This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use to create meaning for their practice and to direct their professional learning. The research inquired into how this activity has contributed to their ongoing professional growth by connecting important learning events of the past, to decisions made and action taken when dealing with current problematic curriculum issues. This is relevant as the research was set within Brisbane Catholic Education during a time of system initiated curriculum reform. The theoretical framework for the research was primarily underpinned by critical social theory. It was also guided by an interpretative philosophy, In order to give some consideration to the personal dimension of experience. A case study approach was adopted as it promoted collaborative inquiry. This offered scope and flexibility to extrapolate and to critically explore the embedded values and thinking that underscored the teachers' decisions and actions. Most data were collected through a number of ongoing semistructured and open-ended interviews. The emergent design for the research allowed for systematic, yet flexible and ongoing data collection, analysis and participant feedback. Other supporting data included folio documentation, artefacts, an inquiry project summary sheet and a research diary. The research concluded that reflection plays an important role in enabling teachers to accept moral and professional responsibility for their own personal and professional development. However, this research has attested that there is no single model of what it means to be a reflective practitioner. Reflective practice and teacher professional development are highly idiosyncratic, complex and multi-dimensional phenomena that are clearly influenced by the interplay of a wide range of personal and contextual factors. The research revealed that teachers utilise a variety of reflective forms and processes, through various modes, to serve context specific interests. It also concluded that it was the teacher's explicit awareness of the critical intent behind thinking and subsequent action that appeared to be important to professional growth. This intent was consistently framed around each teacher's moral commitment of care and responsibility to the students as persons and learners. It became the most salient impetus behind professional deliberations and generative efforts to improve practice. Emotion tended to playa powerful, mediating role in this process. Moreover, reflection on the cognitive, affective and social dimensions of knowledge appeared to enable the teachers to consider the values• and ideals that underscored decisions and subsequent actions. The research concluded that reflection involves highly interactive cognitive and sensory processes that enable the teacher to connect with the self, with the students and with others in and beyond the school community. Reflective activity also seemed to enable the teachers to consider the consequences of dealing or not dealing with system initiated curriculum reforms, from the perspective of the students' best interests. The research revealed how the current emphasis on curriculum reform has influenced efforts to create a more holistic curriculum that gives attention to the person of the student. The modelling of reflective processes and the negotiation of aspects of the curriculum with the students provided worthwhile opportunities for these teachers, as well as their students, to articulate assumptions that underscored decisions and actions. The engagement in introspective self-dialogue, social reflection and reflective collaboration with peers and students appeared to enhance personal and professional development. This research also concluded that• administrative recognition and tangible support at the personal, school and system level provided conditions that were conducive to ongoing teacher renewal and development.

PURPOSE. This study is entitled, 'An Analysis of some Significant Issues and Problems as Identified by Practical Skills teachers in the provincial high schools in Papua New Guinea'. It is hoped that the importance of this study lies in its contribution in helping provincial school administrators, Practical Skills teachers, curriculum advisory committee members, inspectors, staff and students at the Design and Technology Department to gain an insight into the current problems and issues faced by Practical Skills teachers with the end view of effecting changes in the present set-up to attain the objectives of the Practical Skills programs in the provincial high schools in Papua New Guinea. METHODS USED: The methods employed in this study to collect the data were:- A. Questionnaires, B. Interviews and C. Review of literature. A proposed set of questions for the questionnaires was sent to the Division of Research and Evaluation Unit, Department of Education in Port Moresby, who made some encouraging comments and suggestions which were then used in the formulation of the final questionnaires consisting of 32 questions.

A presente pesquisa visou ampliar os conhecimentos sobre a percepção docente e a construção de conhecimentos na formação continuada de professores de Biologia em cursos oferecidos na modalidade Educação a Distância (EaD). Os sujeitos desta pesquisa são 47 professores/cursistas que participaram da Disciplina Ecologia do curso de Especialização em Ensino de Biologia (EspBio)/2010 da Rede São Paulo de Formação docente (RedeFor). Os objetivos específicos foram: (1) identificar as percepções gerais desses professores/cursistas sobre a Educação a Distância quando associada às Tecnologias da Informação e Comunicação (TIC); (2) conhecer suas percepções sobre as viabilidades e dificuldades do Ensino de Biologia, mais especificamente Ecologia, na modalidade EaD; (3) investigar os conhecimentos docentes construídos através da disciplina Ecologia, oferecida na modalidade EaD, frente às percepções dos professores/cursistas. A investigação teve natureza basicamente qualitativa. Foram utilizados como instrumentos de coleta de dados dois questionários, postados no próprio Ambiente Virtual de Aprendizagem. Quantos aos dois primeiros objetivos, analisamos os dados utilizando categorização aberta proposta por Strauss e Corbin (2008), visando extrair significado das respostas obtidas com tais questionários. No caso da investigação dos conhecimentos docentes (terceiro objetivo) fizemos uso da categorização proposta por Shulman (1987). Dentre as percepções gerais dos professores/cursistas sobre EaD, podemos destacar como os principais pontos positivos o fato da EaD ser adequada à baixa disponibilidade de tempo e a auto-gestão do conhecimento, bem como possibilitar interação. Por outro lado, alguns cursistas ressaltam que a interação é menor do que gostariam. Outro aspecto negativo relacionase ao pouco domínio da ferramenta computacional. Ao investigarmos as percepções do cursistas sobre o Ensino de Biologia/Ecologia oferecido em EaD, identificamos que as colocações são bastante gerais e não específicas para o escopo do conhecimento biológico. Assim, encontramos como principais viabilidades: a aproximação entre escola e universidade, o diálogo entre modalidade presencial e a distância, a possibilidade de empreender experimentação virtual, bem como utilização de jogos virtuais, a diversidade de conhecimentos e o fácil acesso à produção científica mais atual. Já com relação às dificuldades, os professores/cursistas enfatizaram a ausência das atividades de campo e uma sensação de isolamento. Pensando-se nos principais conhecimentos docentes construídos ao longo da disciplina de Ecologia, podemos destacar, a partir da análise da percepção dos professores/cursistas, a ocorrência dos seguintes conhecimentos já definidos por Shulman: conhecimento do conteúdo de ensino; conhecimento pedagógico geral; conhecimento pedagógico do currículo; e conhecimento dos fins educacionais. A partir de nossos dados, propomos ainda uma nova categoria de conhecimento, relacionado às tecnologias da informação e comunicação. Acreditamos que esta pesquisa contribuiu, ainda que de forma introdutória, para ampliar os conhecimentos sobre a percepção docente e a construção de conhecimentos na formação continuada de professores de Biologia em cursos oferecidos na modalidade EaD. Esperamos que nossos achados e reflexões possam subsidiar o trabalho daqueles que atuam na elaboração, supervisão e tutoria de cursos de formação de professores em EaD, principalmente na área de Biologia, onde há um vasto campo de pesquisa. / This research aimed to increase knowledge about perception and the construction of teacher knowledge in the continuing education of biology teachers in Distance Education (DE) courses. We focus our research on 47 teachers who participated in the discipline of Ecology at a specialization course about Biology Teaching/2010 of the Rede São Paulo de Formação docente (RedeFor). The specific objectives were: (1) identify the general perceptions of these teachers about distance education when combined with Information and Communication Technologies (ICT); (2) understand their perceptions about difficulties and viabilities related to teaching Biology, more specifically Ecology, in distance education; and (3) investigating teacher knowledge built through the discipline of Ecology, offered on a distance education course, based on the perceptions of teachers/students. The research has a primarily qualitative nature. Were used as instruments of data collection two questionnaires posted on Virtual Learning Environment. About the first and second objectives, we analyzed the data using open categorization proposed by Strauss and Corbin (2008) to extract meaning from the responses to such questionnaires. We used the categorization proposed by Shulman (1987) to investigate the knowledge teachers (third objective). About the general perceptions of teacher students on distance education, we highlight, as the main positive subjects: DE is appropriate to the low availability of time; self-management knowledge; and the possibility of interaction. On the other hand, some course participants emphasized that the interaction is lower than they would like. Another negative aspect was the difficult with computational tool. We found that the settings are quite general and not specific to the scope of biological knowledge when we investigated the perceptions about the teaching of Biology/Ecology offered in distance education. Thus, we found as the main viabilities: the approach between school and university, the dialogue between present education and DE, the ability to undertake virtual experimentation and use of virtual games, the diversity of knowledge and easy access to the most current scientific literature. In relation to the difficulties, the teachers emphasized the absence of field activities and a sense of isolation. Thinking on the main teacher knowledge built over the discipline of Ecology, we showed, based on the analysis of the perception of teachers, the following knowledge categories already defined by Shulman: teaching content knowledge; general pedagogical knowledge, knowledge educational curriculum, and knowledge of educational purposes. From our data, we also proposed a new category of knowledge related to information and communication technology. We believe that the present research has contributed to expand knowledge about perception and the construction of teacher knowledge in the continuing education of biology teachers in DE courses. We hope that our findings and reflections can support the work of those who work in the preparation, supervision and mentoring of teacher training courses in DE, particularly in the Biology area.

A presente pesquisa visou ampliar os conhecimentos sobre a percepção docente e a construção de conhecimentos na formação continuada de professores de Biologia em cursos oferecidos na modalidade Educação a Distância (EaD). Os sujeitos desta pesquisa são 47 professores/cursistas que participaram da Disciplina Ecologia do curso de Especialização em Ensino de Biologia (EspBio)/2010 da Rede São Paulo de Formação docente (RedeFor). Os objetivos específicos foram: (1) identificar as percepções gerais desses professores/cursistas sobre a Educação a Distância quando associada às Tecnologias da Informação e Comunicação (TIC); (2) conhecer suas percepções sobre as viabilidades e dificuldades do Ensino de Biologia, mais especificamente Ecologia, na modalidade EaD; (3) investigar os conhecimentos docentes construídos através da disciplina Ecologia, oferecida na modalidade EaD, frente às percepções dos professores/cursistas. A investigação teve natureza basicamente qualitativa. Foram utilizados como instrumentos de coleta de dados dois questionários, postados no próprio Ambiente Virtual de Aprendizagem. Quantos aos dois primeiros objetivos, analisamos os dados utilizando categorização aberta proposta por Strauss e Corbin (2008), visando extrair significado das respostas obtidas com tais questionários. No caso da investigação dos conhecimentos docentes (terceiro objetivo) fizemos uso da categorização proposta por Shulman (1987). Dentre as percepções gerais dos professores/cursistas sobre EaD, podemos destacar como os principais pontos positivos o fato da EaD ser adequada à baixa disponibilidade de tempo e a auto-gestão do conhecimento, bem como possibilitar interação. Por outro lado, alguns cursistas ressaltam que a interação é menor do que gostariam. Outro aspecto negativo relacionase ao pouco domínio da ferramenta computacional. Ao investigarmos as percepções do cursistas sobre o Ensino de Biologia/Ecologia oferecido em EaD, identificamos que as colocações são bastante gerais e não específicas para o escopo do conhecimento biológico. Assim, encontramos como principais viabilidades: a aproximação entre escola e universidade, o diálogo entre modalidade presencial e a distância, a possibilidade de empreender experimentação virtual, bem como utilização de jogos virtuais, a diversidade de conhecimentos e o fácil acesso à produção científica mais atual. Já com relação às dificuldades, os professores/cursistas enfatizaram a ausência das atividades de campo e uma sensação de isolamento. Pensando-se nos principais conhecimentos docentes construídos ao longo da disciplina de Ecologia, podemos destacar, a partir da análise da percepção dos professores/cursistas, a ocorrência dos seguintes conhecimentos já definidos por Shulman: conhecimento do conteúdo de ensino; conhecimento pedagógico geral; conhecimento pedagógico do currículo; e conhecimento dos fins educacionais. A partir de nossos dados, propomos ainda uma nova categoria de conhecimento, relacionado às tecnologias da informação e comunicação. Acreditamos que esta pesquisa contribuiu, ainda que de forma introdutória, para ampliar os conhecimentos sobre a percepção docente e a construção de conhecimentos na formação continuada de professores de Biologia em cursos oferecidos na modalidade EaD. Esperamos que nossos achados e reflexões possam subsidiar o trabalho daqueles que atuam na elaboração, supervisão e tutoria de cursos de formação de professores em EaD, principalmente na área de Biologia, onde há um vasto campo de pesquisa. / This research aimed to increase knowledge about perception and the construction of teacher knowledge in the continuing education of biology teachers in Distance Education (DE) courses. We focus our research on 47 teachers who participated in the discipline of Ecology at a specialization course about Biology Teaching/2010 of the Rede São Paulo de Formação docente (RedeFor). The specific objectives were: (1) identify the general perceptions of these teachers about distance education when combined with Information and Communication Technologies (ICT); (2) understand their perceptions about difficulties and viabilities related to teaching Biology, more specifically Ecology, in distance education; and (3) investigating teacher knowledge built through the discipline of Ecology, offered on a distance education course, based on the perceptions of teachers/students. The research has a primarily qualitative nature. Were used as instruments of data collection two questionnaires posted on Virtual Learning Environment. About the first and second objectives, we analyzed the data using open categorization proposed by Strauss and Corbin (2008) to extract meaning from the responses to such questionnaires. We used the categorization proposed by Shulman (1987) to investigate the knowledge teachers (third objective). About the general perceptions of teacher students on distance education, we highlight, as the main positive subjects: DE is appropriate to the low availability of time; self-management knowledge; and the possibility of interaction. On the other hand, some course participants emphasized that the interaction is lower than they would like. Another negative aspect was the difficult with computational tool. We found that the settings are quite general and not specific to the scope of biological knowledge when we investigated the perceptions about the teaching of Biology/Ecology offered in distance education. Thus, we found as the main viabilities: the approach between school and university, the dialogue between present education and DE, the ability to undertake virtual experimentation and use of virtual games, the diversity of knowledge and easy access to the most current scientific literature. In relation to the difficulties, the teachers emphasized the absence of field activities and a sense of isolation. Thinking on the main teacher knowledge built over the discipline of Ecology, we showed, based on the analysis of the perception of teachers, the following knowledge categories already defined by Shulman: teaching content knowledge; general pedagogical knowledge, knowledge educational curriculum, and knowledge of educational purposes. From our data, we also proposed a new category of knowledge related to information and communication technology. We believe that the present research has contributed to expand knowledge about perception and the construction of teacher knowledge in the continuing education of biology teachers in DE courses. We hope that our findings and reflections can support the work of those who work in the preparation, supervision and mentoring of teacher training courses in DE, particularly in the Biology area.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both. / AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.