This study examined the role Canadian music plays in the preparation of secondary school music specialists in British Columbia. Programme content was explored through an analysis of course calendars, a review of student, faculty and guest recital repertoire, and interviews with post-secondary instructors and senior music education students. Fourteen music specialists completed a checklist in order to determine what Canadian materials are being used in the classroom. Follow-up interviews were conducted with three teachers to further explore the selection of teaching materials. An official from a local school board and a participant in the development of music curriculum documents were also interviewed to ascertain the value placed on Canadian music by local school boards and the Ministry of Education. Findings identified a need for increased Canadian content in all facets of post-secondary teacher training in order to expose secondary music specialists to available Canadian resources. Implications for further research are discussed.

Cooperative learning (CL) research has gone through a series of phases representing different orientations of research. This inquiry uses action-research as a way of implementing cooperative learning in a pre-service science course. Cooperative learning was regarded as an innovation in the context of this inquiry. The evidence of the inquiry was in the form of texts from sources including classroom observation, student reflective notes, the research diary and interviews, among others. The qualitative analysis involved the writing of descriptive-interpretive reports which were used in a process of data reduction to formulate analytic theme reports. Propositions were developed from these reports. Some recommendations emanated from these propositions. / Thesis (Ph.D.) - University of Durban-Westville, 1997.

It will be generally accepted that teacher education is an important factor underpinning the quality and success of the schooling system in South Africa. Key agenda items in the debate and discourse on the provision of teacher education, in parliamentary and extra-parliamentary circles, include teacher empowerment and professionalization, and teacher education curricula, programmes and policies in the context of an apartheid society in transition to a future democracy. The present study is a contribution to that debate. It focuses on selected aspects of the pre-service teacher education curriculum at one university Faculty. Data de rived from questionnaire surveys and documentary research are analysed and interpreted within the parameters of the critical paradigm of curriculum inquiry as these are given operational definition by the transformative model of teacher education. The analyses of student and staff perceptions of the curriculum and of curriculum and instructional structures show that the dominant form of teacher education in the Faculty embodies a technocratic rationality that serves to encourage acquiescence and conformity to the status quo in both schooling and society. It is argued that such a curriculum is an anachronism, given the prospect of a "new South Africa" that has become apparent since February 1990. In that context, the dissertation makes an attempt to offer a conceptual basis for an alternative framework in the reconceptualization of teacher education. / Thesis (M.Ed.) - University of Durban-Westville, 1991.

The curriculum for Senior Primary students at a college of education was selected for study as it is a curriculum that seems to be more problematic than other curricula at the college. The study sought to gather a range of evidence from lecturers and students and about the issues that they identified as being of concern and about the learning milieu. The evaluation aimed to engage students and lecturers in a process of critical reflection on the assumptions and values which underpin practice at the college. The overarching research design was multiple operationalism located within a naturalistic paradigm. Interviews were used to generate critical issues from participants. Further interviews, questionnaires and documentary analysis provided thick descriptions of the critical issues. The ways in which the position of the evaluator as a member of the management team influenced the choice of methods and role as evaluator are discussed and the problem of incompatibility between the ethos of the college and the assumptions which support democratic evaluation is considered . In discussing the strengths and limitations of the Senior Primary course, the dichotomy between general and vocational education for teachers is explored and the problematic nature of a knowledge base for teachers is considered. Curricular principles of balance, relevance and cohesion are related to the college curriculum. In considering the obstacles to curriculum change at the college, institutional values of privacy, territory and hierarchy are discussed. Throughout the study an attempt is made to reveal the different perceptions of participants and the many views of reality on which these perceptions are based. The evaluation report concludes by posing key questions which highlight the essential issues which need to be addressed by the college. These are the need to achieve a shared sense of purpose about education for the Senior Primary phase, to make students more responsible partners in the teaching and learning relationship, to forge closer links with primary schools, to move away from subject-centricity and a transmission mode of teaching and to empower lecturers to bring about the changes that they feel are necessary. / Thesis (M.Ed.) - University of Natal, 1991.

An understanding of teachers experiences of professional development activities and its contribution to their own professional learning in the context of change was composed by asking, “What are teachers learning and how is learning taking place through professional development activities in the context of change? From an interpretative paradigm, the triple-lens framework enabled an understanding of what learning happened and how this learning happened. In order to do this, the study looked at once-off professional development activities (PDAs), PDAs at school sites and at self initiated PDAs. The study was able to inform us on the effectiveness of these professional development activities for practising teachers. Drawing on data generated through individual and conversational interviews, this study found that teacher learning, within the South African context is taking place both formally (through workshops , own studies, cluster meetings ) and informally, (through discussions with colleagues). Teachers have learnt more through professional development activities which are driven by themselves, as well as collaboratively, through working with each other, that is, through conversations and assistance from colleagues. A very significant part of teacher learning is also taking place informally in the classrooms, through observation, experimentation and experience. Very little learning takes place when it is mandated. The study found that teachers learnt when they themselves were receptive to it. Demanding, or putting policies into place to direct teachers learning does not necessarily mean that teachers are going to learn. Teachers have learnt in varying contexts but most importantly, the journey of learning needs to begin with the SELF. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

New curriculum reforms and changes post 1994 has created a need for teachers to reprofessionalise and reskill themselves so that they can implement reforms in their schools and classrooms. This has added pressure on teachers, novice teachers, as well as experienced teachers who have been teaching for over fifteen years, to learn an enormous amount of knowledge in order for them to teach effectively in the classroom. Knowledge on professional development of teachers is expanding to new and useful ways of teacher learning to embrace these changes. Recent literature suggest that teacher learning in communities of practice (Wenger, 1991) or learning communities (Lieberman and Pointer Mace, 2008) actually translates into enduring and sustained learning that leads to transformation in teaching and improving the quality of education. In addition to this clustering has been introduced as a useful way of teacher learning. The purpose of this study is to explore teacher learning in learning area clusters. These clusters are considered to be learning communities, because teachers are provided with opportunities to engage in professional dialogue and collaborative problem solving in issues related to teaching and learning. The conceptual framework used in data analysis is the knowledge – practice theory proposed by Cochran Smith and Lytle (1999) as well as Day and Sachs (2004). The four domains of knowledge are knowledge for practice, knowledge in practice, knowledge of practice and knowledge of self. This framework together with Shulman’s (1987) identification of content knowledge (CK) and pedagogical content knowledge (PCK) was used in data analysis. The study was located within the qualitative mode of inquiry specifically in the interpretivist paradigm as it is concerned with interpretation and understanding of teacher learning experiences in clusters. In order to answer the research questions I used the method of Narrative Inquiry as this allowed me to understand how teacher knowledge is narratively composed, embodied in a person and expressed in practice. 6 I selected five participants who belong to learning area clusters who were purposively identified. Data was collected through semi structured interviews. The findings revealed that clustering is built on qualities of commitment, leads to teachers’ reflections of practices, increases confidence of teachers, promotes self-initiated learning and leads to organic learning in clusters. Clustering is one useful way of understanding teacher learning. This study contributes towards our understanding of how clusters can be used effectively to enhance teacher learning. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

The aim of the study was to report and evaluate a programme of teacher development in which the teachers themselves would be actively involved. A case study approach was adopted to monitor the programme of teacher development for history teachers within the context of six high schools in the rural area of Nongoma between July 1992 and December 1993. The teachers worked collectively in identifying, analysing and classifying the needs that were relevant to their particular circumstances. Teachers were observed in real classroom situations and commented on their experiences after working collectively. After being observed in real classroom situations teachers attempted to use teaching methods other than those they had been using before. Teaching methods attempted included group work, the skills-based approach and teaching for empathy. Recommendations were made for further teacher development. These included: putting time aside for professional development for such activities to be successful; assisting teachers during pre-service training to produce cheap teaching aids; and encouraging teachers to identify their needs in the field of professional development. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

This qualitative inquiry explores the use of Hollywood films depicting teachers (teacher-films) as an approach to reflective practice and social change with 60 undergraduate students in a teacher education programme in the Bahamas. In order to facilitate critical reflection on the preservice teachers' perceptions of teaching, on themselves as teachers, and on their teaching experience, a module comprised of five teacher-films (To Sir With Love, Blackboard Jungle, Stand and Deliver, The Prime of Miss Jean Brodie, and SARAFINA!) is designed and employed. The depictions of teaching are deconstructed as a means of introducing the complexity of teaching as well as unveiling the relevance of issues such as class, race, gender, and the politics of power and position to the life of a teacher. Central to the study is exploring how prospective teachers "read" these films and what insights prospective teachers gain from the films. / The study generates four main data sources: (1) transcriptions of audio-taped group discussions with the preservice teachers, (2) the preservice teachers' written responses to questionnaires relating to the teacher-films, (3) reflective journals kept by the preservice teachers, and (4) the preservice teachers' written responses to the entire teacher-film module. The analysis of the data is presented in two parts. First, the preservice teachers' overall response to the teacher-film module is detailed. Next, their close reading of teaching and learning as portrayed in two of the films, The Prime of Miss Jean Brodie and SARAFINA!, is discussed. A number of themes that emerge within the data such as the role, influence, and power of teachers are explored. / This inquiry has revealed how teacher-films can be utilized within teacher education to prompt neophyte teachers to examine their identity as teachers, to scrutinize their perceptions and assumptions, as well as to stimulate questions with regard to the perplexities of teaching. Film pedagogy also has potential to heighten awareness of vital issues of teaching such as race, class, and gender, to provoke self-study, and prompt social change. In addition, educators and researchers can learn much by examining preservice teachers' responses to popular screen images of teachers as well as other popular culture images of teachers. This information can be used to design teacher education curricula that more adequately prepare neophyte teachers for the challenges of teaching.

The purpose of the study was to construct a test, referred to as the Teacher Perception Test, for determining the ability of students to observe with understanding in a classroom situation prior to student teaching. In developing the measurement device, three steps were included: (1) filming the scenes in the test and the design of the accompanying directions; (2) comparing the student teacher responses to the Teacher Perception Test with (a) overall grade point average, (b) previous experiences in teacher-learner activities, (c) a self-concept scale, (d) a classroom teacher's observation rating, and (e) final grades received at the completion of the teaching semester; and (3) comparing two different methods of scoring the students' responses to the Teacher Perception Test--the score of total number of items listed by students as perceived in the filmed scenes and a score derived from the' students' assignment of instructional purpose to each item listed.

The purpose of this multi-case investigation was to identify the perceptions of preservice teachers about reading and reading instruction as they began reading methods courses and to determine any changes in these perceptions that occurred during the undergraduate teacher education program. The goal of this research was to accumulate classroom and field-based data that would help to build a better understanding of why preservice teachers believe the way they do, what types of experiences are needed in the undergraduate reading programs to impact change, and how and when changes manifest themselves. The research concentrated on preservice teachers participating in two required reading methods courses and their student teaching placements. The influence of their background in learning to read, the methods courses, the cooperating teachers, and the professor on the perceptions of preservice teachers were investigated. Three groups of individuals provided information for this study:14 student participants, 17 teacher participants, and 3 key informants. The data collection process was divided into two phases based on the college curriculum schedule. The participant pool was narrowed at the end of the first phase, with 3 key informants chosen to allow for a more in-depth examination of the accumulating data. Several data sources contributed to this study. These included artifacts, such as reflective forms and lesson plans, the score resultsfrom DeFord's Theoretical Orientation to Reading Profile, field notes from observations, and transcripts of interviews. Findings from the data provided evidence that perspectives do guide the practices of preservice teachers and that these perspectives are open to change. The perspectives of the preservice teachers were affected by the Developmental Reading course and the cooperating teachers. As the preservice teachers were encouraged to reflect about previously held beliefs and the new information they were acquiring from courses and field experiences, they formed their own perspectives. Implications for the educational community were inferred and recommendations made for future research. / Department of Elementary Education