In Shanghai, the government requires the public schools to conduct schoolbased teacher appraisal for the use of improving teacher development and school development. In Hong Kong, according to the Education Commission Report No.7, aided schools have to establish self-management and conduct teacher appraisal annually for strengthening teacher development and school development, which is as same as in Shanghai. However, since the different education systems and culture backgrounds exist in these two areas, there must be differences of the teacher appraisal systems the schools conduct between Hong Kong and Shanghai. The study will be taken place in two secondary schools in Hong Kong and Shanghai respectively. It focuses on the comparison of the teacher appraisal systems at school, including the appraisal contents, appraisal methods, teachers’ perspectives and effectiveness corresponding. In this study, the current teacher appraisal systems that two schools have will be introduced for comparison. In addition, through the comparative study, I intend to figure out the importance and necessity of teacher appraisal to be carried out at school, to investigate if it is beneficial for the teacher development and school development, to see if it is possible to be refined for the two appraisal systems depending on comparing between each other. / published_or_final_version / Education / Master / Master of Education

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published_or_final_version / Education / Master / Master of Education

This research aimed at identifying the teacher competencies of teachers teaching at an international school in Saudi Arabia. The research addressing the problems and sub-problems involved a literature review that conceptualised multicultural education and international schooling. The empirical investigation included the use of a questionnaire to gather data. The questionnaire aimed at determining the ability of teachers to function effectively within a multicultural environment. The findings, which were linked to the literature review, revealed areas of strength and weakness. Based on the findings, recommendations were made for school administrators for the design of appropriate staff development programmes to inculcate in teachers the competencies necessary to perform effectively in an international multicultural environment. / Teacher Education / M. Ed. (Educational psychology)

The investigation of expertise in teaching has followed the lead of research in domains other than education in that it has focused on the cognitive processes that define expertise. This study has shifted the focus to the actual classroom teaching, comparing expert, novice, and postulant (those without pedagogical training) teachers. Each of six teachers (two experts, two novices, and two postulants) taught the same unfamiliar lesson to the same group of students, in the same classroom. These half hour lessons were videotaped. Two aspects make this study unique. First, the teaching situation was controlled to the extent that each teacher taught the same lesson to the same students. This was done to try to separate expertise from the experience gained from teaching a familiar lesson to students known to the teacher. The second aspect pertains to the method of analysis. Instead of viewing these tapes from just one perspective, four perspectives were used. Observers knowledgeable in the areas of subject matter knowledge and delivery, connoisseurship and criticism, nonverbal communication, and teacher evaluation instrumentation viewed each of the six tapes and analyzed what they saw from their individual perspectives. These analyses were then content analyzed by the author. Results and discussion were first analyzed for each perspective separately, comparing the three groups of teachers for similarities and differences. This was followed by a discussion of similarities and differences among the four perspectives, particularly focusing on the interplay of the four perspectives within the three groups of teachers. A key point made was the diversity of information provided by each perspective and the unique insights provided from the use of all four.

<p>The purpose of the study was to investigate prospective &lsquo / A&rsquo / level mathematics teachers&rsquo / knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers&rsquo / knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers&rsquo / subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers&rsquo / underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept.</p> <p>As part of the study a theoretical framework for understanding prospective teachers&rsquo / knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teachers knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers.</p>

M.Ed. / The objective of this study was to establish if the cultural factors as an aspect of culturally sensitive feedback are accommodated during assessment. This research has helped to procure teacher opinion as to the extent at which principals are culturally sensitive when giving feedback during assessment. The study showed that lack of awareness of cultural differences between principals and teachers make feedback ineffective and impairs the development of teachers. These differences have some implications for teacher competence and its assessment. Principals need to be culturally sensitive when they give feedback to teachers after assessment. In this way the feedback process will be regarded in a positive light and teachers will see it as a development procedure and not as a tool for pinning them down. The recommendations made in this study may be useful in developing teacher assessment programs that will be effective and also enhance teacher competence in schools countrywide.

There are three purposes of this study: (1) to determine the degree of interaction between pupils and student teachers and teaching effectiveness as rated by pupils; (2) to determine the significance of difference of pupil ratings between those who express "more" and those who express "less interest" in the course taught by the student teacher whom they were asked to rate; and (3) to study other variables such as sex, age, and achievement in order to show how they relate to pupil and student teacher interaction.

The problem of this study was to ascertain the relationship between secondary school principals' evaluation of professional behavior patterns of secondary teachers and these teachers' self-descriptions.

The problem of this study is to determine the relationship between attitudes of student teachers and the way these student teachers are perceived by their pupils. A subproblem is the effect of student teaching on these attitudes.