This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student teachers' learning. These cases poignantly depict the complexities of the school advisor/student teacher dynamic and the various tensions that arise when conflicts emerge as the practicum unfolds. There are three questions that guide this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers enact their roles as school advisors, and what are the foci of the school advisors' work with student teachers?; and (3) How do student teachers perceive the role of the school advisors? The practicum is a context in which one person assists the other in learning (to teach) and for this reason the conceptual framework used for data analysis is a curriculum perspective. Two levels of curriculum are discussed; level one of the curriculum framework is meeting the needs of the students while level two is meeting the needs of the student teacher. Both levels must be attended to throughout the teaching practicum. Five thematic areas were identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences outside of the classroom, (d) lesson planning, and (e) classroom management. This study makes a significant contribution to the research literature on teacher education. First, it focuses upon the school advisor's role within the practicum. Second, one of the two case studies that deteriorated to the point where a change of venues was in order, serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual framework of regarding the practicum as curriculum provides a new perspective for gaining insights into the complexities of learning to teach.

M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

This study investigates how school advisors, in a secondary-school science context, conceive of and enact their roles in working with student teachers. It describes the interactions between school advisors and student teachers in relation to their personal conceptions of teaching, learning, and the process of learning to teach. The study provides a better understanding of the practicum setting with particular attention to the school advisor's perspective. Detail-rich cases highlight a range of issues for school advisors as they enact their responsibilities in attending to the student teachers' learning. These cases poignantly depict the complexities of the school advisor/student teacher dynamic and the various tensions that arise when conflicts emerge as the practicum unfolds. There are three questions that guide this study: (1) How do teachers perceive their roles as school advisors?; (2) How do teachers enact their roles as school advisors, and what are the foci of the school advisors' work with student teachers?; and (3) How do student teachers perceive the role of the school advisors? The practicum is a context in which one person assists the other in learning (to teach) and for this reason the conceptual framework used for data analysis is a curriculum perspective. Two levels of curriculum are discussed; level one of the curriculum framework is meeting the needs of the students while level two is meeting the needs of the student teacher. Both levels must be attended to throughout the teaching practicum. Five thematic areas were identified: (a) the student teachers' learning, (b) the working relationship, (c) experiences outside of the classroom, (d) lesson planning, and (e) classroom management. This study makes a significant contribution to the research literature on teacher education. First, it focuses upon the school advisor's role within the practicum. Second, one of the two case studies that deteriorated to the point where a change of venues was in order, serves as a rare example of a less-than-ideal practicum experience. Third, the conceptual framework of regarding the practicum as curriculum provides a new perspective for gaining insights into the complexities of learning to teach. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

M.Ed. / Technical development, which has its roots in technical education is a high priority in any developing country that aims at the creation of well being for all its citizens. On the other hand, over the past decades, technical education in the Republic of South Africa has not been able to offer sufficient drive to become a contributing factor to bring about the expected economic growth. Certain underlying causes in this regard, were and are today still acceptable. Although certain practical experience in industry is a prerequisite for entry into the education profession, this experience is ignored in terms of salary, promotion service and leave once the person is a fully fledged member of the profession. This is surely the greatest contributory factor to the disillusionment of these teachers during the past decades. Should this underlying problem be removed, it will serve as the necessary stimulus for the people concerned to address the technological demands and a new dimension will occur. The role that the well qualified teacher plays in any teachingand learning situation cannot be over emphasized. He serves as an important bolster against didactic neglect of the child. Should the most recent discussion documents namely the CUMSA, National Training Board as well as the ANC's points of view in connection with educational affairs be integrated, the possibility of an excellent epucational policy may result. The following are the main points from the discussion documents that address the proposed training model: * technology education and engineering studies, which are regarded as career subjects in the senior secondary phase, may be taken as choice subjects. * the possible integration of education and training. * that the modular system to the curriculum with its exit points be followed at schools. * that an adult trainer will receive recognition by means of a certification council for all previous learning and teaching experience (formal as well as informal). The proposed training model in this study makes provision for the trainers, namely that the fechnical teachers who comply with the provisions/requirements of the proposed model be accountably and financially considered qualified so s to optimally fulfil their education and teaching tasks.

University-based teacher educators’ first three years on the job are often imbued with tension, as they must renegotiate their professional identities and pedagogical philosophies in relation to ambiguous and sometimes conflicting expectations of what they should do and stand for in this role. As role models for aspiring art teachers, art teacher educators have a powerful influence on their pre-service students’ views of teaching, and on their emergent professional dispositions. However, despite the moral and intellectual significance of their work, and the diversity of their identities and work contexts, research on this population is limited and does not reflect current demographics in the field. While existing studies suggest some of the tensions that art teacher educators—both new and veteran—face on the job, research has not yet explored how new faculty members, specifically, experience their earliest years in the role nor how they learn to develop personally authentic art teacher education pedagogy. This qualitative multi-case study responds to these gaps in the literature, and to the understanding that new knowledge-for-practice is often generated within spaces of creative tension such as career transition. The study participants were eight full-time art education faculty members with less than three years in the role. Individual and cross-case analysis of data collected through semi-structured interviews, qualitative questionnaires, and reflective tasks, revealed that participants’ tensions were predominantly influenced by discrepancies between (1) their established occupational roles/identities and practices, and expectations placed upon them in the art teacher educator role that they had not fully anticipated, and (2) their own, and others’ art-education-related (ideological) values. Most of the participants identified strongly with discipline-specific values (e.g., being grounded in activism and arts-informed social justice). These values functioned as core elements of their professional identities and of their teaching, research, and scholarship. However, in some cases, there were difficulties in translating these values into effective art teacher education pedagogical content knowledge. The data analysis suggested that through reflecting on tensions, participants gained increased professional self-understanding and keener awareness of the forces that enable or constrain the enactment of their personal pedagogical values. Additionally, the data suggest that greater intentional preparation and support for this role (particularly mentorship that validates their established identities and backgrounds) prior to and during the early years, could greatly benefit art teacher educators’ adjustments into the academy and facilitate their building of pedagogical content knowledge for this role.

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The purpose of this project was to develop a curriculum writing guide to assist faculty at Mt. San Jacinto College (MSJC) with curriculum development and revision.

The purpose of this project was to develop a curriculum writing guide to assist faculty at Mt. San Jacinto College (MSJC) with curriculum development and revision.

The purpose of the "In Time On Time TESOL" website for Teachers of English to Students of Other Languages (TESOL) is to provide adult-education teachers online access to classroom managing techniques, teaching and learning strategies, and online resources based on constructivism and adult-learning theory. The instructional design and navigation structure is based on Random Access Instruction (RAI) and hypertext theory.

Thesis (MEd)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.