional ¡§license¡¨ system and teachers appointment system are taken as research subject, with additional related administrative rules for accessory explanation; comparative method is also adopted in this study to make a comparison of the accreditation system of primary and secondary school teachers and other domestic professions as well as that of primary and secondary school teachers in U.S.A. The result of teacher professional accreditation system explored in this study is arranged, analyzed and concluded after related studies performed. It¡¦s discovered after the analysis and comparison of documents: 1.There¡¦s distinction lies among certificate, practice license and ¡§license,¡¨ and the said ¡§license¡¨ is different from that of doctor, psychologist, social worker, lawyer and accountant. 2.The government persuades teachers to join the professional ¡§license¡¨ system is meant to solve the problems of wandering and unqualified teachers principally. 3.To perform teacher professional ¡§license¡¨ system, the advantage is complied with social public expectation, but the disadvantage is that it has become the tool for government to regulate and instruct teachers. Suggestions for follow-up researchers: Expect that the follow-up researchers would perform further study and dissertation on the roles and function played by both government and teacher professional organization in promoting primary and secondary school teachers¡¦ professional ¡§license¡¨ system upon the discussion of it in our country, to make the said system more matured and completed and administer to teacher profession promotion.

The purposes of this study were, first, to determine the degree and direction of relationships between scores on The National Teacher Examinations and certain variables for the two hundred and forty-nine secondary teacher education majors included in this study.

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abstract: In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

This qualitative, explorative, descriptive and contextual study was aimed at exploring and describing secondary teachers’ experiences in dealing with adolescent learners displaying mental distress in Gaborone. Moreover, recommendations were proposed for the support needed by secondary teachers who interact with adolescents learners in order to curb mental distress in schools. The sampling method that was used to identify 21 secondary school teachers who participated in this study was purposive. Focus group discussions, as well as field notes, were used to collect data, which were analysed using a thematic analysis. An array of factors that could lead to delays in identifying adolescent learners with mental distress, such as large student numbers and insufficient resources to meet their needs, learners showing signs of mental distress not being taken seriously, lack of parental involvement, relegating parental duties and lack of trust were revealed by the findings. The researcher observed that approaches to support, such as policy guides, parental involvement, peer education and life skills training were best suited to address mental distress in schools as noted by participants. The participants shared the various ways they employed to deal with mental distress in adolescent learners, and suggested strategies that they, together with parents and other stakeholders, could engage in to address these factors. The identified strategies provided a contextual way of establishing recommendations to overcome adolescent mental distress. These included, but were not limitted to, the engagement by parents in mental health problems in schools, as well as policy reviews, and restructuring the referral system. / Health Studies / M. P. H.

Made available in DSpace on 2016-04-27T16:33:30Z (GMT). No. of bitstreams: 1 Carlos Eduardo Pereira.pdf: 328365 bytes, checksum: 547041c61bbd03fca509a28b234f3b60 (MD5) Previous issue date: 2008-02-25 / Secretaria da Educação do Estado de São Paulo / The aim of this study is to analyze researches about the secondary teacher that were diffused by the periodical named Pesquisa e Planejamento, produced by the Regional Center of Research on Education of Sao Paulo (CRPE/SP) between 1958 and 1975. It congregates the results of researches about education that were accomplished by researchers that composed the Center staff (The CRPE/SP belongs to the Brazilian Center of Research on Education CBPE, which is connected to INEP and MEC).By proposing this type of analysis, we intend to check how the secondary teacher is represented on the published articles, trying to apprehend not only the themes related to the teaching profession itself in the state of Sao Paulo, but also some conceptions about the secondary teaching profession. Preliminarily, nine articles published between 1958 and 1975 were selected. The articles we examined on this study showed that the themes the CRPE/SP researchers selected to approach the situation of the secondary teachers at Pesquisa e Planejamento, during the 60 s, discussed the precarious conditions of work, the teaching segment qualification and the increase on the participation of women. During the 70 s, the emphasis is on the technical aspects of the teaching profession and the point of view of the teachers about the changes that were happening on the Brazilian educational system / Esta pesquisa propõe-se a analisar o professor secundário nas pesquisas veiculadas pelo periódico Pesquisa e Planejamento, produzido pelo Centro Regional de Pesquisas Educacionais de São Paulo (CRPE/SP) entre 1958 e 1975. Esta publicação reúne os resultados das pesquisas realizadas sobre educação pelos pesquisadores que compunham o quadro do CRPE/SP, instituição ligada ao Centro Brasileiro de Pesquisas Educacionais (CBPE) que, por sua vez, era vinculado ao INEP e ao MEC. Ao propor esse tipo de análise, pretende-se verificar como o professor secundário aparece representado nos artigos publicados pelo periódico, numa tentativa de apreender não só os temas relativos ao exercício da profissão no estado de São Paulo tratados pelos pesquisadores do CRPE/SP, mas também as concepções sobre o magistério secundário veiculadas pela publicação. Para tanto, foram selecionados preliminarmente nove artigos publicados no periódico entre os anos de 1958 e 1975 que tratam diretamente da questão aqui apontada. Os artigos examinados neste estudo demonstraram que os temas selecionados pelos pesquisadores do CRPE/SP para tratar da situação do professor secundário na Revista Pesquisa e Planejamento, nos anos 1960, diziam respeito, sobretudo, à precariedade das condições de trabalho, à qualificação desse segmento da categoria e ao aumento da participação das mulheres em sua composição, ao passo que, nos anos 1970, a ênfase nos aspectos técnicos do exercício da profissão e na forma como as mudanças pelas quais passava o sistema educacional brasileiro estavam sendo vistas pelos docentes caracterizou a produção do periódico

本研究旨在導入總整課程概念於臺灣中小學師資職前教育，探討國外總整課程之內涵與功能，初步建構臺灣中小學師資職前教育之總整課程，並提出結論與建議，以供未來師資培育大學發展總整課程之參考。 研究方法上，先以文件分析出可行之臺灣中小學職前教育總整課程，接著以專家問卷進行課程的刪修，再利用模糊德菲法探究專家學者對課程具備整合、反思與銜接功能之看法，最後根據專家學者們之共識，完成我國中小學師資職前教育總整課程。根據研究之結果與分析，歸納主要結論如下： 一、中小學師資職前教育總整課程形式包含「實地教學經驗」、「研究計畫」、「專題討論」、「歷程檔案」、「綜合表現與評量」五大類。 二、以實地教學經驗，如「半年教育實習」、「分科／分領域教學實習」、「實踐史懷哲精神教育服務計畫」等，在中小學師資職前教育總整課程之各功能認同度最高。 三、臺灣中小學師資職前教育總整課程依據類型不同，具備總整性存在差異。 最後，本研究根據研究結果，提出相關建議，俾供各師資培育之大學以及後續研究之參考。 / The purpose of this study is to integrate the concept of capstone course to pre-service primary and secondary teacher education in Taiwan. This paper not only explores the connotation and function of the capstone course in pre-service teacher education, but also constructs the capstone course in pre-service teacher education for Taiwan. It also provides conclusions and suggestions for universities that offers teacher training programs to develop their capstone course in the future. The main conclusions follow: 1.The capstone courses of pre-service teacher education include five categories: "field experience", "research project", "seminar", "portfolio", "comprehensive performance and evaluation". 2.The field experience, such as " student teaching", " teaching practicum ", " Schweitzer program " and so on, has the highest capstone function in Taiwan’s pre-service primary and secondary teacher education. 3.The function of capstone course is much different in Taiwan according to varietal types of professional courses and activities of pre-service primary and secondary teacher education. In conclusion, the findings and results in the hope of providing suggestion for the universities that offers teacher training programs and more studies in the future.

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The demand for highly qualified teachers is well documented, yet numerous stressors influence educators to leave their positions. The guiding question for this study was: Is there a relationship between perceived principal leadership behavior and the stress experienced by the novice secondary teacher? The target population was novice teachers in Louisiana. The purposive sample was delimited to novice secondary teachers having six semesters of teaching experience or less in grades 6 through 12. The ten largest parishes in Louisiana were selected to sample. Four of the ten parishes granted permission to survey novice secondary teachers. The Leader Behavior Description Questionnaire, Form XII (Stogdill, 1963) was used to determine the perception of principal leadership in two dimensions: consideration behavior and initiation of structure behavior. The Teacher Stress Inventory (Fimian, 1988) was used to collect demographic data on the participants and to determine a composite stress score from five sources of stress and five manifestations of stress. The statistical analyses included stepwise multiple regression and one-way ANOVA. Data were analyzed with the Statistical Package for the Social Science Version16.0 (SPSS). Time management, along with discipline and motivation, were the top two sources of stress for novice teachers. Fatigue manifestation and emotional manifestation were the most conspicuous manifestations of stress. These results reflect relevant issues facing the contemporary teacher. Professional investment, the diminished autonomy teachers experience when the locus of control is external to the classroom, was the single most reliable source of stress to predict both initiating structure and consideration leadership behavior. Emotional manifestation was the single most reliable manifestation of stress to predict initiating structure xiv and consideration leadership behavior. No significant relationship was found between the demographic and organizational variables and stress in the novice secondary teacher. Principal leadership is a potential predictor of teacher retention. Thus, the findings of this study have implications for three specific areas: programs of support for new teachers, preparation and training of principal leadership, and policies that are critical for the successful principal.