In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study was: How can the professional development of primary school teachers be managed by means of action research? The aim of the study was to develop, implement and evaluate a site-based collaboration programme to promote the professional development of the teachers in these subjects within a home-based or semi home-based teaching context. The theory of situated learning within a community of practice (CoP) was used as conceptual framework. Purposeful and convenient sampling was implemented to select participants. Five grade 4 teachers, five grade 5 teachers, four grade 6 teachers and eight members of the school management team participated in the three year study. During the planning phase a needs analysis was done. During the action phase, lead teachers were responsible for the planning in one or two subjects. The teachers met once every six school days (about 30 meetings per year), for up to two hours to discuss content and methodological issues, plan assessment strategies, analyse and reflect on results and decide on intervention strategies. The grade 4, 5 and 6 groups completed six, four and two action research cycles respectively, and the school management team six action research cycles of about six months each. To evaluate the professional development that resulted, data collection was by means of observation, field notes, typed minutes, four focus groups, 12 individual interviews, teachers’ files, a questionnaire and students’ books and achievements. The results indicate that the professional development of primary school teachers could be managed and constantly improved by means of action research. When school managers organise teachers into communities of practice and implement action research cycles, the teachers learn in a context-sensitive way. This learning is characterised by two social stages involving participation in the subject and grade CoP, and an independent stage of personal involvement when teachers internalise knowledge and practices of other teachers. The professional development of the teachers was in the areas of content knowledge, pedagogic content knowledge, assessment literacy and professional attitudes. Student achievement improved. / Educational Leadership and Management / D. Ed. (Education Management)

中国大陆自2001年实施基础教育第八次课程改革以来，对教师提出了一系列新的角色要求，要求教师成为领导者，引领课程和学生学习的积极变革，而这首先要求教师成为自身学习的领导者，进而提高教育质量。本研究以“教师领导与教师学习的互动为核心关注，运用质化取向的案例研究，以北京市两所小学为案例，呈现和探讨了两所学校中教师领导与教师学习在学校、教研组和个人层面的互动过程。研究主要通过访谈收集资料，共访谈教师、学校中层领导、校长等43人次。 / 研究所见，首先，官方规定的学习目标为学校教师学习和教师领导仅提供了有限空间。学校的教师学习为此而发展出自我适应的学校教师学习活动结构。在此受限的教师学习结构中，教师发挥领导的空间也受到一定规限。第二，在官方规定的学习目标之下，教研组成为调节外部学习要求与教师个体学习需求的重要学习情境。第三，学校固有的科层体制与科层式学习文化是限制教师领导与教师学习的主要因素。教师领导集中体现为教研组内微观学习情境的营造和教师学习活动规则的重塑；其中是否能够平等协作、积极参与、共商组内小目标是教师领导力能否积极体现的关键。 / 本研究以文化历史活动理论为概念框架，基于中国学校情境中教师学习活动结构的变迁实例，为活动理论提供了本土理解。研究所见，学校固有的科层体制与科层式学习文化透过教研组内的分工与规则，影响教师领导和教师学习的互动。学校传统的“老带新教研组文化、僵化的制度性角色分工、应试压力等科层结构与文化，限制了个体教师充分发挥领导的意愿或行动。少部分教师若能抓住改变的契机，通过组内共同参与、平等协作，共商组内教师学习的小目标时，则可能形成共同参与、流动的教师领导力，并改变组内的微观学习生态，出现教师领导与教师学习的良性互动。在两者互动过程中，中层领导在教师领导与教师学习的良性互动中扮演重要角色；主体如何共商目标是带动形成整个活动结构与发展的关键节点；教师是否具有合作意愿和正式领导职位、是否得到合作的教研组文化和学校支持是影响教师临近发展区的因素。这些都为活动理论提供了本土理解。 / Since 2001, the 8th curriculum reform in mainland China has proposed various role expectations for teachers. All these requirements expect teachers to be leaders, so as to improve curriculum implementation, promote students’ development, and enhance education quality. To fulfill these expectations, teachers, in the first place, should be leaders of their own learning to transform education. / This research takes the interaction between teacher leadership & teacher learning as the foci. By employing qualitative research method, the research demonstrates and discusses about how teacher leadership and teacher learning in two primary schools (S & Q) in Beijing interact with each other in school. The data collection method mainly based on interview and document analysis. Totally, 43 teachers, middle managers, and principals have been interviewed. / The research found, first of all, the goal of teacher learning come from superior authorities, which only left limited space for both teacher learning and teacher leadership at school. The school teacher learning was a self-adapting structure which always followed the external goal. In such a structure, teacher leadership were also limited. / Secondly, subject group was an important learning situation for teachers. It played mediating role between the learning demand from the external authorities and from teachers themselves. / Thirdly, the bureaucratic structure and bureaucratic learning culture was the main factor limiting both teacher leadership and teacher learning. Teacher leadership showed the ability to rebuild micro learning situation and learning rules within certain subject group. If teachers could negotiate reciprocal goal through equal collaboration and mutual engagement within the subject group, teacher leadership would demonstrate positive power. / With CHAT as the conceptual framework, this research provided an indigenous interpretation of CHAT based on empirical cases, thus enriched understanding of teacher learning and teacher leadership in Chinese context. Our study found, the overwhelming bureaucratic structure and learning culture in school S&Q, influenced the interaction between teacher learning & teacher leadership, through division of labor and rule in subject group. The traditional subject group culture as “lao dai xin (in which senior teachers direct novice teachers), the rigid institutional role placement, examination, etc., played together and limited teachers resorting to leadership. If a few teachers could grasp the changing opportunities, they might work out a mutual engaged, fluid leadership capacity, through mutual engagement, equal collaboration, and negotiating reciprocal learning goal within the group. This would help to transform the learning situation within the subject group, and to foster a positive interaction between teacher leadership & teacher learning. During the interaction, middle manager, such as teaching director (jiao xue zhu ren), played an important mediating role; how activity subject negotiate the reciprocal learning object was the foci in the process of activity structure formation and activity development; teacher’s intention to cooperate with others, official position or designation as leader, collaborative culture in subject group, and school support were all important factors influencing teachers’ Zone of Proximal Development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 曾豔. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 297-312). / Abstract in Chinese and English. / Zeng Yan. / 摘要 --- p.i / Abstract --- p.ii / 致谢 --- p.iv / 目录 --- p.vi / 图表目录 --- p.xii / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 实践背景 --- p.1 / Chapter 二、 --- 理论背景 --- p.7 / Chapter 第二节 --- 研究目的与研究问题 --- p.13 / Chapter 一、 --- 研究目的 --- p.13 / Chapter 第三节 --- 研究意义 --- p.14 / Chapter 二、 --- 研究问题 --- p.14 / Chapter 一、 --- 理论意义 --- p.14 / Chapter 二、 --- 实践意义 --- p.15 / Chapter 第二章 --- 文献综述 --- p.17 / Chapter 第一节 --- 教师领导：概念内涵 --- p.17 / Chapter 一、 --- 教师领导的源起：概念的提出 --- p.17 / Chapter 二、 --- 教师领导的理据：思想溯源 --- p.19 / Chapter 三、 --- 教师领导作为既存现象：矛盾的并存 --- p.22 / Chapter 四、 --- 教师领导作为规范性概念：概念内涵 --- p.28 / Chapter 五、 --- 结语：教师领导的多层次内涵 --- p.32 / Chapter 第二节 --- 教师领导：实践机制 --- p.34 / Chapter 一、 --- 三种教师领导的发展思路及其认识论基础 --- p.34 / Chapter 二、 --- 教师领导的发生机制 --- p.41 / Chapter 三、 --- 本章结语：教师领导实践机制的概念框架 --- p.51 / Chapter 第三节 --- 教师学习：理论视角的梳理 --- p.53 / Chapter 一、 --- 教师学习的兴起：从教师专业发展到教师学习 --- p.53 / Chapter 二、 --- 理解教师学习 --- p.54 / Chapter 第四节 --- 教师学习：文化历史活动理论(CHAT)的视角 --- p.67 / Chapter 一、 --- CHAT的历史脉络 --- p.67 / Chapter 二、 --- CHAT的主要观点 --- p.69 / Chapter 三、 --- 教师学习的再概念化 --- p.79 / Chapter 第五节 --- 教师学习与教师领导 --- p.84 / Chapter 一、 --- 教师领导与教师学习：已有观点及其不足 --- p.84 / Chapter 二、 --- 学习与领导 --- p.85 / Chapter 三、 --- 结语 --- p.90 / Chapter 第六节 --- 本章结语暨分析框架的提出 --- p.92 / Chapter 一、 --- 本章结语 --- p.92 / Chapter 二、 --- 分析框架的提出 --- p.94 / Chapter 第三章 --- 研究方法和研究设计 --- p.100 / Chapter 第一节 --- 研究目的、问题与框架 --- p.100 / Chapter 一、 --- 研究目的与问题 --- p.100 / Chapter 二、 --- 分析框架 --- p.101 / Chapter 三、 --- 主要概念的操作定义 --- p.102 / Chapter 第二节 --- 研究方法 --- p.103 / Chapter 一、 --- 选择质的研究取向 --- p.103 / Chapter 二、 --- 选择案例研究方法 --- p.104 / Chapter 三、 --- 选择质化取向的案例研究方法 --- p.106 / Chapter 第三节 --- 研究设计 --- p.107 / Chapter 一、 --- 界定案例范围（分析单位） --- p.107 / Chapter 二、 --- 个案选择 --- p.109 / Chapter 三、 --- 资料收集 --- p.113 / Chapter 四、 --- 资料分析 --- p.114 / Chapter 第四节 --- 研究的可靠性和研究伦理 --- p.115 / Chapter 一、 --- 研究的可靠性 --- p.115 / Chapter 二、 --- 研究伦理 --- p.116 / Chapter 第四章 --- 教师学习为教师领导提供的条件 --- p.117 / Chapter 第一节 --- 教师感知的教师学习 --- p.117 / Chapter 一、 --- 形式多样的教师学习活动类型与倾斜的时间分配 --- p.117 / Chapter 二、 --- 教师学习的内容与目标：“理念与“行为的单向关系 --- p.120 / Chapter 三、 --- 教师学习的方式（一）：经验对经验的技艺操练 --- p.123 / Chapter 四、 --- 教师学习的方式（二）：安排合作与学科/年级的分割 --- p.129 / Chapter 五、 --- 受规限的学校教师学习 --- p.132 / Chapter 第二节 --- 学校教师学习中的教师领导建构 --- p.132 / Chapter 一、 --- 教研员阴影中的教师领导 --- p.133 / Chapter 二、 --- 技艺操练式学习中的教师领导 --- p.137 / Chapter 三、 --- 考评制度中的教师领导 --- p.140 / Chapter 四、 --- 教师学习组织结构与教师领导：被年级与学科分割的教师领导力 --- p.142 / Chapter 五、 --- 新教师的教师领导 --- p.148 / Chapter 六、 --- 内外条件限制中的教师领导 --- p.151 / Chapter 第三节 --- 教师学习对教师领导的影响：活动理论的分析 --- p.151 / Chapter 一、 --- 作为结构的教师学习：外部目标规约下的自我适应 --- p.152 / Chapter 二、 --- 作为能动的教师领导：受限结构中的有限能动性 --- p.156 / Chapter 三、 --- 受限结构中的有限能动性：规限的教师学习与教师领导 --- p.161 / Chapter 本章结语 --- p.163 / Chapter 第五章 --- 教师领导如何影响教师学习：个案分析 --- p.168 / Chapter 第一节 --- 具有不同教师领导力的教研组 --- p.168 / Chapter 第二节 --- S校六年级语文组：共同探索“思维导图教学法 --- p.169 / Chapter 一、 --- “思维导图教学法的诞生：写作教学的需要 --- p.170 / Chapter 二、 --- 对“思维导图教学法的不同探索和尝试 --- p.170 / Chapter 三、 --- 引入外力支援 --- p.173 / Chapter 四、 --- 外来的压力与动力 --- p.174 / Chapter 五、 --- S六语组教师学习的特点：“螺旋上升的合作学习 --- p.176 / Chapter 六、 --- 教师领导的作用 --- p.177 / Chapter 第三节 --- Q校三年级组：新老搭配的发展困境 --- p.180 / Chapter 一、 --- Q三年级组教研活动的常态 --- p.181 / Chapter 二、 --- 知识交换：从老到新的单向给予 --- p.181 / Chapter 三、 --- 知识消耗：单方面、一次性的消耗 --- p.184 / Chapter 四、 --- 四位知识生产者：情感上相互依赖、目标上彼此断裂 --- p.186 / Chapter 五、 --- Q三年级组教师学习的特点：单向运行的“滑轮组 --- p.188 / Chapter 六、 --- 教师领导的作用 --- p.189 / Chapter 第四节 --- S校三年级数学组：“任务驱动的有限合作 --- p.191 / Chapter 一、 --- S三数组中的共享与交换 --- p.191 / Chapter 二、 --- 三位教师的学习观：个人探究的倾向 --- p.194 / Chapter 三、 --- S三数组中教师学习的特点：偶有交集的平行线 --- p.196 / Chapter 四、 --- 教师领导的作用 --- p.197 / Chapter 第五节 --- Q校艺术组：失落的理想与消极应对 --- p.198 / Chapter 一、 --- 组内教师学习的常态：具体经验的简单模仿 --- p.198 / Chapter 二、 --- 失落的理想与消极应对 --- p.199 / Chapter 三、 --- Q校艺术组中的教师学习特点：倦怠的知识搬运工 --- p.202 / Chapter 四、 --- 教师领导的作用 --- p.202 / Chapter 第六节 --- 讨论：不同层面的教师领导与教师学习 --- p.204 / Chapter 一、 --- 不同类型的教师领导者与能动性 --- p.204 / Chapter 二、 --- 影响个体能动性的因素 --- p.207 / Chapter 三、 --- 不同的教师领导力与知识再生产能力 --- p.208 / Chapter 四、 --- 影响群体领导力的因素：目标协商 --- p.209 / Chapter 本章结语 --- p.212 / Chapter 第六章 --- 教师学习与教师领导的互动：个案分析 --- p.217 / Chapter 第一节 --- D老师的学习经历：从语文骨干到数学骨干 --- p.217 / Chapter 一、 --- 调岗后的挫败与压力 --- p.218 / Chapter 二、 --- “卧薪尝胆的孤独奋斗 --- p.219 / Chapter 三、 --- 数学骨干的养成 --- p.222 / Chapter 四、 --- 未来的期待 --- p.227 / Chapter 五、 --- D老师学习经历中的教师领导与教师学习 --- p.228 / Chapter 第二节 --- L老师的学习经历：“出走的辉煌与困境 --- p.230 / Chapter 一、 --- 学习的动机：寻求自己生活的意义 --- p.230 / Chapter 二、 --- 成为骨干的历程 --- p.231 / Chapter 三、 --- 作为教师领导者的影响力 --- p.236 / Chapter 四、 --- 发展停滞期 --- p.238 / Chapter 五、 --- L老师学习经历中的教师领导与教师学习 --- p.239 / Chapter 第三节 --- ZH老师的学习经历：始终“独行的学习者 --- p.241 / Chapter 一、 --- O校的学习工作经历：“单打独斗 --- p.241 / Chapter 二、 --- S校的学习工作经历：个人化学习倾向的延续和微调 --- p.242 / Chapter 三、 --- ZH老师的学习现状：具有个人化倾向的务实的学习者 --- p.245 / Chapter 四、 --- ZH老师学习经历中的教师领导与教师学习 --- p.252 / 本章结语 --- p.254 / Chapter 一、 --- 教师领导与教师学习的互动 --- p.254 / Chapter 二、 --- 活动边界` --- p.259 / Chapter 三、 --- 教师学习系统：个人与结构的互动 --- p.260 / Chapter 四、 --- 临近发展区及其影响因素 --- p.260 / Chapter 第七章 --- 结论 --- p.262 / Chapter 第一节 --- 研究结论 --- p.262 / Chapter 一、 --- 研究发现 --- p.263 / Chapter 二、 --- 研究结论 --- p.273 / Chapter 第二节 --- 研究贡献 --- p.279 / Chapter 一、 --- 理论贡献 --- p.280 / Chapter 二、 --- 对实践的启示 --- p.291 / Chapter 第三节 --- 研究限制与后续研究 --- p.293 / Chapter 一、 --- 研究限制 --- p.294 / Chapter 二、 --- 后续研究 --- p.295 / p.297 / Chapter 附录一： --- 访谈人员编号说明 --- p.313 / Chapter 附录二： --- 访谈人员构成 --- p.313 / Chapter 附录三： --- 访谈提纲 --- p.314

The objective of education authorities worldwide is to enhance teachers’ professional capacities and practices through the supply of quality continuous professional development (CPD) activities. The South African education system has been subjected to many changes during the past two decades which have seriously affected the quality of education provided in schools country wide. Professional development (PD) of teachers has been found to be a key factor in raising standards in South African schools. Although the National Department of Education has identified teacher development as important, very little has transpired in the education system. School leaders should, therefore, take on the responsibility of providing their staff with PD opportunities. To support teachers in special schools and to enhance their professional capacity, the researcher designed, implemented and evaluated a collaborative PD model in six special schools in Gauteng. The aim of the study was to establish the value of the CPD programme on teachers’ learning, learners’ outcomes and whole school change. This multi-phased case study research was positioned within a bigger study conducted by the Gauteng Department of Education and in particular the Early Childhood Development Institute (ECDI). This larger study was based on the fact that most of the burn related accidents in South Africa occur in the 0-4 age group, which served as the rationale for including the fire safety programme in the ECD curriculum. The focus during the research was on the adaptation of fire safety activities and learners and teacher support materials for an inclusive classroom. This research reports on a two year study on the implementation of a CPD model based on collaboration and peer coaching. The theoretical framework for this study links to theories of constructivism, organisational theory of Senge, network and social capital. This research serves as an example of where valuable internal and external networks were formed for the benefit of all involved with the study. During this research theory and practice were successfully integrated for the benefit of the individual, the school and external organisations. / Department of Educational Leadership and Management / D. Ed. (Education Management)

University of Macau / Faculty of Education

Vários são os espaços não-formais de ensino de Ciências em Curitiba e Região Metropolitana e poucos os estudos sobre o conhecimento dos professores quanto a esses locais e sua articulação com as escolas. Nesse contexto, considerando a importância desses espaços no processo ensino-aprendizagem, este trabalho teve como objetivo conhecer o atual estado de conhecimento dos professores de Ciências do 6º ao 9º ano do Ensino Fundamental da Prefeitura Municipal de Curitiba a respeito dos espaços não-formais de ensino relacionados a esse componente curricular e elaborar, com base nos dados obtidos, um recurso que os auxilie no planejamento de atividades envolvendo esses locais. À luz da literatura primeiramente realizamos um levantamento bibliográfico sobre as modalidades de educação formal, informal e não-formal e a história dos museus e centros de ciências no Brasil e no mundo, além da relação entre museus e escolas e possibilidades educativas desses locais. Os dados para a pesquisa foram coletados a partir de um questionário impresso contendo questões abertas e fechadas, aplicado a docentes de Ciências do 6º ao 9º ano do Ensino Fundamental nos meses de março e abril de 2013. Através de análise estatística e de conteúdo, constatamos que existem entre os professores várias demandas no que se refere ao suporte ao planejamento de visitas a espaços não-formais de ensino de Ciências, como desconhecimento a respeito de diversos espaços existentes na região onde atuam, o atual conhecimento em relação às possibilidades de contribuição desses locais ao processo de ensino-aprendizagem e o interesse por um recurso que centralize as informações a respeito desses locais bem como forneça sugestões de atividades de preparação para a visita e retomada de conteúdos. Para a confecção do recurso, produto deste trabalho, visitamos, nos meses de julho e agosto, 27 espaços não-formais de ensino de Ciências de Curitiba e Região Metropolitana e entrevistamos seus gestores e equipes quanto às possibilidades educativas desses locais e outras informações. Com base nos dados levantados elaboramos um site para os docentes de Ciências das séries finais do Ensino Fundamental contendo sugestões de sequências didáticas envolvendo esses locais, constituindo uma referência que auxilia os docentes na utilização desses espaços em seus planejamentos, estimulando o aprendizado fora da sala de aula. / There are several non-formal spaces of science education in Curitiba and metropolitan region and few studies about teachers' knowledge regarding these places and their articulation with the schools. In this context, considering the importance of these spaces in the teaching-learning process, this study aimed to assess the current state of knowledge of science teachers from 6th to 9th grade of municipal public middle schools from Curitiba regarding non-formal spaces related to this curriculum component and elaborate, based on the data obtained, a resource that assists them in planning activities involving these locations. In light of the literature we initially conducted a bibliographic study on the education modalities - formal, informal and non-formal -, the history of museums and science centers in Brazil and in the world, and also the relationship between museums and schools and educational possibilities of these locations. We collect data for research using a printed questionnaire containing open and closed questions, applied to science teachers from 6th to 9th grade of middle school in the months of March and April 2013.Through statistical analysis and content , we found that there are several demands among teachers with regard to support and planning visits to places of non-formal science education, such as lack of knowledge about many spaces in the region where they operate, current knowledge regarding the possible contribution of these sites to the process of teaching and learning and an interest in a feature that centralizes information about these locations as well as provide suggestions for activities to prepare for the visit and resumption of content. To create the product, we visited in the months of July and August, 27 spaces of non-formal science education in Curitiba and metropolitan region and interviewed their managers and staff about the educational possibilities of these locations and other information. Based on the collected data we developed a website for science teachers of final grades of elementary school containing suggestions for didactic sequences involving these places and providing a reference that assists teachers in the use of these spaces in their planning, encouraging learning outside of the room class.

Life Orientation is one the learning areas which was introduced by Curriculum 2005 in the General Education and Training band. Its inclusion in the Further Education and training curriculum from 2005 is indicative of its unsurpassed importance to learners. However, these changes have brought about challenges and uncertainty among educators. A literature study was done to discuss the concepts of Life Orientation content, the role of educators, the skills Life Orientation educators should possess and adolescence. The different approaches in relation to the teaching of Life Orientation were also explained. A survey study, using a quantitative research design, was done to investigate educators' response on their knowledge of Life Orientation content, Life Orientation skills and adolescent development. The results of the study indicate that Life Orientation educators lack confidence in these three areas. Therefore, educators require training to equip them to cope with the challenges of the learning area, Life Orientation. / Educational Studies / M.Ed. (Specialisations in Guidance and Counselling)

Text in Afrikaans / The phenomenon which was studied in this research was alternative interaction methods. The research question was whether teachers could use these methods to address the problematic behaviour of learners in schools and to create a more positive attitude in learners. The question of a training program for teachers in this regard was also raised. The alternative interaction methods addressed in the literature was amongst others about addressing emotions that hinders the learners' learning process, addressing mild to serious misbehaviour and the positive encouragement of learners, as well as positive feedback given by teachers. The researcher herself used these methods on learners to see what their reaction was in this regard. Information was also gathered from teachers through questionnaires, focus groups and individual interviews. The conclusion was that the alternative interaction methods can be effective in addressing the problematic behaviour of learners and thus improve discipline. Learners' attitudes can also be influenced in a positive way when using these methods. Eventually it implies a higher level of job satisfaction for teachers. A training program was compiled for teachers to learn these alternative interaction methods and apply them in future as a contribution to Educational Psychology. / Educational Psychology / D.Ed. (Opvoedkundige Sielkunde)

This study investigated how institutional conditions and cultures enabled or impeded the development and implementation of academic professional development programmes in Zimbabwe State universities. The study was prompted by undervaluing of academic professional development in Zimbabwe State universities manifested by its absence in half of the institutions. Literature suggests that factors that enable or impede implementation of academic staff development programmes include irrelevant academic professional programmes and influence of departmental cultures. The critical theory paradigm guided this study because the intention was to change and transform teaching practices by gaining insights on academics‘ perspectives on conditions that influence implementation of academic staff development programmes. A qualitative study was employed where interviews, focus group discussions, documents and questionnaires were used. Two state universities were conveniently sampled from which sixteen academics, four deans, two Directors of the Teaching and Learning Centres and two Vice Chancellors were purposively selected to participate in the study. The research produced findings reflecting that disciplines have huge influence on the development and implementation of academic professional development in higher education institutions. The scholarship of research constrained the scholarship of teaching in higher education practice. It was realised that academics‘ research interests subordinate teaching interests and by implication academic professional development programmes. This influences academics to have negative attitudes towards academic professional development programmes resulting in poor uptake of the programmes. It also emerged from the findings that promotion policies favour research over teaching resulting in academics marginalising teaching in their academic roles. It also emerged clearly as well that good researchers are not necessarily good teachers and that holding a PhD does not translate an academic to be a good teacher. However, it also emerged that departmental cultures can be used to promote interdisciplinary research which academic professional development might embrace in its practice. The research experienced limitations in terms of time and threat to confidentiality but their effects were countered through control measures effected by the researcher. The study recommends that State universities should set up teaching and learning centres that will lead in the development of a culture that values teaching and learning in faculties in which academic professional development programmes will professionalize university teaching The study also recommends that academic professional development should address needs of academics for them to be relevant and that their approach should include formal courses such as Post Graduate Diploma in Higher Education in which teaching in higher education is valued / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS. / School of Computing / M. Sc. (Computing)

This exploration investigates lecturers’ experiences of the role of professional development on TVET lecturers. Lecturers’ professional development is often viewed as the source to effective learning developments. Lecturer effectiveness at TVET Colleges depends on the constant professional development to avoid encounters that they face due to endless differences taking place in technology and national curriculum. The result of proper professional development of lecturers is that both students and the organisation benefit from it. Hence, lecturers are likely to be subjected to continuous professional development to be well informed with the constant adjustments taking place in the education system. This occurs as the lecturers are pressurised to participate in a variety of regular professional development programmes that are not designed to suit their specific requirements. This leads to, professional development becoming ineffective in assisting the lecturer developing their training in their specific areas of knowledge. A literature review was used to determine what other writers say about the concept of professional development. A qualitative study was employed and two research instruments were used: semi-structured interview sessions and document analysis.Information was collected through the interviews, centred on pre-planned interview questions. Purposive sampling was used and nine experienced participants were selected for this study. Lecturers’ were questioned about their experiences of professional development at a TVET College in the Kwazulu Natal district. The conversations were recorded, translated and scrutinised to discover lecturers’ opinions about professional development in their college. This investigation was guided by three important questions: How effective are staff development programmes managed for lecturers in their areas of specialisation? Secondly, How effective are the policies regarding staff development in TVET Colleges? Finally, what role does senior management play in CPD in Majuba TVET College? Findings indicate that the principals of the colleges are not managing the continuous professional development of lectures. It is left upon the lecturers themselves to manage their professional development. It is expected that this investigation and the literature review will influence the management of professional development for the advantage of lecturers and the college. / Educational Leadership and Management / M. Ed. (Education Management)