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TEACHER ATTITUDES TOWARD SELF-APPRAISALBarck, Philip Harry, 1927- January 1969 (has links)
No description available.
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THE EFFECT OF A TEACHER INSERVICE CREATIVE ACTIVITIES WORKSHOP ON STUDENT CREATIVITYSwan, Patricia Steel, 1928- January 1973 (has links)
No description available.
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In-service growth of Arizona elementary school teachersAllen, Hiram Loren, 1901- January 1934 (has links)
No description available.
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An action research study exploring how three grade 9 teachers develop their understanding and practice of "education for sustainable development".Bentham, Haley. January 2009 (has links)
The purpose of this action research study was to explore how three Grade 9 teachers developed their understanding and practice of Education for Sustainable Development (ESD) through the use of a participant-designed intervention. ESD may be simply understood as a concept that describes all educational activities concerned with developing an understanding of the relationships that exist among the issues of SD. ESD and SD are terms that hold many meanings. It is no wonder that teachers find it difficult to bridge their understanding and practice. Literature supports these ideas and also notes that the lack of awareness that teachers have about ESD is due to the poor attention it is given in school policy. This study suggests that self-directed professional development could address such a shortfall in schools. The action research study involved four steps of reconnaissanceplanning- action-reflection. These steps unfolded within three phases of development, namely: the pre-intervention phase, the intervention phase and the post-intervention phase. The ESD principles were used to identify the teachers’ understanding and practice of ESD during the pre- and post-intervention phases. During the intervention phase teachers as coresearchers were then responsible for designing an intervention that they thought would help develop their understanding and practice of ESD. This study was seen to employ coengaged professional development. The findings of this research served to inform teachers, ESD promoters, resource development workers and relevant UNESCO officials of the challenges and experiences facing teachers attempting to understand and practice a meaningful and much needed ESD. The findings also served to reveal the benefit that engaging teachers in action research and professional development has on teacher professional development. Findings suggest that teachers require certain conditions in order to engage in professional development. These conditions include: (1) Collaborative meetings in a neutral context within the framework of action research; (2) Verbal communication and sharing of ideas; (3) Sharing of resources and local media; (4) Opportunities for reflection; and (5) An outside facilitator. Teachers showed a great sense of empowerment as they displayed evidence of teacher efficacy. This research concludes that action research, reflective practice and self-directed professional development offer modes for ESD implementation that is empowering for teacher professional development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.
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Évolution des représentations professionnelles de deux étudiantes-stagiaires durant la dernière année de leur stage de formation pratique en français langue seconde, au secondaireDelsemme, Martine January 2004 (has links)
The objectives of this qualitative multiple case study are as follows: (a) identify the professional beliefs or representations of two student teachers before, during and after their last practicum in FSL (French as a second language) or in French immersion at a High School; and (b) study the evolution of these beliefs or representations during the student teaching period. / The investigation was conducted by means of semi-structured interviews: of two student teachers; of two associate teachers; of one university supervisor; and of the student teaching coordinator. Other data, taken from the portfolio of the two student teachers, were also analysed. The classroom actions of the two student teachers were observed on a daily basis (three teaching periods during seven weeks), alternating between the two student teachers. The data yielded by this observation were also examined. / The following conclusions were drawn: (a) the student teachers constructed a number of professional beliefs which were then reflected in their classroom practice; (b) social interactions with individuals and groups, personal experiences, former high school experiences, the training program and early field experiences were the basis of these student teachers' professional beliefs or representations; (c) some of the student teachers' beliefs or representations evolved as a result of their awareness of problems which were resolved through discussions and reflexive practice; (d) analysis revealed an inconsistency between certain beliefs or representations and their actualization. These findings were particularly significant in FSL and immersion classes where the two student teachers were in favour of a lot of interaction in view of promoting communicative competence. Yet, observation revealed a rather traditional teacher-centered approach oblivious of the learning process. The results of the research suggest that the evolution of the student teachers' beliefs or representations was impeded due to the lack of a more concerted, coordinated, rigorous support-oriented training program involving both the university and the associate school. / This study suggests a shared individual and collective responsibility of schools, universities and governments for improving the student teaching structure in view of more cohesiveness between all partners involved; a better articulation between theory and practice in the teacher training program; and efficient development of supervised reflexive practice.
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Troubling the taken-for-granted : mentoring relationships among women teachersThompson, Merrilee Susan 05 1900 (has links)
This dissertation challenges the traditional patriarchal conception of mentoring, in which
mentors are cast as experts and the task for novices is to assimilate their mentors'
knowledge and proposes an alternate feminist conception in which mentors and novices
are learner-teachers. The conception is based on practices of conversation and shared
experience, through which mentoring partners develop trust and reciprocity. Through
reciprocity, mentoring dyads move to a practice of thoughtful critique, in which they
trouble taken-for-granted structures within schools. Central to feminist mentoring are
issues of concern to the teachers involved, including issues of gender, race and culture as
experienced in their own lives.
To explore the conception of feminist mentoring, a qualitative research study was
undertaken. Data about four mentoring dyads and one triad were collected through a
series of structured interviews with individuals and pairs of teachers during one school
year. The interviews were recorded and transcribed, and the resulting transcripts were
analyzed for common themes.
It was found that more successful dyads formed on the basis of the beginning teacher's
choice and involved considerable time commitment. Successful mentoring dyads
participated in frequent conversations, both casual and planned, in which they talked
about students, shared resources, and co-planned curriculum. Conversations centred on
both work-related and personal issues. The most successful dyad created numerous
shared experiences which provided opportunities for the partners to learn reciprocally.
Mentoring conversations and shared experiences led to two complementary ways of
coming to know about teaching. In percolated learning the beginning teacher came to
know based on hearing and thinking about the mentor's experiences. Thoughtful critique
is a more deliberate mode of learning in which the mentor and beginning teachers
intentionally address issues of common concern.
Although there was some evidence of explicit thoughtful critique emerging within the
mentorships, critique was expressed tentatively and cautiously. I suggest that the
conditions of schools discourage critique and beginning teachers feel discouraged from
being overtly critical. Mentoring dyads may need to work together for more than one year
to develop a sufficient level of trust to move to a more critical feminist reconception of
mentoring that supports and challenges both mentors and beginning teachers.
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An examination of the inservice process used in the introduction of the Tap-a-Talent Program in a selected Indiana metropolitan school corporation / Examination of the inservice process used in the introduction of the Tap-a-Talent Program.Beights, Raymond M. January 1983 (has links)
The purposes of the study were to 1) determine if responses from teachers to items on the pre- and post- administration of the questionnaires would change after viewing the Tap Tapes series and 2) provide members of the Tap - A - Talent committee with recommendations on how to proceed with the inservice process if, in fact, the process should continue.The pre- and post- questionnaires were mailed to randomly selected teachers of grades one through five employed by the school corporation during the 1980-81 school year. Usable questionnaires were returned by 101 teachers and constituted the sample for the study.Data reported represented changes in responses to items on the pre- and post- questionnaires as tabulated by number and percent.The following conclusions were formulated from the summary of the findings based on teacher responses on the pre- and post- questionnaires:1. Teachers who viewed all or some of the seven-part Tap Tapes resulted in a small but positive increase in desired responses in the questionnaires.2. The responses of teachers who viewed none of the Tap Tapes reflected a decrease in the number of desired responses in the questionnaire.3. While many teachers participating in the study reported, by the responses, an overall agreement with the statements in the questionnaire prior to viewing the Tap Tapes, the data reflect a general strenthening of views and attitudes by teachers following the viewing of the tapes.4. The video-tapes, mini-workshop series, known as Tap Tapes, appeared to be an effective inservice component.
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An audio-tutorial, independent study program for the elementary teacherHinds, Conrade Carlyle January 1971 (has links)
The purpose of this study was to develop and test an audio-tutorial, independent study program on simple machines to meet the individual needs of elementary in-service teachers. The research was designed to determine how well in-service teachers could learn the specific content involved using this particular approach. Advantage was taken of the teaching skills and methods which teachers employ in their own classes. Pre- and post-tests of the Smith Mechanic Test were administered.Two samples were drawn from the population of elementary teachers in the Science 590 extension and summer classes at Ball State University. There was a control group of twenty-nine elementary teachers and an experimental group of forty-eight elementary teachers. The experimental group used the audio-tutorial program. The control group received classroom instruction over the specific content involved. The difference in means between groups was examined for significance using a two-tailed t-test. No significant difference was found on the pre-test. A significant difference beyond the 0.01 level was found on the post-test (t = 2.87, 75 d.f.). Each group was considered separately for significance in the mean gain. The control group showed significance at the 0.05 level (t = 2.05, 28 d.f.). The experimental group showed significance beyond the 0.001 level (t = 13.54, 47 d.f.). It was concluded that the audio-tutorial program afforded a much better mode for practice over the specific content involved than did classroom instruction. It was recommended that the program be used in conjunction with elementary pupils in order to measure any increase in teacher competency more accurately; that the program be used in a teaching situation other than the extension class in order to measure retention; that the program be used as one mode of presentation in the Science 590 classes; and that administrators institute this program into schools as part of continuing in-service training.
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A study of the professional attitudes and concerns of beginning and experienced elementary inner city teachers in an in-service programWalker, Norman Gibson January 1972 (has links)
The purpose of this study was to determine and describe the status and changes in elementary teacher attitudes and concerns of a group of inner city teachers involved in an inservice program.
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Understanding early literacy development : the impact of a collaborative professional development courseGillentine, Jonathan January 2005 (has links)
Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 236-261). / Also available by subscription via World Wide Web / xii, 261 leaves, bound 29 cm
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