蘇碧姸. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 134-147. / Su Biyan. / 謝詞 --- p.I / 論文摘要 --- p.II / 內容目次 --- p.III-IV / 附表目錄 --- p.V / 附圖目錄 --- p.VI / Chapter 第一章 --- 緖論 / Chapter 第一節： --- 問題的背景與研究動機 --- p.1-5 / Chapter 第二節： --- 硏究的目的 --- p.6 / Chapter 第三節： --- 主要的硏究問題 --- p.7-8 / Chapter 第四節： --- 硏究意義 --- p.9-10 / Chapter 第五節： --- 名詞定義 --- p.11-13 / Chapter 第二章 --- 文獻探討 / Chapter 第一節： --- 在職教師教育的理論槪念的發展 --- p.14 -17 / Chapter 第二節： --- 在職教師教育課程的槪念度向 --- p.18-21 / Chapter 第三節： --- 知識與教師專業的關係 --- p.22 -24 / Chapter 第四節： --- 在職教師教育課程的課程內容 --- p.25-28 / Chapter 第五節： --- 課程評鑑 --- p.29-38 / Chapter 第六節： --- 普羅佛斯的差距模式 --- p.39-41 / Chapter 第三章 --- 硏究方法 / Chapter 第一節： --- 硏究設計 --- p.42-43 / Chapter 第二節： --- 硏究對象 --- p.44-45 / Chapter 第三節： --- 工具 --- p.46-50 / Chapter 第四節： --- 資料蒐集程序 --- p.51-65 / Chapter 第四章 --- 硏究結果與討論 / Chapter 第一節： --- 教育界人士對理想中在職小學教師教育(學位） 課程的期望 --- p.66-82 / Chapter 第二節： --- 現實中兩所專上院校的應界畢業學生，對他們 現時所就讀的課程的意見 --- p.83-108 / Chapter 第三節： --- 差距評鑑模式的分析：理想與現實 --- p.109-121 / Chapter 第五章 --- 結論 / Chapter 第一節： --- 硏究結果及討論 --- p.122-129 / Chapter 第二節： --- 硏究限制 --- p.130-131 / Chapter 第三節： --- 建議 --- p.132-133 / 參考書目 --- p.134-147 / 附 錄 / Chapter 附錄一： --- 特爾斐硏究：第一階段研究之邀請信 --- p.148 / Chapter 附錄二： --- 導師介紹信 --- p.149 / Chapter 附錄三： --- 特爾斐硏究法之中、英文簡介 --- p.150-151 / Chapter 附錄四： --- 特爾斐硏究之應邀回條 --- p.152 / Chapter 附錄五： --- 特爾斐研究：第一階段問卷 --- p.153-154 / Chapter 附錄六： --- 特爾斐硏究：第二段問卷之邀請信 --- p.155 / Chapter 附錄七： --- 特爾斐硏究:第二階段問卷 --- p.156-159 / Chapter 附錄八： --- 特爾斐研究:第二階段問卷之建議 --- p.160-163 / Chapter 附錄九： --- 特爾斐硏究：第三階段問卷之邀請信 --- p.164-165 / Chapter 附錄十： --- 特爾斐研究:第三階段問卷 --- p.166-174 / Chapter 附錄十一： --- 特爾斐硏究：第三階段問卷之建議 --- p.175-183 / Chapter 附錄十二： --- 特爾斐硏究之專家簡介 --- p.184-189 / Chapter 附錄十三： --- 學生意見調查問卷 --- p.190-194 / Chapter 附錄十四： --- 邀請浸會大學持續進修學院參與本研究之邀請信 --- p.195-196

Lesson study has been introduced in the United States as a collaborative professional development process focusing on improving teachers’ content knowledge and instructional skills as teachers plan a research lesson, teach and observe students’ thinking and learning behaviors and then revise and re-teach the lesson. The origin of lesson study in the United States began shortly after, The Teaching Gap by James Stigler and James Hiebert was published in 1999. The researchers attributed Japanese students’ high achievement scores in mathematics and science to their teachers’ participation in the lessons study process. Lesson study professional development formally began with a grant from the U.S. Department of Education in 1999; however, research on effective professional development programs and practices have been studied and reported for decades. Results from these studies and findings on teacher and adult learning were examined and reported in this study. This case study examined the learning experiences of six elementary and middle school teachers as they participated in the lesson study process. The teachers first began with sessions on discussing lesson study research, the lesson study process and viewing other teachers participating in lesson study. The teachers later collaborated to create, teach, observe, revise and re-teach a 5th grade mathematics research lesson on elapsed time during summer school. The qualitative research incorporated teacher interviews, observations, written reflections and artifacts such as agendas, planning documents and lesson plans. The data collected helped provide insight in examining the three research questions: a) How do teachers understand lesson study as a professional development process?; b) How will engaging in the lesson study affect the teachers’ planning and practices?; and c) What are some challenges in learning and applying key lesson study concepts? The case study data affirmed existing research on quality professional development, effective teacher/adult learning and accurate lesson study practices and supported the emerging themes of the teachers’ valuing collaboration, teachers’ valuing the deepening of their mathematics understanding and enhancing of their instructional practices, and finally, the teachers’ valuing the incorporation of student thinking in their planning, teaching and re-teaching experiences. / text

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The aim of the study was to critically evaluate the use of portfolios as a basis for reflection in an inservice education programme for school educators. In this context the study had the following objectives: to establish a theoretical background for the use of teaching portfolios; to provide a rationale for teaching portfolios as tools for professional development of teachers; to investigate the use of teaching portfolios as tools for reflection in an in-service teacher education programme and to provide guidelines for utilising teaching portfolios as reflection tools for professional development of in-service teachers. The Diploma in Education (DE) formed the basis of the case study. This undergraduate Diploma in Education is at level 5 (b). According to the National Qualifications Framework (NQF) it is the level at which upgrading teachers who are regarded as 'unqualified' access the bachelor study. The DE is a typical case, because the findings from this case might be used to inform other undergraduate diplomas in Education accredited by the NQF in South Africa. Six in-service teachers were targeted for the research. At the time of analysis the teachers were in the first year of a two-year diploma in Education (DE) programme. The unit of analysis of this study was teachers' portfolios. The purpose of analysing portfolios was to find out how the portfolios portray the professional development of the teachers through their reflections. techniques employed included document study, interviews and observations. The data generating The constant comparative method was used for data analysis. The categories derived from the data analysis were the following: Portfolios are tools for learning from experience; Self assessment strengthens commitment to competent classroom practice; Portfolios provide opportunities for professional development. Concerns about portfolio development dissipate with time and Teachers were able to reflect more deeply. The teaching portfolio in this study has been identified as a vehicle for both self and collaborative evaluation. Guidelines for implementing portfolios in an in-service teacher education programme have been offered by this study, and recommendations have been made for further research. / AFRIKAANSE OPSOMMING: Die doel van die studie was om die benutting van portefeuljes as 'n basis vir refleksie in 'n indiensopleidingsprogram vir skoolopvoeders te gebruik. Binne hierdie konteks het die studie die volgende doelwitte gehad: Om 'n teoretiese basis daar te stel vir die benutting van onderrigportefeuljes; om 'n rasionaal te verskaf vir die benutting van onderrigportefeuljes as 'n professionele ontwikkelingsinstrument; om die benutting van onderrigportefeuljes te ondersoek as instrumente in 'n indiensopleidingsprogram vir skoolopvoeders, en om riglyne daar te stel vir die benutting van onderrigportefeuljes vir die professionale ontwikkeling van skoolopvoeders. Die Diploma in Onderwys (DO) het as basis vir die gevallestudie gedien. Hierdie voorgraadse diploma in Onderwys is gelys op vlak 5(b) van die Nasionale Kwalifikasieraamwerk (NKR) en bied aan "ongekwalifiseerde" opvoeders toegang tot graadstudies. Die DO is gesien as 'n tipiese geval, aangesien die bevindinge van hierdie geval moontlik vir ander voorgraadse diplomas wat op die NKR geregistreer is van waarde mag wees. Ses opvoeders wat indiensopleiding ondergaan het, het die teikenpopulasie van die studie uitgemaak. Ten tye van die navorsing was die opvoeders in hul eerste jaar van die tweejarige DO. Die eenheid van analise was die onderrigportefeuljes van die opvoeders. Die doel met die analise van die portefeuljes was om vas te stel in watter mate dit die professionele ontwikkeling van die opvoeders vergestalt deur hul eie reflektiewe aktiwiteite. Die tegnieke waardeur die data gegenereer is het dokumentstudie, onderhoude en observasie ingesluit. Die konstante vergelykingsmetode is benut in die analise van die data. Die analisekategorieë wat vanuit die data afgelei is, het die volgende ingesluit: Portefeuljes is instrumente vir ervaringsleer; Selfevaluering is versterkend in die verbintenis tot kompetente klaskamerpraktyk; Portefeuljes is geleenthede tot professionele ontwikkeling; Die ontwikkeling van portefeuljes is tydrowend; Opvoeders het die vermoë om in diepte te reflekteer. In die studie IS die onderrigportefeulje geïdentifiseer as 'n instrument VIr beide self- en samewerkende evaluering. Riglyne VIr die implementering van portefeuljes ill 'n indiensopleidingsprogram is voorgstel en aanbevelings vir verdere navorsing is deur die studie gemaak.

Thesis (MPhil)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: The purpose of this research was to identify staff development needs of teacher educators in the Northern Province regarding the implementation of the National Qualifications Framework. It also aimed at providing guidelines for staff development that could be used to meet the identified needs. In order to achieve this purpose, the researcher consulted both primary and secondary sources to gather information on the topic, that could also provide background for the construction of data collecting instruments, which are the interview and the questionnaire. According to the literature research, South African teacher education is facing a lot of changes. Government, industry and education community is concerned about the state of teacher education, and have been involved in various initiatives to improve its quality. The introduction of the NQF is an attempt to improve the quality of education and training. It shed new light on concept concepts like qualifications, curriculum design and development, quality of education, assessment of the work of learners and the governance of national qualifications. It also introduced new perspective on concepts like the phases of education, quality assurance, allocation of credits and outcomes. Staff development is mentioned as a strategy that can be used to implement the changes that the NQF came with. Factors that can support or hinder the implementation of the change are highlighted through models. The models are explained and their relevance to the study are interpreted. Methods and strategies for staff development are also mentioned. The methodology used to collect data, and the processes of analysis and interpretation of data are also outlined. The interviews showed that colleges have started to implement COTEP. The department of education disseminated information about the changes, held workshops to ensure a common understanding, and left the colleges to implement the changes. Teacher educators experienced problems in the following areas: compilation of unit standards, quality assurance, determining admission criteria according to the NQF and implementation of the programmes they have designed. The questionnaires indicated that there is a lack of clear policies on how to equip the staff with skills to implement change. Although some of the staff members are aware of the changes, the information is not passed on to others. Lecturers are not familiar with basic aspects of the NQF like bands, levels, aims, credits, notional hours,accreditation and quality assurance. The link between COTEP and the NQF is not well understood. The needs identified are listed, conclusions and recommendations as to how the implementation could be more effective are made. / AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die personeel-ontwikkelingsbehoeftes van onderwyseropleiers in die Noordelike Provinsie te identifiseer in die lig van die Nasionale Kwalifikasieraamwerk. Dit wil riglyne verskaf vir personeelontwikkeling, wat gebruik kan word om die geïdentifiseerde behoeftes aan te spreek. Om hierdie doel te bereik, het die navorser primêre en sekondêre bronne geraadpleeg om inligting in te sameloor die onderwerp, sodat In basis daargestel kan word vir die ontwerp van meetinstrumente, soos die gebruik van onderhoude en vraelyste Gesien teen die agtergrond van heersende literatuurstudie, kan groot verandering te wagte wees op die gebied van onderwyseropleiding in Suid-Afrika. Die regering, nywerheid- en onderwysgemeenskap is besorg oor die toestand van onderwyseropleiding en is by verskeie inisiatiewe betrokke om die gehalte daarvan te verbeter. Dit werp nuwe lig op konsepte soos kwalifikasies, kurrikulumontwerp en -ontwikkeling, die gehalte van onderrig, die evaluering van leerders se werk en die beheer van nasionale kwalifikasies. Dit stel nuwe konsepte bekend soos onderwysfases, gehalteversekering, toekenning van krediete en uitkomste. Personeelontwikkeling is 'n strategie wat moontlik gebruik kan word om veranderinge wat deur die toepassing van die NKR teweeggebring word, te implementeer. Faktore wat hierdie ontwikkeling kan ondersteun of belemmer, word deur modelle geïllustreer. Hierdie modelle word verduidelik en hul relevansie vir die navorsing word geïnterpreteer. Metodes en strategieë vir personeelontwikkeling word genoem. Die navorsingsmetodologie wat gebruik is om data te versamel, en die prosedure wat gebruik is om die data te analiseer en te interpreteer, is beskryf. Die onderhoude dui aan dat kolleges begin het om COTEP te implementeer. Die Departement van Onderwys versprei inligting oor veranderinge, het werkswinkels gehou om die algemene begrip te verbeter en het die implementering van veranderinge aan die kolleges oorgelaat. Onderwyseropleiers ondervind probleme op die volgende gebiede: • samestelling van eenheidstandaarde; • gehalteversekering; • bepaling van toelatingskriteria na aanleiding van die NKR; en • die implementering van programme wat ontwikkel is. Die response op die vraelyste het aangedui dat daar 'n gebrek aan duidelike beleid is oor hoe om die personeel toe te rus met vaardighede om veranderinge te implementeer. Alhoewel sommige personeellede bewus is van veranderinge, word inligting nie aan almaloorgedra nie. Dosente is nie vertroud met die basiese aspekte van die NKR nie, soos byvoorbeeld bande, vlakke, doelwitte, krediete, akkreditering en gehalteversekering. Die onderlinge verband tussen COTEP en die NKR word nie goed verstaan nie. Die geïdentifiseerde opleidingsbehoeftes is ook aangedui, en gevolgtrekkings en aanbevelings word gemaak om die implementering meer effektief te maak.

This descriptive study was undertaken for the primary purpose of identifying attitudes and beliefs of secondary teachers toward staff development. Participants in the study included the total population of teachers in two high schools in a southwestern school district. The objectives of the study were to identify the attitudes and beliefs of teachers toward staff development as an important part of their professional growth, and toward the organization, processes, and personnel involved in staff development. Also to be identified were the level of knowledge and interest teachers have of specific topics for staff development programs, and similarities/differences in teachers' attitudes based on school, department, number of years teaching experience, education level, participation in a career ladder program, and gender. The data was collected using a two-part, modified Likert scale questionnaire. The findings of the study suggest that the teachers from the school itself should plan staff development, including the content which should be based on the teachers' needs as determined from an open-ended questionnaire, and that the instructors should be teachers from the school or the school's administrators. Staff development programs should incorporate a variety of teaching methods, although lecture was rated as the least desirable single method by the teachers. Staff development should be regular and on-going, with quarterly sessions receiving the most agreement from the teachers. It should be held at the school itself, during released time, and job-related. The teachers agreed that staff development should be evaluated throughout the school year, by the teachers, assessing whether its objectives had been met. Participation should not be mandatory, but depend upon the content of the program and the needs of the individual. Incentives to participate should include the intrinsic value of improved teaching ability, salary increases, university credit, and increased student achievement. Finally, over seventy percent of the teachers agreed that staff development is an important part of their professional growth.

This ethnographic study describes events and interactions that occurred between a group of teachers involved in a Teachers' Study Group in order to examine the process of transformation and essential transformative conditions. Data collected over a two year period includes field notes from participant observation, audio tape transcriptions, video-tapes, interviews, and written reflections by teachers and the researcher. An analysis of reflective dialogue and assessments by participants determined the transformations, the process of transformative learning that occurred for the participants and the formation of the collective group. Findings from an integrative analysis of discourse determined transformative events and conditions which were socially constructed and facilitated the transformation of individual teachers and the group as a whole. The paradigms underlying research and implementation models on teacher learning and change was examined and challenged. Two major directions were taken in this study. First, the transformation of an individual teacher as she engaged in inquiry through the cyclical progressions of the study group process is presented in a case study. This case study focuses on the construction of meanings and ideologies and the internalization of these meanings and their effects on learning, change and transformation for the teacher. Second, the process of transformation within the context of the study group is explored. This is presented as a case study which examines the transformation of the group showing how the participants constructed "transformative social events" whereby they could "live" and experience transformative learning through critical personal and collective reflection. The data suggests that transformative learning occurs through the process of face-to-face interaction between participants (teachers and researcher) in social contexts designed for the purpose of reflection, learning, and change. In order to understand the process of transformation, it is essential to examine the interrelationship between context and activities that participants use to constitute the culturally, socially, and historically organized social worlds they inhabit. From this view the relationship between context and product (ie. language) is considered a process that emerges and changes. Participants are situated within contexts which are capable of rapid and dynamic change as the event they are engaged in unfold.

There is no abstract available for this dissertation.

M.Ed. (Didactics) / The beginning teacher doesn't start his teaching career as an educational expert. Although he is professionally qualified, his professional training doesn't fully equip him with all the required attributes necessary for an error-free start to his teaching career. The objective of this study is to scientifically acquire, by way of a literature study, information concerning individual shortcomings and lack of expertise attributable to the beginning teacher in practice. Attention has been given to the problems experienced by the beginning teacher when starting his teaching career in practice. His initial experience of the educational environment, as well as his development as person, educator, teacher and his position in the educational management situation are discussed. Due to the fact that he as an adult student exposes himself to an informal study situation to improve his teaching abilities, attention has been given to the specific qualities and problems the beginning teacher will be exposed to. The study also emphasised the importance of the support by more experienced teachers to the beginning teacher...

The problem of this study was to determine the effect of the use of Flanders' system of interaction analysis on the verbal behavior of an elementary school faculty and on their attitudes toward in-service education.

The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used in the study: 1) The Teacher Staff Development Questionnaire, a Likert-type survey to obtain teacher attitudes toward staff development, and 2) The Cognitive Test of Reading Knowledge, an instrument designed to measure cognitive objectives of the district's reading program. A multivariate analysis of covariance revealed no statistically significant differences between the groups. It was concluded that elementary classroom teachers, regardless of their attitudes toward staff development, learn content material equally well with either of the two delivery systems explored in this study. Specific suggestions and recommendations for further studies are addressed and discussed. Examples of the measurement instruments are included.