馮生堯. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 166-173). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Feng Shengyao. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 166-173).

教師學習「戲劇教學法」近年成為了教師專業發展的一種方式。不少外國的研究發現「戲劇教學法」課堂與一般課堂有很大的不同，當教師們學習掌握這些課堂時，這個學習過程本身對教師來說可能已經是一次專業發展的機會。然而，在香港，不單此方面的研究甚少，甚至連「戲劇教學法」的實踐或研究都甚少。不少前線教師甚至會對這種教學法有一定的誤會。 / 本研究旨於以「教師學習」的角度探討教師們學習「戲劇教學法」的過程。首先會檢視教師們如何就這種教學法的獨特本質，包括其教學意義、對教師來說的困難及挑戰、以及如何克服，進行意義理解。同時本研究亦會以「系統思維」的理論來分析教師們學習「戲劇教學法」時的各項學習條件，從而了解不同學習條件會如何對他們的學習產生影響。而本研究亦會透過分析教師們的學習過程，了解教師們的相關學習需要怎樣的支援模式。最後，本研究會分析教師們的學習結果，藉此了解相關學習過程，在「教師專業發展」的角度來說，對教師們產生了甚麼樣的影響。 / 因此，本研究採用質化研究的方法，並選取了五間學校，運用訪談與觀察相結合的方法，研究十四位教師透過校外到校前線支援的方式學習「戲劇教學法」的過程。研究發現，教師們在學習過後，對相關教學法的意義理解各有不同程度不同層次的轉變。教師們的學習結果，以及他們自己關於教學上的轉變，都各有不同。而教師們的轉變達到甚麼層次，則明顯受到各項學習條件的影響。 / 總括而言，教師學習「戲劇教學法」之後，自己亦會產生一定的轉變。當中的轉變包括對相關教學法的理解，以及對教學本身的反思。而轉變的程度和層次則受到相關的學習條件影響。本研究按教師們的學習經歷，提出有利於教師學習「戲劇教學法」的支援模式與學習條件的建議，可供日後參考。 / Teachers Learning Drama-in-Education has become a kind of Teacher Professional Development method recently. Several Overseas researches found that Drama-in-Education lessons different from ordinary lessons vastly. When teachers learn to use the techniques of Drama-in-Education, they might also get a chance for their professional development. However, such researches are very few in Hong Kong, so do the implementation of and research on Drama-in-Education. Many teachers in Hong Kong even have misconceptions about Drama-in-Education. / This research aims at investigating the process of teachers learning Drama-in-Education from the perspective of Teacher Learning. First of all, this research will investigate how teachers made sense of the special natures of this kind of teaching method, including the value for teaching and learning, the challenges and difficulties for teachers, and how to overcome. Also, this research will analyze the different learning conditions when teachers learnt Drama-in-Education from System Thinking approach, in order to understand the effect of different learning conditions on their learning. This research will also analyze the learning process of the teachers, in order to understand which kind of mode of support are needed for teachers to learn Drama-in-Education. Finally, the results of teachers learning will also be analyzed, to understand such learning process, in term of Teacher Professional Development, resulted in what kind of impacts on teachers. / Hence, this research will adopt Qualitative Research Method, and had chosen five schools. By interviews and observations, this research studied the learning process of fourteen teachers learning to use Drama-in-Education through frontline external support. This research found that after the learning process teachers changed in different degree and level in terms of the sense making of such teaching method. Their learning result and also the change on their own teaching varied across teachers. The level of change obviously depends on those learning conditions. / To conclude, teachers themselves did change to certain extent after they had learnt Drama-in-Education. That include the sense making of respective teaching method and also the reflection on their own teaching. The degree and level of change was affected by the learning conditions. This research based on the learning experience of the teachers, suggested some favourable mode of support and learning conditions for teachers learning Drama-in-Education, for future reference. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁承謙. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 452-462). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liang Chengqian. / Chapter 第一章： --- 問題陳述 / Chapter 第一節 --- 研究背景 --- p.p.1 / Chapter 一、 --- 戲劇教育的發展與推行 --- p.p.2 / Chapter 二、 --- 香港教師對「戲劇教學法」的理解 --- p.p.6 / Chapter 第二節 --- 研究目的 --- p.p.10 / Chapter 第三節 --- 研究問題 --- p.p.12 / Chapter 第四節 --- 研究意義 --- p.p.13 / Chapter 第二章： --- 文獻綜述與評析 / Chapter 第一節 --- 戲劇教育的概念及其理論 --- p.p.17 / Chapter 一、 --- 戲劇教育的理論及其演進 --- p.p.18 / Chapter 二、 --- 戲劇教育的本質 --- p.p.21 / Chapter 2.1 --- 藝術融入教育的意義 --- p.p.21 / Chapter 2.2 --- 戲劇教育的基本概念 --- p.p.22 / Chapter 2.3 --- 戲劇教育活動的「社交及互動」特質 --- p.p.26 / Chapter 2.4 --- 戲劇教育活動的「即時自發」特質 --- p.p.28 / Chapter 2.5 --- 戲劇教育活動的「個人及參與」特質 --- p.p.30 / Chapter 2.6 --- 戲劇教育活動引發的「情緒投入」 --- p.p.33 / Chapter 三、 --- 戲劇作為學習媒介的特質 --- p.p.36 / Chapter 3.1 --- 戲劇作為學習媒介的基本概念 --- p.p.36 / Chapter 3.2 --- 戲劇作為學習媒介與讓學生經歷有質素的過程 --- p.p.40 / Chapter 3.3 --- 戲劇作為學習媒介與把經歷概括化及概念化 --- p.p.42 / Chapter 3.4 --- 「戲劇教學法」的課堂特點與帶領課堂原則 --- p.p.45 / Chapter 四、 --- 教師學習「戲劇教學法」的挑戰 --- p.p.49 / Chapter 第二節 --- 教師學習及其專業發展模式 --- p.p.55 / Chapter 一、 --- 學習理論的演變 --- p.p.55 / Chapter 1.1 --- 知識的類別 --- p.p.55 / Chapter 1.2 --- 認知學習觀點與處境學習觀點 --- p.p.60 / Chapter 二、 --- 「教師學習」概念的更新 --- p.p.63 / Chapter 2.1 --- 教師教學信念的改變 --- p.p.64 / Chapter 2.2 --- 「反思」作為教師學習手法 --- p.p.69 / Chapter 2.3 --- 「學習社群」作為教師學習條件 --- p.p.73 / Chapter 2.4 --- 「教學的概念」作為教師學習條件 --- p.p.74 / Chapter 三、 --- 教師學習及專業發展的系統理論架構 --- p.p.75 / Chapter 3.1 --- 系統思維下的教師學習條件 --- p.p.79 / Chapter 第三節 --- 近期的研究發展 --- p.p.85 / Chapter 第三章： --- 概念框架與研究方法 / Chapter 第一節 --- 理論框架與研究問題. --- p.p.92 / Chapter 第二節 --- 研究方法 --- p.p.102 / Chapter 第三節 --- 研究設計 --- p.p.105 / Chapter 一、 --- 研究對象 --- p.p.105 / Chapter 二、 --- 資料的搜集、整理與分析 --- p.p.106 / Chapter 第四節 --- 研究效度、 --- p.p.110 / Chapter 一、 --- 研究效度 --- p.p.110 / Chapter 二、 --- 研究倫理 --- p.p.111 / Chapter 三、 --- 研究限制 --- p.p.112 / Chapter 第四章： --- 學習「戲劇教學法」的五所學校教師的經歷 / Chapter 第一節 --- 小學中文科：K校的故事 --- p.p.114 / Chapter 一、 --- K校推行「戲劇教學法」的背景與條件 --- p.p.114 / Chapter 二、 --- K校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.116 / Chapter 三、 --- K校推行「戲劇教學法」的結果 --- p.p.117 / Chapter 第二節 --- 小學英文科：H校的故事 --- p.p.119 / Chapter 一、 --- H校推行「戲劇教學法」的背景與條件 --- p.p.119 / Chapter 二、 --- H校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.121 / Chapter 三、 --- H校推行「戲劇教學法」的結果 --- p.p.123 / Chapter 第三節 --- 中學通識科：C校的故事 --- p.p.124 / Chapter 一、 --- C校推行「戲劇教學法」的背景與條件 --- p.p.124 / Chapter 二、 --- C校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.126 / Chapter 三、 --- C校推行「戲劇教學法」的結果 --- p.p.128 / Chapter 第四節 --- 中學英文科：S校的故事 --- p.p.129 / Chapter 一、 --- S校推行「戲劇教學法」的背景與條件 --- p.p.129 / Chapter 二、 --- S校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.130 / Chapter 三、 --- S校推行「戲劇教學法」的結果 --- p.p.132 / Chapter 第五節 --- 特殊學校中文科：F校的故事 --- p.p.135 / Chapter 一、 --- F校推行「戲劇教學法」的背景與條件 --- p.p.135 / Chapter 二、 --- F校教師們的背景與學習「戲劇教學法」的經歷 --- p.p.137 / Chapter 三、 --- F校推行「戲劇教學法」的結果 --- p.p.138 / Chapter 第六節 --- 教師學習跨校個案比較及小結 --- p.p.140 / Chapter 第五章： --- 教師學習「戲劇教學法」的理解意義過程之綜合分析 / Chapter 第一節 --- 教師本身對「戲劇教學法」的理解及認知基模 --- p.p.144 / Chapter 一、 --- 教師們學習前對「戲劇教學法」的理解與認知基模 --- p.p.145 / Chapter 二、 --- 教師們學習後對「戲劇教學法」的理解之轉變 --- p.p.150 / Chapter 第二節 --- 教師對「戲劇教學法」的本質之理解意義過程 --- p.p.156 / Chapter 一、 --- 關於「個人及參與」的理解意義過程 --- p.p.156 / Chapter 1.1 --- 教師們關於「個人及參與」於教學上的意義之理解 --- p.p.156 / Chapter 1.2 --- 教師們關於「個人及參與」的困難及挑戰之理解 --- p.p.159 / Chapter 1.3 --- 教師們如何克服「個人及參與」的困難及挑戰 --- p.p.164 / Chapter 二、 --- 關於「社交及互動」的理解意義過程 --- p.p.169 / Chapter 2.1 --- 教師們關於「社交及互動」於教學上的意義之理解 --- p.p.169 / Chapter 2.2 --- 教師們關於「社交及互動」的困難及挑戰之理解 --- p.p.173 / Chapter 2.3 --- 教師們如何克服「社交及互動」的困難及挑戰 --- p.p.176 / Chapter 三、 --- 關於「即時自發」的理解意義過程 --- p.p.179 / Chapter 3.1 --- 教師們關於「即時自發」於教學上的意義之理解 --- p.p.179 / Chapter 3.2 --- 教師們關於「即時自發」的困難及挑戰之理解 --- p.p.181 / Chapter 3.3 --- 教師們如何克服「即時自發」的困難及挑戰 --- p.p.184 / Chapter 四、 --- 關於「情緒投入」的理解意義過程 --- p.p.188 / Chapter 4.1 --- 教師們關於「情緒投入」於教學上的意義之理解 --- p.p.188 / Chapter 4.2 --- 教師們關於「情緒投入」的困難及挑戰之理解 --- p.p.192 / Chapter 4.3 --- 教師們如何克服「情緒投入」的困難及挑戰 --- p.p.193 / Chapter 五、 --- 關於「讓學生經歷有質素的過程」的理解意義過程 --- p.p.194 / Chapter 5.1 --- 關於「讓學生經歷有質素的過程」的要求及困難 --- p.p.195 / Chapter 5.2 --- 如何克服「讓學生經歷有質素的過程」的要求及困難 --- p.p.198 / Chapter 六、 --- 關於「把經歷概括化及概念化」的理解意義過程 --- p.p.205 / Chapter 6.1 --- 關於「把經歷概括化及概念化」的要求及困難 --- p.p.206 / Chapter 6.2 --- 如何克服「把經歷概括化及概念化」的要求及困難 --- p.p.211 / Chapter 七、 --- 關於帶領「戲劇教學法」課堂的原則之理解意義過程 --- p.p.214 / Chapter 7.1 --- 關於「教學內容」方面的帶領課堂原則 --- p.p.216 / Chapter 7.2 --- 關於「教學指示」方面的帶領課堂原則 --- p.p.220 / Chapter 第三節 --- 關於理解意義過程的綜合分析及小結 --- p.p.228 / Chapter 第六章： --- 教師學習「戲劇教學法」之學習條件及過程的綜合分析 / Chapter 第一節 --- 教師學習「戲劇教學法」之學習條件：教師的認知基模方面 --- p.p.235 / Chapter 一、 --- 教學的概念 --- p.p.236 / Chapter 二、 --- 目標感 --- p.p.241 / Chapter 三、 --- 概念輸入 --- p.p.248 / Chapter 四、 --- 反思 --- p.p.252 / Chapter 第二節 --- 教師學習「戲劇教學法」之學習條件：教師的學習處境方面 --- p.p.260 / Chapter 一、 --- 時間框架 --- p.p.260 / Chapter 二、 --- 團隊感 --- p.p.273 / Chapter 三、 --- 行動 --- p.p.285 / Chapter 四、 --- 學生回饋 --- p.p.292 / Chapter 第三節 --- 教師學習「戲劇教學法」之學習過程 --- p.p.301 / Chapter 一、 --- 校外支援期間教師的學習過程 --- p.p.301 / Chapter 1.1 --- K校教師的學習過程 --- p.p.303 / Chapter 1.2 --- H校教師的學習過程 --- p.p.309 / Chapter 1.3 --- C校教師的學習過程 --- p.p.312 / Chapter 1.4 --- S校教師的學習過程 --- p.p.317 / Chapter 1.5 --- F校教師的學習過程 --- p.p.324 / Chapter 二、 --- 校外支援完結後教師再實踐或教導其他人的學習過程. --- p.p.328 / Chapter 第四節 --- 相關學習條件及學習過程的綜合分析及小結 --- p.p.342 / Chapter 第七章： --- 教師學習「戲劇教學法」引發的轉變及學習結果 / Chapter 第一節 --- 教師學習「戲劇教學法」引發的轉變 --- p.p.353 / Chapter 一、 --- 相關概念 --- p.p.354 / Chapter 二、 --- 相關知識與技能 --- p.p.365 / Chapter 三、 --- 相關思維習慣 --- p.p.373 / Chapter 四、 --- 教學信念、習慣及對教學之理解 --- p.p.383 / Chapter 第二節 --- 教師學習「戲劇教學法」的學習結果之綜合分析 --- p.p.395 / Chapter 第八章： --- 結論、討論及建議 / Chapter 第一節 --- 研究結果概述 --- p.p.406 / Chapter 第二節 --- 研究結論 --- p.p.423 / Chapter 一、 --- 教師學習「戲劇教學法」的困難 --- p.p.424 / Chapter 二、 --- 相關學習需要示範、實踐及學校支持等條件的配合 --- p.p.426 / Chapter 三、 --- 教師的轉變與相關學習的意義 --- p.p.429 / Chapter 第三節 --- 相關理論的討論與反思 --- p.p.431 / Chapter 第四節 --- 相關政策的建議 --- p.p.434 / Chapter 一、 --- 教師學習「戲劇教學法」的條件與支援 --- p.p.434 / Chapter 二、 --- 教師學習「戲劇教學法」的起點與難點 --- p.p.436 / Chapter 三、 --- 教師學習「戲劇教學法」的進一步發展 --- p.p.438 / Chapter 四、 --- 在香港更有系統地推行「戲劇教學法」 --- p.p.441 / Chapter 第五節 --- 研究貢獻 --- p.p.443 / Chapter 一、 --- 理論貢獻 --- p.p.443 / Chapter 二、 --- 專業實踐貢獻 --- p.p.444 / Chapter 第六節 --- 研究限制及對未來研究的建議 --- p.p.446 / Chapter 一、 --- 本研究的研究限制 --- p.p.446 / Chapter 二、 --- 對未來研究的建議 --- p.p.447 / Chapter 附件一： --- 訪談問題 --- p.p.451 / 參考文獻 --- p.p.452

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published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Attempts to address global pressure to achieve Education For All (EFA) have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and the large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally accepted, to address particularly rural school postings and EFA commitments, there remain outstanding questions regarding how such teachers grow and develop in those rural contexts. An understanding of how these teachers develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. Through a double site study involving two international sites, Zimbabwe and KwaZulu–Natal, South Africa, an interpretive/qualitative design was adopted. Three-interview series supported by document reviews and photo elicitations were employed to explore these teachers’ experiences. Data was transcribed and manually analysed inductively utilizing open coding. The findings suggest that professional development for these teachers occurs in a number of sites, namely: through the Post Graduate Certificate in Education (PGCE) / Post Graduate Diploma in Education (PGDE) programme; in the school through practice and school meetings; in the wider professional sites; and in informal communities. Drawing on Cultural Historical Activity Theory to describe, analyse and understand data, I argue that the professionally unqualified practicing teachers experience professional development through interaction in multiple domains of formality and experience: formal, non formal, informal and experiential. Professional development occurs across these domains however, findings show that these teachers feel incapacitated by lack of support. This implies a need for more supervisory and resource support. The teachers conceive their professional development experiences in rural secondary school contexts as underpinned by having to ‘make-do’, relational dimensions, interdependence and agency as well as resourcefulness, creativity and improvisation to address gross resource limitations. The thesis suggests a need for further research into enhancing professional development practices of the professionally unqualified practicing teachers in rural school settings. Professional development can be supported. Given that teachers are teaching in under resourced and geographically rural contexts where they have ‘to make-do’, this has a bearing on the achievement of EFA goals within the wider context. In relation to the Cultural Historical Activity Theory, my argument is that the framework provides a useful generic, analytical tool for thinking through how professional development occurs in multi-domains. However, on its own it does not provide a complete lens to make sense of the variations in professional development within the domains and levels of formality and experience. The thesis therefore argues for an additive model to CHAT, which includes domain based distinctions of formality and experience that may expand the framework and deepen its applicability specifically, in trying to understand professional development issues. The thesis therefore suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methods / English Studies / D. Litt. et Phil. (English)

Despite the DoE having made progress in providing training to teachers in the necessary skills, the inclusive education teachers were experiencing challenges to implementing inclusive practises in their schools and that some schools had not even commenced with implementation. They were raising a concern over their professional development, particularly its effectiveness. This study investigates the nature of professional development support offered to teachers in implementing inclusive education, in order to suggest effective strategies. The qualitative approach and multiple case study design were employed .The data collecting instruments used were: individual interviews, observation and documentation. The current professional development model used for inclusive education was not effective therefore strategies are needed to improve the current professional development. / Inclusive Education / M. Ed. (Inclusive Education)

Induction for teacher development is important for quality teaching and learning to take place in schools. The process of induction should be well-structured so that it is not mistaken as just an orientation to school procedures; it should be well-planned and implemented for the purposes of professional development and support (Rolley, 2001). The main aim of this study was to investigate beginner educators’ experiences of the induction process for professional development in the Bochum East Circuit of Limpopo Province. The assumption was that if schools are held accountable for learner performance, then support measures in terms of induction should be provided to newly appointed educators. Poor performance or educator turnover can sometimes be ascribed to inadequate interventions or the design of educator induction programmes. Although educators may have received the best training at university or training college, they still need to adjust to the realities of classrooms. To achieve the aim of the study, a qualitative research approach was followed to collect data through semi-structured interviews. The study is ensconced in the Educator Development Theory which acknowledges that educator preparation is rarely sufficient to provide all the knowledge and skills necessary for successful teaching. A great deal of knowledge and many skills are, mostly, acquired while on the job and principals should, therefore, adequately induct newly appointed educators. Four beginner educators and two principals from average performing primary schools were purposively sampled in the Bochum East Circuit of the Limpopo Province. A thematic analysis was carried out to generate themes that addressed the problem of the study. The findings from participant responses revealed differences in an understanding of the induction process. Support from the principal, HoDs and fellow colleagues were considered to be part of induction. Recommendations include that educators should be given continuous professional development through standardised induction programmes which could be adjusted to the needs of the school. / Educational Leadership and Management / M. Ed. (Education Management)

Dissertation (PhD)--University of Stellenbosch, 2001 / ENGLISH ABSTRACT: In South Africa the transformation process in education has placed tremendous pressure on teachers, redefining roles, functions and imposing new levels of accountability on education professionals. This thesis is based on research examining teachers' experiences of and responses to the recent policy changes and their implications for teachers' work at primary school level. The research captures a small selection of the diverse views and reflections of teachers in case studies of in-service teacher education processes set against the backdrop of major educational changes driven by structural and policy changes in a changing socio-political context. The participants in the research project consisted of a selection serving (working) teachers who attended in-service teacher education programmes voluntarily. The interpretations of events reflect my own perspectives and are informed by both the participants in the research and the specific period in which the research took place. Data produced suggests that while the initial legislative changes took place fairly quickly, the implementation of more systemic, structural, curricular and administrative changes posed a greater challenge. Hastily introduced changes related to practice about which teachers were not consulted resulted in professional uncertainty being induced and teachers experiencing confusion, anxiety and doubts about their competence. Large numbers in classes, poor resources, micropolitical issues at schools, were mentioned as contextual constraints affecting implementation of changes as prescribed in policies. Small pockets of compliance with and support for change initiatives were however also evident in the responses. I contend that the overwhelmingly resistant responses of teachers in the case studies conducted are related to contextual constraints and the decontextualised, externally developed policies and externally imposed changes that ignore teachers' experience (as teacher and personal), beliefs, values and local contexts and broader social contexts. Further I posit that planning of change processes needs to involve teachers at all levels including policy development and in-service activities so that teachers are not only informed of changes but are part of the change process. / AFRIKAANSE OPSOMMING: Die transformasieproses van die onderwys in Suid-Afrika het geweldige druk op onderwysers geplaas omdat hulle rolle en funksies hergedefinieer is en nuwe vlakke van verantwoordelikheid op onderwyskundiges geplaas is. Die navorsing waaroor in hierdie tesis gerapporteer word, is gebaseer op onderwysers se ervarings van en reaksies op die onlangse veranderinge in beleidsdokumente. Die imp likasies vir die werk van onderwysers in die primêre skool word ook betrek. Die navorsing hanteer gevallestudies waarin 'n klein gedeelte aangespreek word van die diverse sienings en refleksies van onderwysers wat deelgeneem het aan indiensopleiding met die oog op die implementering van Kurrikulum 2005. Dit word gestel teen die agtergrond van die grootskaalse onderwysveranderinge as uitvloeisel van die strukturele en politieke veranderinge in 'n veranderende sosio-politieke konteks. Die deelnemers aan die navorsingsprojek was 'n seleksie diensdoende onderwysers wat die programme op 'n vrywillige basis bygewoon het. Alhoewel hulle reaksies as uitgangspunt vir die interpreasie van die resultate gebruik is, reflekteer die interpretasie my eie perspektiewe, gegrond op sowel die ervarings van die deelnemers aan die navorsingsproses as die tydperk waartydens die navorsing plaasgevind het. Die data wat geproduseer is, sugureer dat, in teenstelling met die relatief vinnige veranderinge van die aanvanklike wetgewing, die implementering van die meer sistematiese, strukturele, kurrikurêle en administratiewe veranderings 'n groter uitdaging gebied het. Veranderinge in verband met die onderwyspraktyk, wat baie vinnig ingebring is sonder om die onderwysers daaroor te raadpleeg, het tot professionele onsekerheid gelei, aangevul met verwardheid, vrees en twyfeloor hulle bekwaamheid. Groot klasse, gebrekkige hulpbronne, mikro-politiese sake by die skole, is genoem as kontekstuele beperkings wat die implementering van die voorgeskrewe beleidsveranderinge beïnvloed het. Slegs'n klein groepie onderwysers het die beleidsveranderinge aanvaar of ondersteun. Ek voer aan dat die oorweldigende aantal negatiewe response van onderwysers verband hou met kontekstuele beperkings en die gedekontekstualiseerde, eksternontwikkelde beleidsdokumente. Die veranderinge wat ekstern afgedwing is en wat onderwysers se waardes en plaaslike kontekste geïgnoreer het, speel volgens my ook 'n belangrike rol. Verder stel ek dit dat onderwysers op alle vlakke by die beplanning van veranderingsprosesse betrek moet word. Daarby word beleidsontwikkeling en aktiwiteite rondom indiensopleiding ingesluit sodat onderwysers nie slegs ingelig word nie, maar ook deel vorm van die proses.