No description available.

abstract: This study explored the effects of a science, technology, engineering, math, and social studies (STEMSS) professional development (PD) on teachers of language learners’ (TLLs) knowledge, skills, and self-efficacy in teaching content and language in tandem in their classrooms. With the growing population of English learners (ELs) in today’s classrooms, it is essential TLLs have the skills to support language development while teaching content. This study investigated a face-to-face PD that developed skills in supporting ELs’ academic vocabulary development using strategies in content lessons. This research drew upon Shulman’s (2013) Knowledge Growth in Teaching Framework by looking at content, pedagogical, and curricular knowledge with the PD building knowledge and skills in addressing these areas of knowledge through the strategies. In addition, this research drew upon Lucas and Villegas’ (2013) Linguistically Responsive Teacher Education Model that addressed how teachers gain knowledge, skills, and self-efficacy to change pedagogical practices. Title I Kindergarten through high school TLLs voluntarily participated in the PD. A mixed methods approach was used. Quantitative data was collected using a pre, post, and maintenance survey and qualitative data was collected through a lesson analysis, fall and spring observations, snapshot surveys, and focus groups. Results suggested that the STEMSS PD increased knowledge, skills, and self-efficacy in teaching ELs content and language using strategies that support academic vocabulary. The qualitative data supported the survey results in the increase of knowledge and skills immediately following the PD and increased self-efficacy a year following the PD. The results also suggested that the strategies supported through PD, lesson development, and time to implement may better address the needs of TLLs in the classroom. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

Consumers can shape social environments through their clothing and thereby influence the perception of clothing consumption. However, the human desire of belonging and connectedness within a consumer culture has led to the severity of overconsumption. This is particularly apparent in the dynamic and trend-sensitive field of clothing. Such acts of consumption have a strong impact on the transformation of the Earth’s climatic condition. Nevertheless, global environmental issues are often an elusive picture of the climate crisis what makes it difficult for individuals to associate own lifestyles to it. To combat this dissonance and with Generation Z as the consumers of change, this study focuses on teachers of upper secondary schools and the ways they can be supported in the education on sustainable clothing consumption. For this, eight specific categories of investigation have been crystallised through the data collection, such as sustainable development, teaching and transdisciplinarity, sustainable clothing consumption, lifestyles, social anxiety, overconsumption, mindfulness and teaching materials for sustainable clothing consumption. Within those categories, teachers provided their understanding of how sustainable development is implemented in the Swedish education system and how sustainable clothing consumption could interlink individual contributions to environmental issues. A desired collective shift is facilitated through knowledge development that on the one hand is significant in the students’ perspective but on the other hand is also relevant for teachers within their proficiency and beyond. With a resulting concept of education on sustainable clothing consumption and transdisciplinary teaching, teachers shall be aided in their duty to encourage their students to become responsible citizens.

Cette thèse a pour objet d’étudier la (les) compétence(s) d’enseignants de FLE lors de la formation initiale dans le contexte vietnamien, lequel, en pleine rénovation, exige la conception et la construction de nouveaux dispositifs de formation de qualité. Elle débute par une analyse de l’état des lieux de la formation actuelle des enseignants au Vietnam qui permet de repérer des éléments pertinents pouvant inspirer la conception d’un référentiel de compétences pour les futurs enseignants. Pour ce faire, il est fait appel aux notions de compétence disciplinaires contenues dans le CECRL (version 2001), de compétences professionnelles de l’enseignant et de l’enseignant compétent dans le contexte déterminé. Plus particulièrement, deux enquêtes par questionnaire auprès des enseignants et des étudiants-futurs enseignants, des entretiens avec des enseignants formateurs et des observations de classe ont effectués comme méthode de constitution des données. L’analyse des résultats confirme d’une part la problématique relative aux lacunes de la formation et d’autre part les domaines de compétences à développer pour une formation initiale d’un enseignant de FLE au contexte vietnamien. La construction d’un référentiel de compétences accompagné des standards et indicateurs est le fruit de la recherche dont la perspective immédiate est de pouvoir mettre en oeuvre des formations appuyées sur la (les) compétence(s) de l’enseignant. / This dissertation aims to investigate teacher’s competences in the face of various contextual changes in the Vietnamese tertiary education which require new perspectives and approaches in curriculum development. These competences are analyzed in the Common European Framework of Reference (CEFR, 2001) on teachers’ professional competences and competent teachers. Data were collected from distributing survey questionnaires to in-service and pre-service teachers, interviews with university instructors. Data analysis reveals limitations in the current curriculum and helps to identify areas of competences that teachers of French in Vietnam need to develop. The research results consist of a competence framework with detailed descriptions for competence-based teacher training programs to be implemented.

This study investigated the current status of Thai teacher institutions in regard to environmental problems and proposed an environmental curriculum system for teacher training in Thailand. An interview questionnaire was designed to gather descriptive data about selected Thai teacher institutions, teaching strategies utilized in environmental-related courses, and the employment of ten selected environmental-related problems in three aspects: (1) courses offered at Thai teacher institutions, (2) environmental research conducted by faculty members of Thai teacher institutions, and (3) environmental services provided to the public by faculty members of Thai teacher institutions. Of the seventeen Thai traditional teacher institutions considered, representatives from fifteen (88 percent) were interviewed.

This study investigated the effect of training in equipment use on science teachers’ Pedagogical Content Knowledge (PCK) about the wave concept. The levels of teachers' reported PCK was explored before and after in-service training through interviews and Content Representations (CoRe). Furthermore, the study extended to investigating how the teachers enacted PCK when teaching the wave concept in their classrooms after the training. This qualitative research followed a case study method with three Grade 10 Physical Sciences teachers who were selected purposefully and pragmatically. Their pedagogical reasoning was elicited through a Video Stimulated Recall (VSR) interview and their general views about the training were obtained through a post-training interview. The framework was adapted from the Refined Consensus Model (RCM) and considered PCK at a topic and concept level, with each realm of PCK being underpinned by the Topic-Specific Pedagogical Content Knowledge (TSPCK) components, namely, the learners’ prior knowledge, the curricular saliency, representations, what is difficult and/or easy to teach and understand, and the conceptual teaching strategies. However, all five TSPCK components were considered. The study was centred on three key ideas in the topic of waves, namely: wavelength; frequency; and superposition. The participants' reported PCK improved and the footprint of the training was visible in the enacted PCK of all of the participants. This study suggests that training on the use of equipment improves teachers’ enacted PCK and this may ultimately lead to improved learner performance. / Dissertation (MEd)--University of Pretoria, 2020. / Science, Mathematics and Technology Education / MEd / Unrestricted

Magister Educationis - Med / The purpose of this study was to investigate the implementation of a Literacy Intervention Programme with Grade One isiXhosa speaking learners in one primary school in the Western Cape. The study was motivated by the persisting low literacy levels in the Foundation Phase which have been reported in the Annual National Assessment (ANA) reports since 2011. The Department of Basic Education (DBE) and the Provincial Departments of Education have designed many intervention programmes to assist teachers in teaching literacy to young learners. These programmes include teacher development workshops and the supply of literacy materials in schools. Schools also have their own intervention programmes to support learners who struggle with reading and writing. Despite these efforts, there is no significant improvement in learners' literacy levels. Therefore, this study investigated how the literacy intervention programme for Grade one was implemented in one township school in Cape Town.

This study was an exploration of 450 Utah kindergarten teachers' perceptions of problems children face at the time of kindergarten entry, as well as an examination of the teachers' developmentally appropriate beliefs and practices. Consistent with previous research, teachers' beliefs were found to be more developmentally appropriate than their reported practices. This study also investigated the relationship between both teacher and classroom/school demographics and teachers' developmentally appropriate beliefs and practices. Further, the relationship between teachers' perceptions of children's transition to kindergarten and beliefs, practices, teacher demographics, and classroom/school demographics was studied. Study findings indicated that teachers perceive 20% of kindergarten children as experiencing a difficult school entry, with some teachers reporting 100% of their class as having a difficult entry into kindergarten. Teachers reported 25% of children as not being ready for kindergarten, with about 20% of teachers judging at least half of their class as not being ready, and an additional 7% of teachers estimating that 75% or more of their class was not ready for kindergarten. "Lack of academic skills" was the transition problem rated as most prevalent for kindergarteners, while "immaturity" was the item perceived as the least problematic at kindergarten entry. Findings also exhibited a trend that teachers with more appropriate beliefs perceived a higher percentage of children experiencing very successful entry than did teachers with less appropriate beliefs. Special education and early childhood licensed teachers, as well as those who had received their ESL endorsement, consistently judged "half or more" of their class as having a number of transition problems, including "problems with social skills," as well as "difficulty communicating/language problems," and not having a "non-academic preschool experience." Overall, as the percentage of special education children enrolled increased, and the number of children qualifying for free lunch increased, teachers perceived more children as not ready for school and/or having many problems upon entry. Another trend was that teachers in urban schools consistently reported fewer numbers of children as experiencing successful kindergarten entry, and larger percentages of children as not ready for school. Limitations, implications, and suggestions for future research are discussed.

Los docentes son los encargados de generar oportunidades para que los estudiantes desarrollen habilidades relacionadas al uso de la tecnología. Por lo que es necesario que, en el proceso de formación de los docentes, estos reciban una alfabetización tecnológica acorde a sus funciones y a su futura práctica pedagógica. Es así que, el principal objetivo del presente estudio es explorar la competencia tecnológica en el proceso de formación profesional de futuros docentes de educación primaria de una universidad privada de Lima desde la perspectiva del modelo TPACK. Al ser un estudio de enfoque cualitativo se realizó un análisis del contenido de los documentos que señalan el compromiso de la enseñanza aprendizaje de la competencia tecnológica. Según los resultados, sólo algunos de los documentos académicos analizados especifican el desarrollo de la competencia TIC en su asignatura, del mismo modo sólo algunos documentos indican el cómo se da el desarrollo de la competencia y cómo es que se vincula con la didáctica pedagógica. / Teachers are responsible for creating opportunities for students to develop abilities relating to technology. For this reason is it necessary that, during their own learning process, aspiring teachers acquire digital literacy according to their functions and future pedagogical practice. The main goal of this study is to explore the digital competencies during the professional training of future primary level teachers in a private university located in Lima from the perspective of the TPACK model. Being a qualitative study, an analysis of documents that list digital literacy as one of their key teaching components. According to the results, only some of the documents analyzed specify the development of ICT competencies during the course of the class, meanwhile, a few documents only mention how this competency is acquired and how it relates to the teaching approach of the class. / Trabajo de investigación

Preschool teachers must overcome the pressure to become more academic in lieu of a whole child development curriculum approach in order to preserve developmentally appropriate practices and shape well-adjusted future citizens of society. In order to achieve this, it is important to give a voice to preschool teachers to better understand their struggle and to find effective resolutions. This is only possible through a qualitative case study that employs observations, interviews, and a focus group with an inductive analysis approach to the data. The development of the whole child will only be attainable through national policies that are supported by sound research and ongoing teacher training that is aligned with that research. When theory and practice are aligned, it provides more opportunities for teachers, parents, and the rest of the community to advocate for the same goals, which ultimately benefits children.