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The effectiveness of a professional learning community (PLC) intervention to promote the teaching of critical thinking skills among four grade 6 teachersErlangsen, Helen Anetta January 2018 (has links)
Thesis (MEd)--Cape Peninsula University of Technology, 2018. / Much of today’s classroom learning, particularly in the senior primary phase, focuses on activities whereby learners acquire facts and rules, employing only the lower levels of cognition: knowledge, comprehension and application (Sonn, 2000). In order to bridge the gap between the real and the ideal (Hartley, Bertram & Mattson, 1999) with regards to the development of critical and creative thinking, educators need to be trained and provided with the necessary tools and relevant teaching strategies to better align their teaching to the requirements of the Curriculum and Assessment Policy Statement (CAPS). This research developed quantitative and qualitative instruments to investigate Grade 6 teachers’ understanding of creative and critical thinking before and after a professional learning community (PLC) intervention. The implementation of the PLC involved the Creative Problem Solving (CPS) programme’s generating tools, and was guided by Bourdieu’s social field theory. The aim of the intervention was to consider the shifts and changes that teachers might make in their teaching practices to purposely include the development of creative and critical thinking skills in their pedagogy. A pragmatic paradigm was utilized, focusing on methodological flexibility with the use of an explanatory sequential mixed method approach. Although this small, convenient sample excludes any statistical evidence, it does reflect that given time and support, teachers’ pedagogical habitus (see Feldman & Fataar, 2014) is adaptable. The meaningful, cooperative approach of the PLC and the development of creative and critical thinking skills, through the use of the creative problem solving programme, created the platform for change.
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Teacher-training in South African homelands and Malawi during the decade 1964 to 1974 : a pedagogical studyMathivha, Masotsha Ramunenyiwa January 1981 (has links)
Thesis (M Ed.) -- University of the North, 1981 / Refer to the document
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Newly qualified teachers ‘classroom practices as supported by initial teacher educationVan Heerden, Sene January 2019 (has links)
Thesis (MEd)--Cape Peninsula University of Technology, 2019. / The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.
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The relationship of the practicum to teacher developmentVeale, Ann. January 1987 (has links) (PDF)
Bibliography: leaves 94-102.
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Museum education programs : Portland, OregonScherer, Leigh Anne Whitney 04 November 1999 (has links)
In this study I explored the variety of educational opportunities
available in museums. Next, I examined the museum education programs
in the Portland, Oregon area and described what types of opportunities are
available to teachers. Finally, I made suggestions for teachers on how to
best access museum programs and for museum educators on how to best
reach teachers.
Interactions between schools and museums exist on a variety of
levels. From limited interactions to collaborative programming, schools and
museums have found ways to work together to accomplish their joint goal
of education. Museums offer self-guided or guided tours, curriculum
packets, teacher education programs, access to collections or informational
programs related to special exhibits. Some museums and schools have
developed deeper relationships in which each give and receive help
carrying out their missions.
I interviewed museum educators at nine museums in Portland and
the surrounding areas. I asked questions regarding the types of programs
available, especially focusing on programs suitable for school groups or
those that might be helpful to teachers. The programs available in the
Portland area vary by institution. Each museum, historic home or zoo offers
unique programs on a variety of topics. While history predominates,
science, math, social studies and art are readily available. Teachers should
be able to supplement nearly any classroom topic.
Teachers should take the time to get to know the educators in the
institutions. Overall, the key for an individual teacher seeking museum
education for students is to ask what is available. The programming at most
institutions is flexible, especially when there are traveling or temporary
exhibitions. Teachers should get onto mailing lists so they will be notified
when special or new programs are available. Also, teachers need to keep in
contact with the museum educators. Developing a personal relationship
will prove invaluable for a teacher who is trying to fill a gap in a unit or
supplement his or her curriculum. Museum educators will benefit from
time spent analyzing where their current programs meet state guidelines or
focusing planning on meeting specific state common curriculum goals
(CCGs) when designing new programs. Schools are reorganizing their
curriculum to meet state standards and museum personnel would be wise
to do the same. / Graduation date: 2000
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Five programs for four participants : stories of paradox and learning in a graduate cohort for adult literacy practitionersFish, Susan A. 06 May 1998 (has links)
The purpose of this study was to understand the individual
experiences of four adult literacy practitioners, Anne, Bill, Candy, and Emily,
in the first cohort of the Oregon Field-Based Cohort Master's Program. This
program, which Oregon established in 1993 as one venue of professional
development for adult literacy and English as a Second Language
practitioners, was developed jointly by the Office of Community College
Services of the state Department of Education and Oregon State University.
The inquiry proceeded from three assumptions. First, effective
professional development must be grounded in understandings about how
practitioners learn. Second, an understanding of practitioners' learning is
attainable only through intensive examination of individual experiences.
And third, practitioners' accounts of their learning experiences are
legitimate sources of knowledge; they are, in fact, the only accessible
avenues for investigating individuals' learning.
Transcripts of in-depth interviews and participants' cumulative
portfolios were coded and analyzed in the first phase of data analysis to
produce stories which integrated Anne, Bill, Candy, and Emily's own words
with metaphors they created to frame their experiences. Each story
reconstructs a practitioner's construction of the emotional, intellectual, and
material experience of learning in a cohort. Together, they represent the
uniqueness and complexity of adults' learning.
In the second phase of analysis, the stories were compared to reveal
relationships of similarity and difference among them. The cross-case
analysis generated five themes around the self as learner, the contribution
of dissonance to reconstruction of meaning, personal transformations in an
academic setting, increased confidence as an outcome of graduate study, and
stance as a contributor to the variability and complexity of adults'
experiences of learning in a formal setting.
The final chapter drew directly on the themes to make suggestions for
planning and practice and pose questions which might be used to focus
conversations or frame future research about adult learning, graduate
programs, or staff development for adult educators. Specific topics included
authentic learning situations, reflection, graduate cohorts, collaborative
learning, adult learners' stances toward learning situations, distance
delivery and professional networks for adult literacy practitioners, and
evaluation of professional development programs. / Graduation date: 1998
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Videreuddannelse af lærere: muligheder og positioneringer i arbejdetDamlund, Vibeke 18 December 2012 (has links) (PDF)
Afhandlingen 'videreuddannelse af lærere - muligheder og positioneringer i arbejdet' undersøger betydningen af videreuddannelse af skolelærere, når de er tilbage på deres skoler efter endt videreuddannelsesforløb. Det undersøges, hvad lærerne oplever at lære, hvilke former for viden, der oparbejdes og hvordan disse vidensformer har mulighed for at genlæres i praktisk handling og blive til viden for praksis. Det undersøges ligeledes, hvordan lærerne har mulighed for at positioneres sig som videreuddannede lærere blandt ikke-videreuddannede-lærere, og de vanskeligheder der kan opstå i den proces. Tilgangen til undersøgelsen er socialkonstruktivistisk og der redegøres for metodologiske overvejelser med henblik på transparens. Teoretisk anlægges en kulturpsykologisk læringsforståelse og et samhandlingsteoretisk fokus. Hermed konstrueres blikke på læringsforståelser og læringsudbytte i et videreuddannelsesperspektiv tilligemed tydeliggørelser af de relationelle forhold, der er af betydning for etablering af en position som videreuddannet. Med henblik på at udforske en hermeneutisk inspireret metode, analyseres det empiriske materiale ad to omgange; først en 'delanalyse', ud fra en tematisk inddeling. Derefter finder en 'helhedsanalyse 'sted. Analysen betragter interviewene som hele fortællinger og anvender dermed en narrativ tilgang. De to analyser sammenholdes og muliggør en samlet forståelse af undersøgelsens komplekse genstand: Hvilken betydning har videreuddannelse for praksis. Afhandlingen kan konkludere, at videreuddannelsen tillægges stor, især personlig, betydning. Når der opstår problemer, opstår de i mødet med skolens dagligdag - i mødet, hvor lærerne står med et vidensoverskud, som der ikke findes anvendelse for på skolen.
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A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachersCarr, Maureen Sherry 26 April 1990 (has links)
Research studies indicated that differences in cognitive
processing style influence individual behavior on various types of
tasks. This study investigated the effect of the cognitive style
dimension, field independence-dependence, on the metacognitive
functioning of individuals involved in three problem tasks which
varied in inherent structure.
Twenty-six subjects were randomly selected from a pool of one
hundred and two pre-service teachers who completed the Group Embedded
Figures Test to determine levels of field independence-dependence.
Subjects were asked to verbalize their thinking while solving three
types of problems. The think aloud protocols were analyzed using a
coded analysis technique.
The Checklist of Metacognitive Behavior (CMB) was the classification
system developed to perform the coded analysis. The CMB
contained four major categories: planning, monitoring, evaluation
and affect. Criterion behaviors in each category were identified
in the protocols from surface language structure. Behaviors identified
in the protocol analysis were assigned points. Analysis of
variance was used to compare mean scores from the CMB for total and
category scores on each problem.
Significant differences were found between field independents
and field dependents for total and category scores on problem one,
the puzzle-type problem. No differences were found between the
groups on the semi-structured and ill-structured problems.
Field independents exhibited a greater number and variety of
monitoring and evaluation behaviors on the structured problem.
Cognitive style preference had no significant impact on the type and
number of metacognitive behaviors observed on the semi-structured
and ill-structured problems. / Graduation date: 1990
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The relationship of teachers' mathematics preparation and degree level to essential learning skillsBalaban, Gerald M. 10 August 1989 (has links)
Organizations leading education reform of the 1980's
have challenged teacher education programs at colleges and
universities across the nation to improve the subject
matter content preparation of teachers. Past methods of
program development and techniques to assess teacher's
knowledge competence have been one-sided in their
approach. New research studies on expert vs novice
teachers show that expert teachers are more efficient in
carrying out standard patterns of instruction.
This nation's mathematics community has engaged in a
revitalization of mathematics curricula. Traditional
mathematics is being transformed to become a powerful
science. Using the growing body of research, the National
Council of Teachers of Mathematics have developed
standards for improving the teaching and learning of
mathematics.
Oregon's Department of Education has also established
standards to meet the needs of a changing mathematics
curricula and the challenges of a changing society.
This study identified the specific content
knowledge taught in the mathematics curricula within
colleges and universities which offer four, five or fifth
year teacher education programs. It then compared these
findings against teacher identified origins of
elementary, middle and high school teachers' mathematics
content knowledge relative to the Essential Learning
Skills of Oregon.
It was found that teachers' content knowledge of the
Essential Learning Skills of Oregon was not directly
related to their preparation as teachers; at the elementary
and high school levels, there was no direct relationship
found between teachers' degrees and their teaching
assignment; there was no apparent relationship between
teachers' knowledge of the Essential Learning Skills of
Oregon and graduation from an Oregon college or university;
there was no apparent relationship between teachers' lack
of knowledge of the Essential Learning Skills of Oregon and
graduation from a non-Oregon college or university. / Graduation date: 1990
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A study of transition skills for special education teachers in secondary settingsCote, Dorence J. 23 July 1991 (has links)
The recent focus on transition from school to working
life has created a growing concern in Oregon about teachers
with elementary certification as their initial certification
who earn a special education certificate and teach students
with disabilities in secondary settings. Thus, the purpose
of this study was to investigate the relationship among initial
certifications (elementary, secondary, and K-12), where
Oregon high school special education teachers received the
major part of their transition skills training, and their
self-perceived needs for further transition skills training.
The population for the study consisted of 213 secondary
special education teachers of students with mild disabilities
from throughout Oregon.
The instrument was a survey-type questionnaire that included
14 transition skill competencies for teachers. Subjects
were first asked where they received the major part of their
training in each of the transition competency skills. Next,
they were asked to rate their self-perceived needs for further
training in each of the transition skills. The instrument design
was validated through a Delphi procedure. Data were collected
during the spring of 1987 and the fall of 1988.
No significant statistical relationships were found between
initial certification and where teachers received the major part
of their transition skills training, or their self-perceived
needs for further training. However, three major implications
became apparent from the data. First, decisions regarding
coursework could be examined at the preservice level. Next,
opportunities for preservice teachers to participate in team
decision-making activities should be examined. Lastly, personnel
inservice preparation programs at the district level should
be examined to ensure that transition skill competencies for
teachers are included.
Recommendations included follow-up studies to find out
if the size of school, type and level of endorsement, major
and minor fields of study and years of teaching may have an
effect on transition skills training of secondary teachers. / Graduation date: 1992
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