Although South African teachers have ample opportunities for professional development (PD), weak results of learners show that these opportunities have had a limited effect on the development of the Mathematics teachers’ instructional skills. The improvement of the teaching of Mathematics is regarded as a solution to learners’ poor performance, because teachers play a key role in the improvement of pupils’ learning. In the light of this, a Mathematics PD programme implemented in a province of South Africa was evaluated and served as a case study. The aim of this evaluation was to probe the quality of the programme since it had been suggested that improving the quality of teaching can be achieved by offering effective PD programmes. Thus, the evaluation was done in an attempt to establish the academic value of the intervention. The investigated programme – which was implemented in a rural and under-resourced setting – focused on FET Mathematics teachers and used mentoring and workshops as its key intervention implementers. Five teachers were involved in this programme. Data collection methods included semi-structured interviews, lesson observations, mentoring and workshop reports, the results of learners, and pre- and post-test results of the participants. The evaluation of the PD programme revealed the following: that the workshops addressed the participants’ content knowledge gap to a limited degree; that mentoring was able to assist with the individual classroom-related needs of the participants, and that the community of practice formed in the workshops helped the participants to develop by means of working together on lesson preparation, micro-teaching, and content knowledge exercises. Other findings revealed that the duration of the workshops were adequate, however their intensity was insufficient to effectively address the participants’ needs, and that the workshops were carefully planned, given that the same topics were repeated. The mentor teachers and other facilitators encountered challenges relating to the long intervals between the mentoring sessions, the limited post-lesson-observation discussion time, the significant distances between the involved schools and the heavy teaching load of the participants. Nevertheless, recommendations on improving the effectiveness of future PD programmes included careful selection of the dosage of interventions, site-based mentoring, to incentivise participants of PD programmes, alleviating the teaching load of overburdened participants and the creation of conducive environments in rural areas for the formation of communities of practice. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:41:19Z No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:41:27Z (GMT) No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:41:35Z (GMT) No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) / Made available in DSpace on 2017-03-06T17:41:42Z (GMT). No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) Previous issue date: 2014-08-26 / Não recebi financiamento / This study has as object of research the continuing education of the teacher trainers of the Training Centre of the State of Mato Grosso (CEFAPRO), aiming to investigate how the training process is composed in the Cefapro of Barra do Garças, with emphasis in the construction of professional knowledge. The study considered the continuing education process in progress and the teacher trainers were used as research subjects. The data were collected through interviews and theoretical arguments were used for their analysis to introduce the debate on the continuing education of teachers in the public policies for education, assuming that continued education includes the educational reforms in Brazil. We sought to understand the formation process in different dimensions and contexts, with theoretical foundation based on Nóvoa (1992, 1994, 1995, 1996, 2009), Marcelo García (1999, 2009), Imbernon (2002, 2009, 2010), Prada (1997, 2010), Tardif (2012), Freire (1979, 1982, 1996, 2001), among others. It is said that the continued formation of the Cefapro as a participatory proposal did not consolidate its training room for the construction of professional knowledge by the teacher trainers. The challenge for the continuing education of the Cefapro is to meet the educational policy, advancing beyond the limitations that it addresses to the practices committed to the transformation of the society / Este estudo tem como objeto de pesquisa a formação continuada de professores formadores do Centro de Formação do estado de Mato Grosso, com o objetivo de investigar como está constituído o processo formativo do Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso de Barra do Garças (Cefapro), com ênfase na construção de saberes profissionais. O estudo considerou o projeto de formação continuada em execução e contou com professores formadores como sujeitos de pesquisa. Os dados foram coletados por meio de entrevistas e para sua análise foram utilizados argumentos teóricos que inserem o debate sobre formação continuada de professores na discussão das políticas públicas para a educação, partindo do pressuposto de que a formação continuada integra as reformas educacionais no Brasil. Procurou-se compreender o processo formativo em diferentes dimensões e contextos, com embasamento teórico pautado em Nóvoa (1992, 1994, 1995, 1996, 2009), Marcelo García (1999, 2009), Imbérnon (2002, 2009, 2010), Prada (1997, 2010), Tardif (2012), Freire (1979, 1982, 1996, 2001), entre outros. Considera-se que a formação continuada do Cefapro, enquanto proposta participativa, não se consolidou no espaço formativo para a construção de saberes profissionais pelos professores formadores. O desafio colocado à formação continuada do Cefapro está em atender a política educacional, avançando para além das limitações que esta coloca às práticas comprometidas com a transformação da sociedade

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T18:21:48Z No. of bitstreams: 1 MANSANO_Michel Serigato_2014.pdf: 4529730 bytes, checksum: 9ef016fb07c7e7382ea2db046688efa0 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T18:21:56Z (GMT) No. of bitstreams: 1 MANSANO_Michel Serigato_2014.pdf: 4529730 bytes, checksum: 9ef016fb07c7e7382ea2db046688efa0 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T18:22:03Z (GMT) No. of bitstreams: 1 MANSANO_Michel Serigato_2014.pdf: 4529730 bytes, checksum: 9ef016fb07c7e7382ea2db046688efa0 (MD5) / Made available in DSpace on 2017-03-06T18:22:11Z (GMT). No. of bitstreams: 1 MANSANO_Michel Serigato_2014.pdf: 4529730 bytes, checksum: 9ef016fb07c7e7382ea2db046688efa0 (MD5) Previous issue date: 2014-02-28 / Outra / The present work aimed to perform an analytical reading of collaborative activity that I develop as a Pedagogical Advisor, regarding the continuing education of teachers at the school where I work ( a city of São Paulo State). I used the narrative of memories to promote an observation process of some education paradigms that permeated the guidelines of my activity, and thus I could reflect about the position I have, emphasizing the teacher’s training focused on school (CANÁRIO) considering the historical and cultural assumptions of individuals involved in this experiment (VIGOSTSKI e BAKHTIN). In this work I assume the Pedagogical Advisor position essentially focused on the continuing education of teachers (PLACCO; ALMEIDA; SOUZA). The methodological procedure used was inspired by the analysis of professional practices on direct and cross self-confrontation (CLOT), which has been transformed by the individuals involved and it gave rise to a new process, different from the classic self-confrontations, that I termed only as confrontation. The analytical data reading, provided by the resulting dialogue (FREIRE e BAKHTIN) from the confrontations, indicated that the participating teachers in this study evidenced three movements: the perception of actions performed in the classroom, the speech organization to justify the pedagogical practices and teaching profession responsible acts (BAKHTIN). In this perspective, the confrontation proved to be an excellent tool to organize the Pedagogical Advisors work, as it allows gathering important information to plan, with teachers help, concrete initiation alternatives. / O presente trabalho teve como pretensão realizar uma leitura analítica da atividade colaborativa que desenvolvo como Orientador Pedagógico, no que se refere à formação continuada de professores na unidade escolar em que atuo (cidade do interior paulista). Utilizei-me da narrativa de memórias para promover um processo de observação de alguns paradigmas da educação que permeavam as orientações de minha atividade e, assim, refletir sobre o cargo que exerço, enfatizando o olhar para a formação de professores centrada na escola (CANÁRIO), levando em conta os pressupostos histórico-culturais dos sujeitos implicados nesta experimentação (VIGOSTSKI e BAKHTIN). Neste trabalho assumo a profissão de Orientador Pedagógico como sendo um cargo essencialmente voltado para a formação continuada de professores (PLACCO; ALMEIDA; SOUZA). O procedimento metodológico utilizado teve como inspiração a análise das práticas profissionais por autoconfrontação simples e cruzada (CLOT), que foi transformada pelos sujeitos implicados e fez surgir um novo processo, diferente das autoconfrontações clássicas, que denominei somente como confrontação. A leitura analítica dos dados, proporcionados pelos diálogos (FREIRE e BAKHTIN) resultantes das confrontações, apontou que os professores participantes desta pesquisa evidenciaram três movimentos: a percepção de ações realizadas em sala de aula, a organização do discurso para justificar as práticas pedagógicas e os atos responsáveis (BAKHTIN) na profissão docente. Nesta perspectiva, a confrontação mostrou-se um excelente instrumento para a organização do trabalho do Orientador Pedagógico, na medida em que favorece a obtenção de informações importantes para planejar, em conjunto com os professores, alternativas concretas de formação.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T17:10:38Z No. of bitstreams: 1 MORAIS_JUNIOR_Eduardo_2015.pdf: 10941952 bytes, checksum: 4fa4446036f535fb747a8a7b4f52667b (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T17:10:47Z (GMT) No. of bitstreams: 1 MORAIS_JUNIOR_Eduardo_2015.pdf: 10941952 bytes, checksum: 4fa4446036f535fb747a8a7b4f52667b (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T17:10:55Z (GMT) No. of bitstreams: 1 MORAIS_JUNIOR_Eduardo_2015.pdf: 10941952 bytes, checksum: 4fa4446036f535fb747a8a7b4f52667b (MD5) / Made available in DSpace on 2017-01-18T17:11:03Z (GMT). No. of bitstreams: 1 MORAIS_JUNIOR_Eduardo_2015.pdf: 10941952 bytes, checksum: 4fa4446036f535fb747a8a7b4f52667b (MD5) Previous issue date: 2015-12-15 / Não recebi financiamento / This research aims to identify the teacher's knowledge announced by a group of teachers Initial Years of elementary school (1st to 3rd grade), linked to PNAIC (National Pact for Literacy Certain Age) in 2014 in the city of Sumaré - SP, through the detailed planning by a collective reflection and realization of a geometry activity developed in the classroom. This study, of qualitative nature, are based on participatory research, specifically action research, in view of the proposal for an intervention in the group studied. For the analysis of data produced by the teachers, the content analysis by the very nature of such data was used, the main landmarks references Bardin (1977) and Franco (2005) and for reasons of narrative, which constitute the data from this survey, we rely on Cunha (1997), Souza (2006) and Galvão (2005). The issue of teaching knowledge which is another aspect discussed in this work is grounded by the studies of Tardif (2011), Gauthier (1998) and other researchers dealing with the subject. The perspective is adopted in this research is an investigative work and that does not close at the time of analysis, and opening to the continuity of the reflections that now will be brought here. The object of study is seated in the triad: teaching knowledge, curriculum and teaching of geometry, with the theoretical foundation Silva (2010) in the curriculum conceptions, Leme da Silva and Valente (2014), Lorenzato (2011) and Fainguelernt (1999) in thinking about the geometry of education as well as the theoretical development of Piaget and Inhelder (1993) and Van Hiele (1990). Presented with this dissertation contributions to the continued discussion of teaching knowledge in the educational context, valuing the voice of the teacher of Primary Education Years Initials. As conclusions, we have the teaching knowledge arising announced by the teachers of vocational training, as well as disciplinary, curricular and experiential knowledge in the analyzed narratives. We bring to this indicative study for teacher continuing education concerning the reflective professional attitude and also to learn experiential as knowledge important to be considered in academic research as well as in their own continuing education of teachers. / A presente pesquisa tem como objetivo identificar os saberes docentes anunciados por um grupo de professoras dos Anos Iniciais do Ensino Fundamental (1º ao 3º ano), vinculadas ao PNAIC (Pacto Nacional pela Alfabetização na Idade Certa) no ano de 2014, na cidade de Sumaré – SP, por meio do planejamento circunstanciado por uma reflexão coletiva e realização de uma atividade de geometria desenvolvida em sala de aula. Este estudo, de cunho qualitativo, se assenta na pesquisa participante, especificamente a pesquisa-ação, tendo em vista a proposta de uma intervenção no grupo pesquisado. Para a análise dos dados, produzidos pelas professoras, foi utilizada a análise de conteúdo pela própria natureza desses dados, tendo como principais marcos referenciais Bardin (1977) e Franco (2005) e para fundamentação das narrativas, que se constituem os dados desta pesquisa, nos apoiamos em Cunha (1997), Souza (2006) e Galvão (2005). A questão dos saberes docentes, que é outra vertente discutida neste trabalho, é fundamentada pelos estudos de Tardif (2011), Gauthier (1998) e demais pesquisadores que tratam da temática. A perspectiva que se adota nessa pesquisa é de um trabalho investigativo e que não se fecha no momento de análise, tendo abertura para a continuidade das reflexões que ora serão trazidas aqui. O objeto de estudo está assentado na tríade: saberes docentes, currículo e ensino de geometria, tendo como fundamentação teórica Silva (2010) nas concepções de currículo, Leme da Silva e Valente (2014), Lorenzato (2011) e Fainguelernt (1999) na reflexão sobre o ensino de geometria, bem como o desenvolvimento teórico de Piaget e Inhelder (1993) e Van Hiele (1990). Apresentamos com esta dissertação contribuições para a continuidade da discussão dos saberes docentes no contexto educacional, valorizando a voz do professor dos Anos Iniciais do Ensino Fundamental. Como conclusões, temos os saberes docentes anunciados pelas professoras decorrentes da formação profissional, bem como saberes disciplinares, curriculares e experienciais nas narrativas analisadas. Trazemos com esse estudo indicativos para formação continuada docente que dizem respeito à postura reflexiva do profissional e também o saber experiencial como um saber importante a ser considerado nas pesquisas acadêmicas e também nas próprias formações continuadas de professores.

CAPES / Este trabalho apresenta uma proposta de abordagem que permite ao professor do ensino médio tratar do conceito de função quadrática. Propõe a construção do conhecimento através de atividades desenvolvidas em ambiente de geometria dinâmica (GeoGebra), explorando as ideias intuitivas de variação e dependência construídas entre objetos geométricos sem a mediação das representações algébricas e gráficas, comumente empregadas na sala de aula do ensino médio. / This work presents a proposal of approach which allows the school teachers deal with the concept of quadratic function. It proposes the construction of knowledge through activities in dynamic geometry environment (GeoGebra), exploring the intuitive ideas of variation and dependence built between geometric objects without the mediation of algebraic and graphical representations,commonlyusedinthe classroom of high school.

Esta dissertação apresenta uma proposta para desenvolver e implementar situações de ensino-aprendizagem, utilizando a compostagem e a agroecologia como dinamizadores da Educação Ambiental continuada no currículo escolar, em duas escolas municipais de Pinhais, Paraná. Buscando formar futuros cidadãos responsáveis e comprometidos com os destinos e a qualidade ambiental da comunidade em que vivem, foram desenvolvidos temas de aplicação prática da compostagem e dos princípios de Agroecologia como dinamizadores da Educação Ambiental. Estes temas foram explorados de forma transversal visando a abordagem holística da relação homem, natureza e sociedade. Os temas tratados foram: compostagem - utilizando três técnicas diferentes; metodologias de ensino- aprendizagem aplicadas como germinação de feijões; cuidando do presente da mamãe – vasos de temperos; e organizando a horta escolar. Cada metodologia foi desenvolvida com as turmas do ensino fundamental de 1o ao 5o ano, em duas escolas municipais de Pinhais, totalizando 805 alunos e 49 professores atuando e participando do processo. Foi realizado um levantamento dos conteúdos curriculares e suas respectivas áreas do conhecimento, do ensino fundamental do município de Pinhais, a fim de identificar as relações entre os temas transversais e de como poderiam estar sendo trabalhados de forma multi e interdisciplinar. Como resultado identificou-se que a técnica de compostagem utilizando gaiolas foi a que melhor se adaptou à dinâmica escolar. Quanto as dinâmicas aplicados propostas pela pesquisa, após analisadas e comparadas com os conteúdos curriculares e áreas do conhecimento, demonstraram uma grande possibilidade de aplicação interdisciplinar. Isto demonstrou que o tema abordado de forma transversal possui aderência com o currículo e permite a dinamização da Educação Ambiental neste sentido. Quanto ao tema organizando a horta escolar, verificou-se que se faz necessário ter um servidor que esteja voltado a planejar, implantar, cuidar e organizar os temas transversais e suas práticas, para que os projetos possam de fato ser executados na escola. Da forma como a estrutura está posta atualmente, os professores não possuem condições de desenvolver projetos e temas transversais para a Educação Ambiental, por apresentarem uma sobre carga horária grande para vencer os conteúdos curriculares tradicionais, e por se sentirem inseguros em relação aos temas ambientais e suas implicações de desenvolvimento prático. / This dissertation present one proposal to develop and implement teaching situations, using composting and agro ecology as a dynamic way to environmental education in the school resume, in two municipal schools from Pinhais, Paraná. Searching to form future citizens responsible and compromised with the destiny and the environmental quality of the community that they live, have been develop themes of practice application of composting and the principles of agro ecology as dynamic ways to the environmental education. This themes were explore in a transversal way looking the holistic approaching of the men relation, nature and society. The treated themes were: composing – using tree different techniques; teaching methodology – apply learning as beans germination; caring about the mothers present – vessels of spice; and organization the school gardem. Each methodology was develop with the elementary school classes, in two municipal schools from Pinhais, totalizing 805 students and 49 teachers acting in the process. Have been realized a survey about the resume contends and their respective knowledge area, in the elementary teaching in the municipality of Pinhais, trying to found the relations between the transversal themes and how it could be work in an interdisciplinary way . As a result was noted that the composing techniques using cages have been the ones that have better adapted to the school dynamic, and presented results Satisfactory in relation of C/N of 11/1, in six months of composing. About the propose dynamics apply by the research, after analyze and compared with the resume contents and areas of knowledge, had demonstrate a big possibility of interdisciplinary application. This had demonstrate that the addressed theme in a transversal way has adherence as the Resume and allow a dynamic environmental education in this way. About the theme organizing the garden, it is noticed that is necessary to have a server that is face to planning , implementing, taking care and organizing the transversal themes e it practices, so the projects could in fact run in the school. In the way that the structure is post annually, the teachers don ́t have conditions to develop projects and transversal themes to the environmental education, for presenting one about huge workload to win the traditional resume contends, and for feel insecure in relation to the environmental themes and it implication of practical development.

This research study investigates how selected Grade R teachers implement numeracy in their classrooms, based on their experiences, personal beliefs and perceptions. This study adopts the view that a teacher's practice is not only informed on what she believes about her learners, but also on how she organises her classroom environment and her own teaching practice. However, the teacher cannot be divorced from the political and historical background of Early Childhood Development (ECD), as these factors have an impact on her numeracy implementation. Integrated in this research study is thus not only a comprehensive historical analysis of the historical and political background of ECD, but also an in-depth look at the complex curriculum road the Grade R teacher had to travel over the past twelve years. The aim of this case study is to understand and describe what is happening in Grade R classrooms when numeracy is implemented, as well as identifying possible barriers which Grade R teachers may experience in implementing numeracy. The author utilized an adapted Interactive Qualitative Analysis Framework to explore Grade R teachers' views and experiences. Open-ended focus group interviews were used to develop a framework for individual interviews. This interview framework guided the data collection of nine audio-video tapes of classroom activities and nine semi-structured individual interviews. Analysis of the individual interviews revealed each teacher's understanding as well as her perceptions and needs regarding the implementation of numeracy in her classroom. The transcriptions of the individual interviews were compared to the audio-video tapes of what happened in each classroom. This was done in order to determine whether the teachers' practices were consistent with what they said in the interviews. Paradoxes and inconsistencies were documented. The historical and political analysis of ECD illustrates the complex development of ECD in South Africa over the last few decades. It therefore also highlights and brings to the fore the complex journey that Grade R teachers had to navigate in adapting their practice to ever changing curriculum requirements. The empirical results show that there are inconsistencies between what selected teachers know and believe, and what they are implementing. However, "silent themes" which did not come to the fore in the focus group or individual interviews, were identified in the audiovideo tapes of classroom activities. Also, many "silent themes" indicate that there are numerous concerns, such as lack of proficiency in bridging the gap between theory and practice, regarding the implementation of numeracy in Grade R. It was found that many of the selected Grade R teachers struggle to implement numeracy in their classrooms, as they lack the skills and support to teach numeracy in a Grade R context.

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

The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.

D.Ed. / This inquiry focused on the inclusion of the psycho-biology of learning in teachers activities in school practice. The research question addressed a sample of teachers personal interpretation of the effect of an in-service programme on their practice. The programme consisted of a study of aspects of the biology of learning and how to convert these to instruction. The main claim or thesis of the study was that an inclusive model of education would be incomplete without a psycho-physiological view of learning. After a comprehensive literature review, a field study was launched making use of the following methods: focus group interviews, personal sketches and individual interviews. The data was collated and interpreted per data category and especially as a configuration. Findings from the field study were used to illuminate the thesis or claim that founded the study.