Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus présentes dans toutes les sphères de la société y compris dans l’éducation. Pour favoriser des usages effectifs de ces technologies par des enseignants dans les salles de classe, il devient pertinent de s’intéresser aux usages qu’en font certains formateurs et futurs enseignants dans le cadre de la formation initiale. Ainsi, dans le contexte de la formation initiale des enseignants en Côte d’Ivoire à l’ENS d’Abidjan, l’objectif général de la présente thèse est de documenter les usages et la compétence TIC. Pour répondre à ces préoccupations, une étude qualitative exploratoire a été réalisée à l’Ecole normale supérieure (ENS) d’Abidjan en Côte d’Ivoire. Les entrevues individuelles semi-dirigées avec des formateurs (n = 9) et des futurs enseignants (n = 15) ont été analysées, en adoptant une approche méthodologique basée essentiellement sur l’analyse du contenu. Les résultats sont présentés sous forme d’articles scientifiques. La thèse tente ainsi de décrire des usages des TIC par des futurs enseignants, de dresser un profil des formateurs usagers des TIC dans le cadre de la formation initiale à l’ENS d’Abidjan. Elle veut aussi examiner les usages des TIC par des futurs enseignants, en formation initiale, pour certaines des composantes de la compétence TIC. Les résultats obtenus permettent de dresser une typologie des usages des TIC par des futurs enseignants dans le cadre de leurs activités d’apprentissage. Pour ce qui est des formateurs, trois profils d’usagers ont été dressés : 1. Les usagers de bas niveau qui font usage des TIC uniquement pour la recherche et la production de documents ; 2. Les usagers de niveau moyen qui, en plus de la recherche et la production de documents, utilisent les outils électroniques de communication dans leurs pratiques professionnelles, et font souvent usage des TIC dans leur classe ; 3. Les usagers de bon niveau qui, en plus de faire usage des outils de communication dans leurs pratiques professionnelles et d’intégrer les TIC dans leurs pratiques en classe, disposent de pages Web à but éducatif. Par ailleurs, l’analyse des discours des futurs enseignants sur les usages des TIC laisse percevoir que la compétence TIC se révèle de façon inégale à travers quatre de ses composantes. En effet, même s’ils n’ont pas une posture critique face aux TIC, ces futurs enseignants ont une conscience de leurs avantages dans le cadre de leur formation. Ainsi, ils utilisent les TIC pour communiquer, rechercher les informations, les interpréter afin de résoudre un problème, se constituer un réseau d’échanges et de formation continue. Même si l’intégration des TIC dans la formation initiale des enseignants en Côte d’Ivoire n’est pas encore effective, des formateurs et des futurs enseignants en font usage dans le cadre de la formation. / Information and communications technologies (ICT) play an ever-increasing role in every aspect of our lives, including education. To encourage teachers to make effective use of ICT in their classrooms, it is important to consider how teacher educators and preservice teachers employ them in initial training programs. The research objective was therefore to conduct a qualitative exploratory study to document ICT use and competence in an initial teacher training program at the École normale supérieure (ENS) d’Abidjan, Ivory Coast. We held individual, semi-directed interviews with teacher educators (n = 9) and preservice teachers (n = 15) and analyzed them using a content analysis approach. Results are presented as scientific articles. We also attempted to describe ICT use by preservice teachers and to develop a profile of teacher educators who used ICT in the initial teacher training program at ENS d’Abidjan. In addition, we examined ICT use by preservice teachers in their initial training in terms of specific components of ICT competence. Based on the results, we developed a typology of ICT use by preservice teachers in their initial training program. We also developed three profiles of teacher educators, as follows: 1. Beginners, who used ICT solely to do research and produce documents 2. Intermediates, who, in addition to research and document production, used computerized communication tools in their professional practice, and frequently used ICT in the classroom 3. Adepts, who, in addition to communication for professional purposes and integration of ICT in the classroom, used educational Web pages. Moreover, from the analysis of the interviews with preservice teachers concerning their ICT use, ICT competence appears to vary across four of its components. Furthermore, although preservice teachers did not have a critical attitude toward ICT, they were aware that ICT could benefit their training. Thus, they used ICT to communicate, find information and interpret it in order to solve problems, and set up networks for exchange and continuing professional development. Although effective integration of ICT into initial teacher training in Ivory Coast has not been fully realized, teacher educators and preservice teachers are nevertheless using ICT in teacher training.

This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis methodology to analyze the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. The study involved four mathematics teacher educators in two teacher training colleges located in two different regions of Malawi. Specifically the study explored the following questions: 1) What are the discourse practices that mathematics teacher educators display in their descriptions of multilingual mathematics classrooms? 2) a) What are the discourse practices that mathematics teacher educators display in a college mathematics classroom? b) How do they make available the discourse practices for the student teachers to draw on? Data was collected through pre-observation interviews, classroom observations, reflective interviews and focus group discussions with the mathematics teacher educators. This study has shown that while there are some disconnections between the discourse practices produced in a school multilingual mathematics classroom and a college mathematics classroom, some of the discourse practices that mathematics teachers produced in a college mathematics classroom reinforces the common discourse practices being produced in multilingual mathematics classroom. There are three common discourse practices that were displayed in a college mathematics classroom. These discourse practices are: Initial-Response-Evaluation (Pimm, 1987), traditional lecturing and group discussions. I observed that the IRE and traditional lecturing discourse practices were accompanied by directive discourses for procedural control, and the procedural discourse was the prevalent discourse in all the discourse practices produced. iv Three major themes have emerged from the data analysis. Firstly, the research findings indicate that the mathematics teacher educators regard multilingualism and the language practices that come with it such as code-switching more as a problem rather than a resource for teaching and learning. Secondly, code-switching in college mathematics classroom is not as spontaneous as is research shows it to be in schools; rather it is very much controlled and restricted. Thirdly, the dilemmas of code-switching as discussed by Adler (1998, 2001) are more acute in teacher training colleges, mainly because of the mismatch in the Language-in-Education Policy (LiEP) in schools and tertiary level.

Resumo Sob o enfoque do trabalho colaborativo esta pesquisa qualitativa pretende contribuir, com seus resultados, para ampliar informações com relação ao desenvolvimento profissional do formador de professores de ciências. O interesse está em viabilizar caminhos que promovam a melhoria tanto na formação dos professores, como no próprio ensino de ciências nas séries iniciais, através da formação dos formadores de professores de ciências. Compreendemos que pouco adianta os investimentos em formação de professores se não voltarmos nossas atenções para aquele profissional que é responsável por essa formação, por exemplo, o Assistente Técnico Pedagógico, que atua nas Diretorias Regionais de Ensino. Através de uma proposta de ensino de ciências para as séries iniciais, por meio de atividades investigativas no contexto da física, surge a iniciativa de nove Assistentes Técnico Pedagógicas (ATP), formadoras de professores de ciências, em realizar um projeto de melhoria no ensino, integrando a universidade, as diretorias regionais de ensino e as escolas públicas. O projeto O conhecimento físico no ensino fundamental: dos programas de formação continuada à implementação de novas práticas em sala de aula, financiado pela FAPESP, é o objeto de estudo da presente pesquisa, que contou com dados coletados em diferentes instâncias ao longo do período em que a pesquisadora acompanhou o Grupo das ATP. Dentre os dados analisados, destacam-se fragmentos de reuniões realizadas na universidade e nas diretorias de ensino, entrevistas, relatórios e outras produções escritas do grupo. A investigação possibilitou uma compreensão mais ampla sobre a formação de formadores de professores e, neste sentido, merece destaque a construção de um ambiente efetivamente colaborativo entre os participantes do processo, que pode ser relacionado, entre outros, a uma constante valorização dos saberes trazidos por cada uma das ATP. / Abstract Under the focus of cooperative work, this qualitative research intends to contribute, with its results, to enlarge information with regard to the professional development of the teachers of sciences teachers. The interest is in make possible ways that promote the improvement of teachers of teachers, and of the science education in primary school, through the formation of the teachers of science teachers. We understand that the investments on teachers\' formation are not successful if we do not pay attention for that professional who is responsible for this formation, for example, the Assisting Pedagogical Teaching, which acts in the Regional Directories of Teaching. Through a science teaching proposal for the primary school, by means of investigative activities in the context of physics, arises an initiative of nine Assisting Pedagogical Technician (ATP), teachers of sciences teachers, in accomplish an improvement project in the teaching, integrating the university, the regional directories of teaching and the public schools. The project The physical knowledge in the fundamental teaching: of the formation programs continued to the new practices implementation in class room, financed by the FAPESP, is the study object of this research, which relied on data collected in different instances along the period in which the researcher accompanied the Group of ATP. Among the analyzed data, we highlight meetings fragments accomplished at university and in the teaching directories, interviews, reports and another writings productions of the group. The investigation enabled a wider comprehension about teachers formation and, in this sense, deserves highlight the construction of an indeed cooperative environment among participants of the process, which can be related, among others, to a constant valorization of the knowledge brought by each one of ATP.

Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus présentes dans toutes les sphères de la société y compris dans l’éducation. Pour favoriser des usages effectifs de ces technologies par des enseignants dans les salles de classe, il devient pertinent de s’intéresser aux usages qu’en font certains formateurs et futurs enseignants dans le cadre de la formation initiale. Ainsi, dans le contexte de la formation initiale des enseignants en Côte d’Ivoire à l’ENS d’Abidjan, l’objectif général de la présente thèse est de documenter les usages et la compétence TIC. Pour répondre à ces préoccupations, une étude qualitative exploratoire a été réalisée à l’Ecole normale supérieure (ENS) d’Abidjan en Côte d’Ivoire. Les entrevues individuelles semi-dirigées avec des formateurs (n = 9) et des futurs enseignants (n = 15) ont été analysées, en adoptant une approche méthodologique basée essentiellement sur l’analyse du contenu. Les résultats sont présentés sous forme d’articles scientifiques. La thèse tente ainsi de décrire des usages des TIC par des futurs enseignants, de dresser un profil des formateurs usagers des TIC dans le cadre de la formation initiale à l’ENS d’Abidjan. Elle veut aussi examiner les usages des TIC par des futurs enseignants, en formation initiale, pour certaines des composantes de la compétence TIC. Les résultats obtenus permettent de dresser une typologie des usages des TIC par des futurs enseignants dans le cadre de leurs activités d’apprentissage. Pour ce qui est des formateurs, trois profils d’usagers ont été dressés : 1. Les usagers de bas niveau qui font usage des TIC uniquement pour la recherche et la production de documents ; 2. Les usagers de niveau moyen qui, en plus de la recherche et la production de documents, utilisent les outils électroniques de communication dans leurs pratiques professionnelles, et font souvent usage des TIC dans leur classe ; 3. Les usagers de bon niveau qui, en plus de faire usage des outils de communication dans leurs pratiques professionnelles et d’intégrer les TIC dans leurs pratiques en classe, disposent de pages Web à but éducatif. Par ailleurs, l’analyse des discours des futurs enseignants sur les usages des TIC laisse percevoir que la compétence TIC se révèle de façon inégale à travers quatre de ses composantes. En effet, même s’ils n’ont pas une posture critique face aux TIC, ces futurs enseignants ont une conscience de leurs avantages dans le cadre de leur formation. Ainsi, ils utilisent les TIC pour communiquer, rechercher les informations, les interpréter afin de résoudre un problème, se constituer un réseau d’échanges et de formation continue. Même si l’intégration des TIC dans la formation initiale des enseignants en Côte d’Ivoire n’est pas encore effective, des formateurs et des futurs enseignants en font usage dans le cadre de la formation. / Information and communications technologies (ICT) play an ever-increasing role in every aspect of our lives, including education. To encourage teachers to make effective use of ICT in their classrooms, it is important to consider how teacher educators and preservice teachers employ them in initial training programs. The research objective was therefore to conduct a qualitative exploratory study to document ICT use and competence in an initial teacher training program at the École normale supérieure (ENS) d’Abidjan, Ivory Coast. We held individual, semi-directed interviews with teacher educators (n = 9) and preservice teachers (n = 15) and analyzed them using a content analysis approach. Results are presented as scientific articles. We also attempted to describe ICT use by preservice teachers and to develop a profile of teacher educators who used ICT in the initial teacher training program at ENS d’Abidjan. In addition, we examined ICT use by preservice teachers in their initial training in terms of specific components of ICT competence. Based on the results, we developed a typology of ICT use by preservice teachers in their initial training program. We also developed three profiles of teacher educators, as follows: 1. Beginners, who used ICT solely to do research and produce documents 2. Intermediates, who, in addition to research and document production, used computerized communication tools in their professional practice, and frequently used ICT in the classroom 3. Adepts, who, in addition to communication for professional purposes and integration of ICT in the classroom, used educational Web pages. Moreover, from the analysis of the interviews with preservice teachers concerning their ICT use, ICT competence appears to vary across four of its components. Furthermore, although preservice teachers did not have a critical attitude toward ICT, they were aware that ICT could benefit their training. Thus, they used ICT to communicate, find information and interpret it in order to solve problems, and set up networks for exchange and continuing professional development. Although effective integration of ICT into initial teacher training in Ivory Coast has not been fully realized, teacher educators and preservice teachers are nevertheless using ICT in teacher training.

This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods. / Educational Studies / M Ed. (Didactics)

Submitted by Caroline Periotto (carol@ufscar.br) on 2016-09-26T19:00:20Z No. of bitstreams: 1 TeseEGM.pdf: 1633747 bytes, checksum: 83306d17b80b84c26b81dc62f0eaa748 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:13:21Z (GMT) No. of bitstreams: 1 TeseEGM.pdf: 1633747 bytes, checksum: 83306d17b80b84c26b81dc62f0eaa748 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:13:33Z (GMT) No. of bitstreams: 1 TeseEGM.pdf: 1633747 bytes, checksum: 83306d17b80b84c26b81dc62f0eaa748 (MD5) / Made available in DSpace on 2016-09-27T20:13:42Z (GMT). No. of bitstreams: 1 TeseEGM.pdf: 1633747 bytes, checksum: 83306d17b80b84c26b81dc62f0eaa748 (MD5) Previous issue date: 2016-02-24 / Não recebi financiamento / The training of teacher educators is a underexplored research topic, therefore, this research aims to understand some functions of the learning process and the constitution of aspects of professionality of teacher educators in exercise in the early years of elementary school. The education research was based on theoretical and methodological assumptions of the autobiographical approach and the teacher education, having been developed a virtual space in order to provide an online learning community in which the forming of teachers could take their experiences as possibility of analysis and reflection aspects that constituted their professionalism as a educator. The online extension course called "Educators of the early years of Elementary education: formative routes and autobiographical" was held at the Portal Teachers UFSCar (www.portaldosprofessores.ufscar.br) in the period April-November 2013 and certified by the Pro-Rectory of the UFSCar extension. The interactions between the participants occurred in the discussion forums with the mediation of the researcher-forming and preparation of memorials that formed the data corpus of research that included seventeen participants, forming teachers who work in the early years of elementary school, both in the school context as in municipal or state school systems. The movement of "being virtual together" in an online education proposal and collaborative education was analyzed based on the narratives produced. Realizing that the professional education takes place in a continuum and that the experiences of practice and education provide different apprenticeship of the function, we highlight the importance of a collaborative reflection on these routes according as the participants indicated the importance of the other educator to recognize themselves as formers, as well as its role in this function. It was possible to analyze the constitution of the aspects of their professionalism in a search to define the educator’s role, in the desire to be recognized by the specificity of its function, the indication of the weaknesses of your routine, the difficulties that appear on tasks related to the action of the educator which make it impossible to control their action. We noted some gaps in the belonging feeling of these formers in a collective where it could be possible expose their experiences of acting and justify their actions, enabling that their knowledge could be shared. This research announces the need of continuous education for the educators, and the online learning community inserted in this study showed very promising for the development of continuing education projects for teacher educators. As main results we highlight the influence of experiences lived in the profession and the working conditions in which made it possible to carry over into his work as teachers educators. A specific knowledge that stands out in the educator's role is to promote the professional development of teachers. For this, the educators need to utilize their expertise and their pedagogical knowledge content to take the classroom as an object of knowledge to the teachers themselves. A specific knowledge that stands out in the educator's role is to promote the professional development of teachers. For this, the educators need to utilize their expertise and their pedagogical knowledge of the content to take the classroom as an object of knowledge to the teachers themselves. This can be only achieved by the intervention of the educator, promoting studies that take the pedagogical practice as a focus and analyze the knowledge involved, the opportunities of progress and performance for teachers. It is necessary to ensure that the educators are, first, recognized for this role, and have time and space to participate in continuous education activities that stimulate reflection by the interaction with other professionals who play the role of teacher educators, having as a wire conductor changes in the ways of teaching as promoters of better student learning conditions. / A formação de formadores de professores é uma temática de investigação ainda pouco explorada, diante disso, esta pesquisa busca compreender alguns dos processos de aprendizagem da função e aspectos da constituição da profissionalidade de formadores de professores em exercício nos anos iniciais do Ensino Fundamental. A investigação-formação esteve assentada em pressupostos teórico-metodológicos da abordagem (auto)biográfica e da formação de professores, tendo sido desenvolvida um espaço virtual com o intuito de constituir uma comunidade de aprendizagem online na qual as formadoras de professores puderam tomar suas experiências como possibilidade de análise e reflexão de aspectos que constituíram sua profissionalidade como formador. O curso de extensão online “Formação de Formadores dos Anos Iniciais do Ensino Fundamental: Percursos formativos e (auto) biográficos” foi realizado no Portal dos Professores da UFSCar (www.portaldosprofessores.ufscar.br), no período de abril a novembro de 2013 e certificado pela Pró-Reitoria de Extensão da UFSCar. As interações entre as participantes ocorreram nos fóruns de discussão com a mediação da pesquisadora-formadora e na elaboração de memoriais que formaram o corpus de dados da pesquisa que contou com dezessete participantes, formadoras de professores que atuam nos anos iniciais do Ensino Fundamental, tanto no contexto da escola quanto nas redes de ensino municipais ou estaduais. O movimento de “estar junto virtual” em uma proposta de educação online e formação colaborativa foi analisado a partir das narrativas produzidas. Compreendendo que a formação profissional se dá em um continuum e que as experiências da atuação e formação proporcionam diferentes aprendizagens da função destacamos a relevância de uma reflexão colaborativa sobre esses percursos a medida que as participantes indicaram a importância do outro formador para reconhecerem a si mesmas como formadoras, assim como, seu papel nesta função. Foi possível analisar a constituição de aspectos de sua profissionalidade na busca de definição do papel do formador, no desejo de ser reconhecida pela especificidade de sua função, na indicação das fragilidades de sua rotina, nas dificuldades que aparecem diante de tarefas inerentes à ação do formador que impossibilitam o controle de sua ação. Observamos algumas lacunas no que tange ao pertencimento dessas formadoras a um coletivo em que fosse possível expor suas experiências da atuação e justificar suas ações, possibilitando assim que seus conhecimentos pudessem ser compartilhados. Esta pesquisa anuncia a necessidade de formação contínua dos formadores e a comunidade de aprendizagem online estudada se mostrou bastante promissora para o desenvolvimento de projetos de formação continuada para formadores de professores. Como os principais resultados destacamos a influência das experiências vividas na profissão e, por conseguinte, as condições de trabalho pelas quais foi possível transitar em sua atuação como formadoras de professoras. Um saber específico que se destaca na função do formador é promover o desenvolvimento profissional dos professores. Para isso, os formadores precisam se valer de seus conhecimentos específicos e de seus conhecimentos pedagógicos do conteúdo para tomar a sala de aula como objeto de conhecimento para os próprios professores. Isso só pode ser realizado mediante a intervenção do formador, promovendo estudos que tomem a prática pedagógica como foco e que analisem os conhecimentos envolvidos, os avanços e as possibilidades de atuação dos professores. É preciso que se garanta que os formadores sejam, primeiramente, reconhecidos por esse papel, e que tenham tempo e espaço para participarem de atividades formativas contínuas que favoreçam a reflexão pela interação com demais profissionais que desempenhem a função de formadores de professores, tendo como fio condutor as mudanças nos modos de ensinar como promotoras de melhores condições de aprendizagem dos estudantes.

The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

Education in Swaziland is faced with the challenge of degenerating professional standards among teachers. This study sought to determine the relevance of the current teacher training curriculum in preparing pre-service teachers on professional ethics regarding teacher-pupil relationships. The study’s participants were from two universities; University of Swaziland (UNISWA) and Southern Africa Nazarene University (SANU), and three teacher-training colleges; William Pitcher, Ngwane, and Swaziland College of Technology. Participants comprised five purposefully selected heads of education departments, five focus groups of eight final year student teachers randomly selected from each institution, 100 new teachers with less than five years teaching experience (graduates) from the participating teacher training institutions. Data were collected concurrently using a semi-structured interview for the heads of department, focus group interviews for student teachers, a questionnaire for new teachers and document analysis for collecting data from documents of the institutions. Instruments were pilot tested on samples with similar characteristics to those of the participants. Data analysis was guided by the research questions. Qualitative data from the interviews and focus group interviews were analysed inductively, presented narratively through the use of verbatim quotations. Content analysis was used to analyse data from the documents and presented similarly to that from interviews. Quantitative data was analysed using descriptive statistics such as means, frequencies and percentages using Statistical Package for Social Sciences (SPSS) Version 20. Findings of the study revealed that the extent to which teacher training institutions implemented professional ethics regarding teacher-pupil relationships was not as adequate as it should, in terms of content and methods of implementation. The teacher training institutions generally offered professional ethics not as a course but as part of a course or courses. Therefore, the study recommended that the curricula in teacher training institutions should incorporate a course specific to ethics of the teaching profession. A further study on challenges faced by teacher training institutions in the implementation of the curriculum on professional ethics is necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

No description available.

No description available.