This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities. / Dissertation (MEd)--University of Pretoria 2020. / Science, Mathematics and Technology Education / MEd / Unrestricted

The aim of the Diploma Thesis is to present a German teacher profile and upcoming teacher profile in the Czech Republic, to specify basic elements of German language teacher and to analyze current profiles of College of Education graduates ? German language specializations, which are introduced by College of Education Departments of German language at universities in the Czech Republic. The theoretical part deals with current situation in Czech educational system, curriculum documents and competence issues. In reference to a presentation of standard´s proposal of the Czech Republic and standard´s proposal of Germany in the practical part, the German educational system state is also described. With regard to a conception of standard, the Thesis also deals with competence issues. The profiles of College of Education graduates are compared in the practical part, from several departments with each other and also with a German standard. Based on the PAneCZ project realized by international cooperation of Passau University and University of South Bohemia in České Budějovice, which the author of this Diploma Thesis took part in, a questionnaire analysis is made public in the practical part. This questionnaire was focused on imaginations and opinions of secondary schools´students about teaching profession. The analysis sums up what competences a primary school teacher should hold.

Made available in DSpace on 2016-04-27T14:30:54Z (GMT). No. of bitstreams: 1 Girlene Feitosa da Silva.pdf: 2820882 bytes, checksum: 57d438bbbe97877651c32d9ad556122b (MD5) Previous issue date: 2012-02-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to study the integration of information and communication technologies in teaching practice, aiming to investigate the profile of the teacher computer lab coordinator through the use of educational technology in public schools in Juazeiro, Bahia. The methodological procedure includes the exploratory study and has qualitative and quantitative approach. Data collection involves all head teachers in the laboratories of crowded public schools and the urban center of the country in 2010. The data collection instruments were used: document analysis and questionnaire available on Google docs and interview. The result revealed the evolution of technology and growing presence in public schools, and the desire in the voice of the survey, to innovate their practices. Their answers show that the practice can bring significant contributions and continuing education of teachers is a relevant factor, and could possibly promote the continuous change in doing teaching that necessarily must be shared among members and agent learning from the reflections that emerge collectively integration of practice and experiences in their teaching context and technology / A presente pesquisa se propõe a estudar a integração das tecnologias de informação e comunicação na prática pedagógica, tendo como objetivo investigar o perfil do professor coordenador de laboratório de informática, mediante uso pedagógico das tecnologias nas escolas públicas municipais de Juazeiro, Bahia. O procedimento metodológico contempla o estudo exploratório e possui abordagem qualitativa e quantitativa. A coleta de dados envolve todos os professores coordenadores lotados nos laboratórios das escolas públicas municipais do centro urbano e do interior, no ano de 2010. Os instrumentos de coleta utilizados foram: análise documental e questionário disponível no Google docs e entrevista. Como resultado revelou-se a evolução crescente e presença das tecnologias na rede municipal, bem como o desejo na voz dos entrevistados da pesquisa, de inovar suas práticas. Suas respostas revelam que a prática poderá trazer contribuições significativas e a formação continuada de professores é fator relevante e possivelmente poderá promover a mudança contínua no fazer pedagógico que, necessariamente, deverá ser compartilhado entre membros e agente de aprendizagem. A partir de reflexões que emergem coletivamente da integração da prática e das experiências vivenciadas em seu contexto pedagógico e tecnológico