Published Article / In South Africa a high premium should be placed on the value of effective education and training to achieve an array of economic and social objectives. The development of a strong and functional education system is closely linked with the quality of teaching and learning taking place at schools. In this regard, the nagging shortage of skilled educators underscores the importance of effective training of student teachers to address the shortages and ultimately contribute to the establishment of a competitive and sustainable education system. The present article examines the effectiveness of mentoring and teaching practice experiences of student teachers at a South African university who completed their practical training at township schools. These schools are typically under-resourced, overcrowded and situated in socioeconomically disadvantaged areas. Not only are many of these schools' teachers under-qualified, but the schools also experience acute shortages of teachers in scarce subjects. An empirical study was conducted that targeted all final-year education students who had completed their teaching practice at 34 township schools. The empirical findings provide food for thought as to the success of mentoring in these schools. While 16 aspects of mentoring rendered a positive result ranging from 'positive' to 'strongly positive', seven aspects of mentoring were regarded as 'mildly adequate' and five skills were evaluated as between 'below adequate' to 'inadequate'. Even though the findings of this study cannot be generalised to mentoring at all township schools, some noteworthy trends were identified.

Published Article / Mentorship as a concept in teacher training is vital in developing full professionals. It becomes even more effective if the mentors are adequately prepared for their mentorship roles. This study sought to determine: (a) the nature of training mentors had received in mentorship; (b) the extent to which they understood their role as mentors; (c) the mentors' views on the assistance they rendered to mentees; (d) the relationship between parent colleges and mentors; and (e) assess implications for teacher training in Zimbabwe. The study followed a descriptive survey design which utilized both quantitative and qualitative approaches. A comprehensive questionnaire was administered on a purposeful and information-rich sample of 120 mentors in two provinces in Zimbabwe. Interviews were also held with some of the mentors to triangulate findings from the questionnaire. The study revealed that many mentors had not been given any formal training in mentorship; they were not really sure of their roles and while they stated that they assisted mentees to the best of their abilities assistance given to mentees differed from mentor to mentor. College supervisors did not consult mentors for mentees' progress checks and mentors had no input in the final assessment of students under their tutelage. College supervisors and mentors' input should be incorporated in the final assessment of students.

No description available.

This problem involves an effort to determine the interrelationship of groups of secondary student teachers' sociabilities, first teaching field choice and preference of lecture or group method of instruction.

The problem of this study was to determine the relationship between selected factors and the grade-level preference of elementary student teachers. The factors studied were self-concept, academic achievement, commitment to teaching, and personality traits.

M.Ed. / The aim of this study was to explore and gain a deeper understanding of the experiences of teacher education students involved in a community service-learning (CSL) project. This study comes at a time in which CSL is increasingly being incorporated into the higher education context and draws on the views of proponents of CSL who argue that it has the potential to positively benefit the academic-intellectual, personal, interpersonal and social development of those who participate in CSL activities. The research strategy for this study was grounded within the interpretative research paradigm using qualitative research methods to explore how teacher education students make sense of their realities, situations and experiences while participating in a CSL project. This qualitative study employed in-depth interviews, participant observation and photographs as data collection methods. The data was analysed using the constant comparative method of data analysis to search for recurring themes and patterns. From the findings, it was clear that the participants had overwhelmingly positive experiences of the CSL project. They reported that relationships were forged and strengthened, that their perceptions about themselves and others changed, that CSL offered another dimension to teaching and that their service encounter awoke a desire to continue service after the CSL project was complete. Students cited some limiting factors that they felt prevented them from optimally benefiting from the CSL experience. These included a perceived lack of structure, difficulty in communicating with the children at the site and the emotionally draining nature of the experience. I conclude with a number of implications for the curriculation of CSL in teacher education.

Thesis (M.Ed.) --University of the North, 1994 / Refer to the document

"Diversity" has become a word associated with many professions, institutions, and contexts, paired with words such as standards, consultants, training, awareness and others. However, the researcher focused on how diversity is defined or conceptualized by pre-service teachers at Portland State University. Diversity is especially important as it relates to educators and pre-service teachers. Teachers will, today, be instructing children of different backgrounds and races more than ever in the past (Ross & Smith, 1992). And teachers conceptualizations and behaviors have profound impacts on student performance and success. In an effort to come to understand the ways pre-service teachers conceptualize "diversity," a literature search was conducted to identify past and present conceptualizations of diversity within the institution of education and more broadly. In addition, an open-ended survey question was administered, and two focused group discussions and three in-depth interviews were conducted. The survey question and transcripts from the focus groups and interviews were analyzed in an effort to identify emergent themes or units of meaning. Two major theoretical assumptions were utilized: lower-order concepts and constructivism. First, Chaffee's (1991) lower-order concepts, smaller units which comprise a larger unit of meaning, the higher-order concept, was selected. The education literature identifies language, learning style, teaching style, race, socio-economic status, ability, gender, and others (see APPENDIX B) as lower-order concepts for the higher-order concept "diversity." Second, according to constructivism, the human actively interprets and makes meaning of events (Delia, 1977) using constructs, pairs of bi-polar opposites. Individuals identify an event, experience or object and classify it along a number of relevant constructs in order to make sense of it in relation to similar phenomena. Within the education literature, the constructs, assimilationism I pluralism and ethnocentrism I ethnorelativism, good I bad, growing I dying and others have clearly been utilized to make meaning of "diversity." The researcher identified themes respondents appeared to correlate with the concept "diversity" and many complicated and conflicting messages as well (not unlike the "diversity" literature). Two of the emergent themes suggest additional lower-order concepts: "Structures" and "Mixed Messages." The emergent themes 'Teachable" and "Uncertain" suggest new constructs.

This action research study was conducted to investigate the efficacy of a constructivist approach to the training of first-year Chinese student mathematics teachers in the Hong Kong Institute of Education where I am employed. A four-stage teaching model was designed, based on the learning theory of constructivism and taking into particular consideration the characteristics of Chinese learners: the maintenance of hierarchical and group harmony and high achievement motivation. In order to determine whether the application of this model in a methodology could alter the teaching beliefs of newly enrolled students, a two-phase procedure was employed. First-year students in each phase of the study were involved in solving a teaching problem. Through self-articulation, group- and class-discussions and self-reflection, the students were examined to determine any change in their beliefs about teaching mathematics. Prior beliefs about mathematics teaching, and beliefs held at the end of the methodology module were determined and compared in order to determine if new learning was in evidence. The creation of an authentic interactive learning environment to foster the kind of learning desired - a potentially safe, trusting and non-judgemental environment for free disclosure of students' opinions and feelings about mathematics teaching - was investigated. Data was generated by different quantitative and qualitative methods. Findings were cross-checked by a critical colleague and through my observation and reflections, and these were recorded as clearly, orderly, and accurately as possible. The first phase results were employed to inform and to improve the teaching of the same methodology module in the second phase. / Findings in the two phases were indicative of the creation of a genuine social constructivist learning environment in which student teachers enjoyed their learning. Student teachers in the second phase implementation of my study indicated an understanding of their role in a constructivist classroom - to construct their own theories of teaching mathematics, to assist their peers in knowledge construction and to learn to learn. Student teachers in the two cohorts were found to hold entrenched constructivist beliefs about teaching mathematics. They agreed that the teacher's role was a facilitator of learning and that persistent questioning could alter knowledge about mathematics. However, at the conclusion of the module, the Phase I students seemed to re-adopt traditional approaches to teaching, whereas the Phase II students exhibited two different perspectives - an indication of the instability of their teaching beliefs. The Phase II student teachers, nevertheless, showed that they became more aware of sequencing the various interactive activities for their pupils in secondary schools. In the actual teaching, they professed their inability to realise their teaching ideals because of their inexperience in teaching and of the unexpected situations in the school settings. The present research study adds to the paucity of literature in two areas. First, the employment of a constructivist approach in the preparation of teachers of junior secondary mathematics (for pupils of age between twelve and fifteen), especially in the training of Chinese student mathematics teachers. / Second, the study of a higher education lecturer conducting research to improve his/her own practice. Undeniably, further research on models to change student teachers' prior knowledge (about mathematics, about the nature of mathematics, and about the teaching and learning of mathematics), on factors affecting the instability of beliefs, and on models to facilitate continuous development of the teaching professionals are necessary if not exigent.

The research problem that formed the basis of the investigation reported upon in this thesis relates to the challenges and opportunities that arise from the retention of World English Speaking (WES) student-teachers as they seek to gain entry into the teaching profession in Australia. Two key questions guided the exploration of this problem. How do the curriculum, teaching and assessment practices in teacher education assist and/or hinder WES student-teachers’ retention? What problems, if any, do they have in becoming Australian teachers? These are examined from the perspective of the WES student-teachers themselves, their teacher educators and the WES school teachers involved in supervising them during their practicum. Facing acute teacher shortage in some subjects and some areas in Australia, this research project investigated issues affecting retention of WES student-teachers to meet the requirements of Australia’s ethnically diversified school communities. Methodologically, this study used an evidence-driven, conceptually informed, valuerational approach to education research. A case study design provided the basis for a cross-sectional, retrospective, non-experimental plan which was used to collect and analyse data. The subjects, teacher educators and WES student-teachers were contacted via the university teacher education program; while WES school supervising teachers were selected from schools where WES student-teachers did their practicum. Theoretically it explores the power and limitations of current theorisation of teacher shortages in terms of global cultural flows, specifically the trans-national mobility of knowledge workers. This thesis situates their experiences in the context of current and projected teacher shortages as well as testing current theorisation about global cultural flows of people in terms of the trans-national mobility of knowledge workers. This thesis argues that while teacher-educators recognise the difficulties in engaging educationally with WES student-teachers, and WES student teachers and their supervising teachers are aware of and able to identify other difficulties they confront becoming “Australian teachers”, the possibilities for making productive responses is constrained by cultural as much as economic factors. / Doctor of Philosophy (PhD)