The purpose of the study was to investigate the educators’ perceptions on the role of the South African Democratic Teachers’ Union (SADTU) in teacher professional development. The study also investigated the Union’s perceived challenges in contributing to teacher professionalism in South Africa, their perceived professional priorities and perceived expectations of teachers. The research genre used for this study was the interpretivism or constructivism paradigm. The qualitative methodology was used and case study employed as the research design of the study. The findings of this study were that SADTU were perceived as militant activists. Their activities were perceived as often very disruptive to education and their role appeared to be more politically focused than educational. They promoted and protected teacher labour rights and interests. However, they had no programme, nor the expertise nor the resources to respond to teachers’ professional development needs. The perceptions about them were that they had minimal or negligible contribution to teacher professional development. SADTU conducted training, but with nothing of value to teacher professional development. The unethical, unconstitutional and professionally non-developmental cadre deployment of SADTU leadership compromised the Union. Another finding was the important role of appropriate continuous professional development programmes in the improvement of the teachers’ own professional development, in the improvement of classroom practices and eventual enhanced learner performance. Inclusive to professional development are educationally good skills and values to colleagues, learners and parents both at school and out of school. Recommendations for SADTU were the: development of a clear programme on Teacher Professional Development; mobilisation of SADTU members towards restoring and enhancing the dignity of the teaching profession; engaging politically in curriculum policymaking to form inclusive professional associations; ending cadre deployment for senior management posts by SADTU leadership; establish development centres for critical maths and science, computers skills and other subjects and resuscitation of teacher colleges.

Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.

Staff development (SD) is regarded as an important process, both for the professional growth of teachers and the organizational development of schools. The literature on SD uses the concepts of ‘SD’, ‘professional development’ and ‘in-service training of teachers’ interchangeably. The purpose of this study is to investigate the teachers’ experiences and perceptions of SD practices in a Namibian secondary school. This qualitative case study was carried out at the school where I am teaching. Two methods were used to collect the data, namely a blend of semi-structured and unstructured interviews with three teachers and one focus group interview with five teachers. The analysis of the data collected was carried using the method suggested by Taylor and Bogdan (1998) which includes discovery, coding and discounting. These concepts are discussed in Chapter Three. The main finding of this research regards SD at the school as mainly in line with the traditional view. The study also made three other unusual findings that differ from the traditional view of SD held at the school. First, the principal’s role as a human resource manager of SD; second the pastoral role of a principal in SD and third the role of teachers’ unions in SD. All these findings are important for SD practices in schools and for further research because little is known in the current literature on SD. Finally, this study proposes further research to develop an organizational development (OD) cycle of problem solving to help create an internal policy on SD, which is currently nonexistent at the school.

Project 1: This is a literature review on the teaching of ecology in South African schools. The importance of ecology education in the school curriculum is well reported. It is also reported that in spite of the apparent importance of the subject, not much ecology is taught or learned in schools. This report examines what ecology is supposed to be about and the challenges that confront its teaching. The approaches to teaching the subject are also discussed. It would seem that if teachers focus on teaching ecological concepts using constructivist teaching/learning strategies, students might be helped to learn ecology meaningfully. Project 2: 'Constructing eco-concepts' is a case study that reports the effects of a module whose design was informed by social constructivist ideas on the understanding of selected ecological concepts by college students. Social constructivism as a philosophy of learning has gained increasing attention in science education in recent times and yet the approach is so alien to so many. Many teachers still teach by the traditional teacher-centred approaches. This research project reports the conceptual change of students after undertaking the module. It also reports the students' perceptions about the teaching/learning strategies employed in the module. It would seem that the social constructivist strategies used in the module assisted the students to improve their frameworks of ecological concepts. Data also tend to reveal that the students enjoyed the approach to learning and had positive views about the social constructivist teaching/learning approach. Project 3: With the advent of the new curriculum framework for South Africa, the outcomes based curriculum, it would seem that teachers could no longer approach teaching by the traditional transmission methods. Colleges of education have been criticised for producing teachers who do not seem to be adequately prepared for their job. Presently, the argument seems to be that teachers would need in-service education on a wide scale and the colleges of education would seem to be important in-service teacher education centres. This research, using case study methodology, investigated the potential of one of the colleges of education to become an in-service teacher education institution based on its physical and human resources.

The aim of this study was to carry out an investigation of history as a correspondence subject for practising teachers and to make an assessment of work at the Graaff- Reinet College for Continued Training. The problems experienced by lecturers and students involved with the study of history at this institution receive particular attention. At intervals throughout the study attention is given to the need for further training for teachers who are in- service. Teacher qualifications in the Cape Province are also examined to see potential needs for further training in the future. Having determined a need, it is proposed that correspondence courses are best suited to cater for it. A study is made of the models, background and approaches used by other institutions in various parts of the world. Distance education started in England at the end of the eighteenth century. This idea has spread to various countries and today teaching and learning by correspondence takes place in most countries of the world. It is different to conventional classroom education and thus has certain unique characteristics. The definition, characteristics, background and methodology are important if the problems involved are to be understood. These aspects indicate how effective and popular this form of study has become. Particular attention is given to the teaching of in-service teachers who are upgrading their qualifications. The existing and proposed College history syllabi are examined in as far as their appropriateness and relevance are concerned. Emphasis is given to history at Graaff- Reinet College because the author is a history lecturer at this institution. An extended questionnaire was designed and used to collect the required data on the subjects who were from two groups of students studying history at the College, one in 1986 and one in 1987. A pilot study was done in 1986 and a more extended questionnaire was completed by the 1987 students. In chapter six the results of the questionnaire are analysed and particular attention is given to the students' background, motivation for studying and difficulties they encounter. Finally, recommendations are made about how this form of teacher upgrading can be improved and extended in the future

No description available.

The Kingdom of Swaziland is a signatory to policies on universal education that seek to ensure the provision of high quality basic Education for All (EFA). EFA is a commitment to providing equal opportunities for all children and the youth as provided for in its highest piece of legislation. With the view to providing equal education opportunities to all children in the country, a draft inclusive education policy was drafted in 2006. The implementation of this policy meant the introduction of inclusive education into mainstream schools and all teachers in the country’ schools were called upon to have adequate capacity to teach learners with a wide range of educational needs. Inservice teachers received inadequate staff development ahead of implementation of IE and a majority of teachers never received pre-service inclusive education training at tertiary level. The primary purpose of this study is to explore teacher training at inclusive schools in Gege branch of schools in order to determine how not enough training and sometimes lack of professionally trained inclusive teachers shall have an implication on inclusive education programmes and the quality of education in the country going forward. The term branch in the context of this study refers to schools found under the Gege constituency, which are sometimes refered to as Gege cluster of schools in some education and teacher circles. This study chooses to use branch as it is used in official national government documents. This research is a qualitative interpretive case study based selected schools in the Gege branch of schools. Data was obtained through semi-structured research interviews and documents analysis, processed and analysed through data coding, unitizing, categorising; wherein the themes that emerged became the findings of the study. Themes that emerged highlighted that teachers have divergent understanding of Inclusive education. Some teachers are unaware of the governmental policy regarding teacher training for inclusivity at inclusive schools in Swaziland. Un-inclusive curriculum, big numbers of learners, lack of resources and teacher’s lack of competency were found to be barriers in the implementation of inclusive education. / Inclusive Education / M. Ed. (Inclusive Education)

Submitted by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-21T17:38:38Z No. of bitstreams: 1 FERNANDES_Maria_2017.pdf: 1472231 bytes, checksum: 0f073fff02efc858f1d9647e6dfd6a02 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-21T17:38:50Z (GMT) No. of bitstreams: 1 FERNANDES_Maria_2017.pdf: 1472231 bytes, checksum: 0f073fff02efc858f1d9647e6dfd6a02 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-21T17:39:01Z (GMT) No. of bitstreams: 1 FERNANDES_Maria_2017.pdf: 1472231 bytes, checksum: 0f073fff02efc858f1d9647e6dfd6a02 (MD5) / Made available in DSpace on 2017-11-21T17:39:14Z (GMT). No. of bitstreams: 1 FERNANDES_Maria_2017.pdf: 1472231 bytes, checksum: 0f073fff02efc858f1d9647e6dfd6a02 (MD5) Previous issue date: 2017-06-30 / Não recebi financiamento / The present research leaned over at basics notions of Anthroposophy in the attempt to delve into the issues that brought to the surface the need to seek another look at education. The Waldorf Pedagogy emerged from a local need in Stuttgart, Germany, in 1919 and has been multiplying exponentially these days around the globe. Teacher’s training within this pedagogy takes the form of seminars over three to four and a half years. This study sought through the (auto)biographical narrative of three teachers at different moments of the training, pointed out and discussed the formative marks presented and what the impacts of this formation on the teacher who have chosen it. Four formative marks were defined - Responsibility in the formation of other human beings, critical thinking about the traditional pedagogical processes, admiration for the individual character of the Waldorf pedagogy and search for several forms of spirituality and, or, by the Anthroposophical Spiritual Science. This study showed the focus of the Waldorf formation on the individualities of each teacher that aims to enable them in the act of showing their students their unique characteristics. / A presente pesquisa debruçou-se sobre noções básicas da Antroposofia no intento de se aprofundar nas questões que trouxeram à tona a necessidade de buscar um outro olhar para a educação. A Pedagogia Waldorf surgiu de uma necessidade local de Stuttgart, Alemanha, em 1919 e vem se multiplicando exponencialmente nos dias de hoje ao redor de todo o globo. A formação docente dentro da referida pedagogia se dá na forma de seminários ao longo de três a quatro anos e meio. Este estudo buscou, através da narrativa (auto)biográfica de três professoras em momentos diferentes da formação, apontou e discutiu as marcas formativas presentes e quais os impactos dessa formação no professor que a escolhe. Foram delimitadas quatro marcas formativas – Responsabilidade na formação de outros seres humanos, pensamento crítico acerca dos processos pedagógicos tradicionais, admiração pelo caráter individual da pedagogia Waldorf e busca por formas varias de espiritualidade e, ou, pela Ciência Espiritual Antroposófica. Este estudo mostrou o foco da formação Waldorf nas individualidades de cada professora, que visa capacitá-las no ato de fazer transparecer em seus alunos suas características únicas.

Submitted by Adriana Pinto (dri.arteeduca@gmail.com) on 2017-12-05T16:18:29Z No. of bitstreams: 2 DEFESA VERSÃO FINAL.pdf: 3769375 bytes, checksum: 666d1796501e90f5d90d1ea0c6bb38ad (MD5) Carta.pdf: 235217 bytes, checksum: 5b83aaa2b880c357538494f2f9f27806 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-06T11:50:06Z (GMT) No. of bitstreams: 2 DEFESA VERSÃO FINAL.pdf: 3769375 bytes, checksum: 666d1796501e90f5d90d1ea0c6bb38ad (MD5) Carta.pdf: 235217 bytes, checksum: 5b83aaa2b880c357538494f2f9f27806 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-06T11:50:16Z (GMT) No. of bitstreams: 2 DEFESA VERSÃO FINAL.pdf: 3769375 bytes, checksum: 666d1796501e90f5d90d1ea0c6bb38ad (MD5) Carta.pdf: 235217 bytes, checksum: 5b83aaa2b880c357538494f2f9f27806 (MD5) / Made available in DSpace on 2017-12-06T11:50:29Z (GMT). No. of bitstreams: 2 DEFESA VERSÃO FINAL.pdf: 3769375 bytes, checksum: 666d1796501e90f5d90d1ea0c6bb38ad (MD5) Carta.pdf: 235217 bytes, checksum: 5b83aaa2b880c357538494f2f9f27806 (MD5) Previous issue date: 2017-11-09 / Não recebi financiamento / We understand that it is important and necessary to learn about the profession and teacher training, seeking in the territory of the school the gaps and spaces to strengthen the continuous training, providing the professional basis for reflection and transformation of their practices. The present research investigated a Continuous Formation of the professionals of the nursery was held in the year 2016, and their challenges in providing professional education to raise awareness of the look for the nursery as a space of childhood and reflection on the pedagogical practice. The research presented is related to the qualitative with phenomenological approach, and its development was from the combination of strategies, investigative approaches, with semi-structured interviews mediated by photographs of the formation process searched for; technique that approaches photo-elicitation. About the choice of photographs as elicitadoras we understand that the images are producers of meanings, as well as the relevant data source, and memory. The results show that we can follow in the against-hand of the model of ongoing formation, the cartesian, where if separates the body and mind. The narratives that emerged from the interviews and the choices meaningful images of the training expressing the experiences and experiments with the elements of nature, the use of other spaces and the aesthetic sense of the organization of the environment, cause reverberations, and changes in the practice of the actors involved, revealing the possibility of another model of continuing education in the daily life of the nursery. / Entendemos que é importante e necessário aprender sobre a profissão e formação docente, buscando no território escolar brechas e espaços para fortalecer a formação continuada, proporcionando aos profissionais fundamentação para reflexão e transformação de suas práticas. A presente pesquisa investigou uma Formação Continuada de profissionais de creche realizada no ano de 2016, e seus desafios em proporcionar aos profissionais de educação a sensibilização do olhar para a creche como espaço da infância e reflexão sobre a prática pedagógica. A pesquisa apresentada é de cunho qualitativo com abordagem fenomenológica, e seu desenvolvimento se deu a partir da combinação de estratégias investigativas, com entrevista semi-estruturadas mediadas por fotografias do processo formativo pesquisado; técnica que se aproxima da foto-elicitação. Sobre a escolha das fotografias como elicitadoras entendemos que as imagens são produtoras de sentidos, assim como relevante fonte de dados e memória. Os resultados apontam que podemos seguir na contra mão do modelo de formação continuada cartesiana, onde se separa corpo e mente. As narrativas que emergiram das entrevistas e as escolhas de imagens significativas da formação expressam que as vivências e experiências com elementos da natureza, a utilização de outros espaços e o sentido estético da organização do ambiente, provocam reverberações e mudanças na prática dos atores envolvidos, revelando possibilidade de outro modelo de formação continuada no cotidiano da creche.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T14:32:08Z No. of bitstreams: 1 MELO_Eliane Barra Nova_2015.pdf: 42166411 bytes, checksum: 945536b2de6a56ae2991d347a142a418 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T14:32:16Z (GMT) No. of bitstreams: 1 MELO_Eliane Barra Nova_2015.pdf: 42166411 bytes, checksum: 945536b2de6a56ae2991d347a142a418 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-18T14:32:23Z (GMT) No. of bitstreams: 1 MELO_Eliane Barra Nova_2015.pdf: 42166411 bytes, checksum: 945536b2de6a56ae2991d347a142a418 (MD5) / Made available in DSpace on 2017-01-18T14:32:30Z (GMT). No. of bitstreams: 1 MELO_Eliane Barra Nova_2015.pdf: 42166411 bytes, checksum: 945536b2de6a56ae2991d347a142a418 (MD5) Previous issue date: 2015-09-29 / Não recebi financiamento / This study aims to reveal the submerged ideologies in the discourse of teacher education notebooks of 1st year of Primary Education of the National Pact for Literacy at the Right Age (PNAIC) in order to understand what is their conception of literacy, its didactic-pedagogical proposal and its concept of formation of literacy teachers. It is characterized as a qualitative research, in which was used a PNAIC notebooks’ documental analysis intended for the formation of teachers of 1st year. Through a critical reading based on the socio-historical perspective, it can unveil that the PNAIC sought to spread the perspective of literacy, which made in an obscure and confused way, endorsing different theoretical perspectives such as constructivism and sociohistorical, indistinctly, the only clearness observed was the dismissal of the literacy process of its social, political and ideological aspects, limiting it to the simple technique of reading and writing, linked to the phonic method. The didactic-pedagogical proposals restricted itself to the use of social circulation texts dissected into its smallest parts, syllables and letters, in order to develop the phonological awareness. The intended teacher formation by the PNAIC aims the technical improvement, that is, its intention is to form a performer professor of governmental determinations, technically efficient and politically harmless who knows and uses according to superior prescriptions the materials available by MEC, as well as take the responsibility for achieving educational indexes imposed by external evaluations that were amplified, reaching the children of the literacy cycle. / O presente trabalho tem como objetivo desvelar os ideários submersos no discurso dos cadernos de formação de professores do 1º ano do Ensino Fundamental do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), de modo a compreender qual sua concepção de alfabetização, sua proposta didático-pedagógica e seu conceito de formação de professores alfabetizadores. Caracteriza-se como uma pesquisa qualitativa, na qual se utilizou de uma análise documental dos cadernos do PNAIC destinados à formação dos professores de 1° ano. Através de uma leitura crítica fundamentada na perspectiva sócio-histórica pode-se desvelar que o PNAIC buscou difundir a perspectiva do letramento, o que fez de forma obscura e confusa, referendando diferentes perspectivas teóricas como o construtivismo e a sócio-histórica, indistintamente, a única clareza observada foi a destituição do processo de alfabetização de seus aspectos sociais, políticos e ideológicos, limitando-o a simples técnica do ler e escrever, vinculada ao método fônico. As propostas didático-pedagógicas restringiram-se a utilização de textos de circulação social dissecados em suas menores partes, sílabas e letras, de maneira a desenvolver-se a consciência fonológica. A formação docente pretendida pelo PNAIC visa o aperfeiçoamento técnico, ou seja, sua intenção é formar um professor executor de determinações governamentais, tecnicamente eficiente e politicamente inofensivo que conheça e utilize segundo prescrições superiores os materiais disponibilizados pelo MEC, bem como se responsabilize por atingir os índices educacionais impostos pelas avaliações externas que se amplificaram, incluindo as crianças do ciclo de alfabetização.