The teaching profession, like many other professions, has rules and regulations that guide the conduct of its members. Teachers and those who aspire to take up teaching are expected to conduct themselves and discharge their duties in an impeccably professional manner. However, there is concern especially among education authorities regarding unprofessional conduct of some of those employed in schools and colleges. This action research study is a response to this concern. Its goal was to explore issues of professional conduct as part of the induction process of new members entering the teaching profession, and to thereby develop a better understanding of how best to raise student teachers’ awareness around professional conduct issues. The study used a qualitative research framework located in the interpretive paradigm. Three theoretical frameworks informed the design and subsequent analysis of the findings, namely, Burn’s transformational leadership, Mezirow’s transformative learning and Kolb’s theory of experiential learning. Two cycles of workshops around issues of professional conduct were conducted over a period of four weeks with a sample of 40 pre-service student teachers: final year students enrolled in the college’s three year Diploma in Education programme, all members of a science education class. Data collection strategies used were semi-structured interviews, observation and the use of reflective journals, among others. Analysis of the data involved identification of emerging themes and patterns. Initial findings indicate that prior to the commencement of the cycles of action research, participants appeared to have a limited understanding around issues of professional conduct, but that this changed as they participated in the workshops. The data of the study suggest that further steps need to be taken to establish optimal ways of incorporating professional conduct issues into the college’s teaching curriculum.

Inherent to post‐apartheid educational transformation was the design and subsequent implementation of a new national school curriculum. The current curriculum‐in‐use, namely the National Curriculum Statement (NCS) comprises eight compulsory learning areas. One of these learning areas, Arts and Culture, aims to equip learners with skills and knowledge with regard to four distinct arts disciplines, namely music, dance, drama and visual art. In the General Education and Training Band (GET) phase, general classroom teachers are expected to implement this highly specialised learning area. This research aimed to determine how teachers employed at Nelson Mandela Bay primary schools were disadvantaged during the apartheid era, experience the implementation of arts education. Focus group interviews were conducted at schools situated in the low socio‐economic areas. The results revealed that, despite their profound awareness of the unique advantages of arts education for the learners, several impediments hampered the successful attainment of its value. The obstacles highlighted by the teachers were the curriculum itself, teaching and learning environments that are not conducive for arts education, and unsatisfactory involvement of the Department of Education.

This study aimed to explore teachers‟ abilities to identify learners with behavioural and emotional problems, to examine the strategies that they implement to address the challenges and their measure of success in addressing these. This study was qualitative in nature and semi-structured interviews were conducted with 10 volunteer teachers located in the northern areas of Port Elizabeth and an additional 50 teachers completed open ended questionnaires. The learning areas taught by the teachers varied. Descriptive and content analysis procedures were utilized to analyze the findings. The findings indicated that teachers lack the skills and knowledge to assist learners with behavioural and emotional problems. The teachers tended to view their roles as imparting knowledge rather than tending to the mental health of learners so they did not adopt approaches to assist the learners with their behavioural and emotional challenges. This was in spite of the fact that the learners' psychological and physical well-being impacted their academic achievement.

This study used diagnostic tests, questionnaires and interviews to investigate explore teachers’ subject content knowledge (SCK) and pedagogical subject knowledge (PCK). It also explored teachers’ and learners’ misconceptions within the topic of graphicacy and how teachers’ SCK and PCK possibly affect learner achievement. A small sample of teachers were drawn from the Keiskammahoek region; a deep rural area of the Eastern Cape. These teachers were part of the Nelson Mandela Metropolitan University (NMMU) Amathole Cluster Schools Project who were registered for a three-year BEd (FET) in-service programme in mathematics education. As part of the programme they studied mathematics 1 and 2 at university level and received quarterly non-formal workshops on teaching mathematics at FET level. The findings of this study suggest that teachers with insufficient SCK will probably have limited PCK, although the two are not entirely dependent on each other. In cases where teachers’ displayed low levels of SCK and PCK, their learners were more likely to perform poorly and their results often indicated similar misconceptions as displayed by their teachers. This implies that we have to look at what teachers know and what they need to know in terms of SCK and PCK if we are to plan effectively for effective teacher development aimed at improving learner performance.

The purpose of this research was to examine the impact of a University summer institute, and to determine whether the participants felt it had changed their ways of teaching art, brought them greater success or encouraged them to share ideas about art education. This research also examined what factors are necessary for creating change for teachers and questioned whether a University institute would be able to provide enough of those factors to induce change. An investigation of the literature in the area of curriculum change revealed that teachers require a great deal of support and an extensive amount of time for change to occur. A University course such as the Institute cannot provide much support or time. Through questionnaires, interviews, and additional information provided through a recall session conducted with the participants of the institute, it was possible to determine that for the majority of participants there was a perception that their art classes had undergone change and achieved greater success. For some of the participants the Institute had also caused them to share more information about art education with colleagues. For some, this change was extensive and for others less so but this study indicates that a University institute can make a significant contribution to effecting change for teachers. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This study was undertaken to facilitate the development of training programs for teachers of adult basic education by providing factual information about those who were instructing up to and including the Grade VIII level during the 1968-1969 academic year. A structured interview schedule was pre-tested and subjected to several revisions; and interviews were conducted with the total population of 46 teachers in the province. These teachers were engaged by public schools, penal institutions, the Department of Indian Affairs and Northern Development and the Department of Social Welfare. By encompassing both an assessment of teacher characteristics and attitudes and an exploration of those areas in which teachers perceived a need for further education, the results of this investigation produced implications not only for further research and the development of training programs as indicated above, but for the recruitment and retention of adult basic education teachers. Half of those interviewed were university graduates, and while most reported some training and experience in elementary or secondary education, few teachers had more than a minimal amount of professional preparation or experience in teaching adults. That they perceived a need for special instruction in teaching adult illiterates was exemplified by the large number who desired to participate in training programs if they were made available and by the high percentage of affirmative responses on items related to specific training areas, as set out in the interview schedule. Over fifty per cent of the teachers expressed a need for further instruction in the principles of adult psychology and adult education practices, which would give them a base for developing skill in working with adults. In addition, most teachers felt they could benefit from training in teaching reading and communications skills. All of the factors outlined above produced implications which will inevitably affect the development of any training programs. Because only seven (15 per cent) teachers were employed in adult basic education full-time, most preferred workshops and conferences which, in their estimation, demanded involvement in direction proportion to their degree of commitment to adult education. Moreover, as this investigation indicated, it is unlikely that many teachers will vigorously concern themselves with improving their competence unless their administrators or supervisors assume a more active role in promoting higher standards for teaching. Responses to training needs varied according to the educational backgrounds, experiences, attitudes and perceptions of the teachers. Generally, those with higher education, teaching credentials and with more experience both in and outside of adult education were more concerned with improving their competence and indicated a greater personal awareness of their limitations within their positions. These teachers were also in the group who scored significantly higher on job satisfaction items related to administrative policies, human relations and teaching competence. Furthermore, as evidenced by their answers to items relating to the adult basic education process, teachers with more education and experience showed a significantly higher degree of orientation to the student and his needs rather than to the organizational and management aspects of conducting a program. Because of the varied educational backgrounds and experiences of the teachers, consideration may have to be given to the provision of different levels of training based upon an agreement on objectives by both teacher-trainees and program planners. To develop these objectives, the model for identifying the knowledge, skills and attitudes the adult basic education teacher should possess, which was developed from the review of the literature, could be utilized. From the findings of this study, it appears that further research might profitably be concerned with factors related to teacher job satisfaction. Does satisfaction with a teaching position relate to professional security, higher education and training for teaching adults? Does satisfaction relate\to changing expectations over the years? Does job satisfaction relate to differences among administrators or differences in one's relations with students? In addition, because of the over-all emphasis in adult basic education on the importance of teacher attitudes, it is important to develop special teacher attitude scales. Such scales, for example, would permit a study of the relationship of teacher's attitudes to classroom practice. Furthermore, if teacher attitudes were found to be related to subsequent performance, they might provide a convenient means of evaluating the effectiveness of certain aspects of teacher training programs. Finally, social interaction studies must be instituted. It would appear that the more effective adult basic education teacher will be one who is able to provide a learning situation in which the student feels he is an integral and needed part. / Education, Faculty of / Graduate

Two developmental theories propose guidelines for professional development programs. The basic assumption shared by both these theories is that teachers' preferences will vary between individuals and that this variation reflects different stages of teachers' development. Teachers at lower levels of development (either professional or conceptual) will prefer highly structured programs that focus on "concrete" concerns, with little interaction between peers. Teachers at higher levels of development will prefer loosely structured programs, with more teacher interaction, autonomy, and discussion of theoretical problems underlying "concrete" issues. This study investigated: 1) FSL teachers' preferences for decision-making roles and for content in professional development programs; 2) FSL teacher characteristics possibly influencing teachers' preferences for professional development. Teachers' preferences were measured using an instrument developed by the researcher. The survey consisted of two parts: 1) A section on teachers' characteristics, providing a profile of the teacher's background and current professional development opportunities; 2) A questionnaire on teachers' preferences for structure and content in professional development programs. The survey was answered by 132 teachers from 12 school districts in British Columbia (12.2% of all French teachers in British Columbia). The findings showed that respondents would like to actively participate in professional development programs. Teachers' preferences for structure and content were varied. This supports one basic assumption of developmental approaches: that the learning environment and material of professional development programs should be designed to meet the varied needs of teachers. Teachers did not express a preference for lower level content and a directive structure of professional development. While professional development programs should address the varied needs of participating teachers, it should not be aimed primarily at lower levels of development, as can be assumed from the findings of developmental research. When teachers' characteristics were examined as possible factors influencing teachers' preferences for structure and content, no significant differences were observed between teacher characteristics and their preferences for content. Significant differences were observed between teacher characteristics and teachers' preferences for structure (decision-making roles). Two teacher characteristics showed significance: 1) Grade level taught by FSL teachers and their preference for structure in the presentation of professional development content. A significant number of elementary school teachers preferred to leave responsibility for presentation with a supervisor. A significant number of secondary teachers preferred a collaborative structure. 2) Significant differences were observed between teachers' current professional development opportunities and their preferences for decision-making roles in a professional development structure. A significant number of teachers that had previously had responsibility for decision-making expressed a preference for a non-directive structure. Teachers that had never had responsibility preferred to leave decision-making to a supervisor. From these results, it can be concluded that teacher characteristics might be influencing teachers' preferences and should be taken into account by organizers of professional development. The responsibility experienced by teachers in their current professional development activities would appear to be a factor influencing their preferences for future responsibility. The importance of environment in stimulating growth would appear to be a factor deserving the consideration of both practitioners intending to adopt a developmental approach and researchers in this area. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The purpose of this study was to determine if elementary student teachers applied the training received in a communication course on a thirteen week practicum, and if so, what specifically was applied or transferred. The practicum took place a year after the communication course; this study was undertaken nineteen months after the completion of the communication course. The participants had obtained a bachelor's degree prior to enrolling for a two year teacher training program. The critical incident technique and a structured questioning technique were used respectively in an intensive interviewing process. The findings reveal that the transference occurred in terms of attitude, knowledge, and skills from the experience of the communication course to the practical experience of the thirteen week practicum. These factors were helpful in creating a focussed and motivating presentational style, verbally and nonverbally, and in reducing stress and conflict in interactions with students, parents and collegues. Student teachers were adamant in stating that the success of their learning was due to the positive atmosphere of the communication course, the caring, enthusiastic and motivating nature of the instructors, and the bonding which occurred between the participants as a result of this caring. These factors provided the basic human needs of affection and community. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The purpose of this study was to investigate the dilemmas pre-service science teachers encounter in relation to their participation in a project which sought to establish a constructivist and collaborative model of teaching and learning. I also explored the strategies the pre-service teachers implemented to manage the dilemmas they encountered, as well as how they perceived those dilemmas to have influenced their teaching practice and their personal philosophies of teaching and learning (PPoTaL). Since the construct of voice was an important factor in this study, I used a research method that I refer to as intercontext. This method has three major components: stimulated linkage, reflexivity and the dialectical conversation. To enact this research method, I conducted five interviews with each of the six pre-service teachers over the 12-month period of their professional preparation. In addition, I had many informal conversations with them and observed them several times during their university and school practicum experiences. I argued that social constructivism provides a fruitful theoretical framework to interpret the results of this study, because this orientation to teaching and learning is based on the notion that knowledge is socially constructed and mediated by.cultural, historical and institutional codes. In this light, three broad dilemmas were identified in relation to the students' experiences with the teacher education program's course content and design and six dilemmas were identified in relation to the roles the participants felt they needed to perform during their school practicum. The variety of dilemmas the pre-service teachers encountered and the direct and indirect strategies they implemented to manage those dilemmas could be explained in terms of two overarching issues. The first had to do with the difficulties associated with bridging the theory and practice of learning to teach in two distinct communities of practice (i.e., in the university and the school communities). The second general factor had to do with the type of relationship the pre-service teachers established with their school advisor(s) or/and faculty advisor; that is, from the the students' point of view they wondered to what extent they could trust their advisors to allow them to take the risks associated with asking questions, trying innovative approaches in the classroom, and exploring their own teaching identity without any of these reflecting negatively in their final evaluation reports. Finally, a number of suggestions for practice and further research are provided. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Although preservice teacher education comprises only a small part of student teachers' socialization into the teaching profession, it nevertheless has an important impact of student teachers imagination through an educative world it renders both possible and the intelligible. Anchored in a secondary social studies methods course at the University of British Columbia, and following six of its student teacher participants through their university- and practicum-based experiences, this year-long ethnographic study explores the production of knowledge and knowing in presevice teacher education. As such, it examines how particular versions and visions of education, teaching, and learning are made possible as well as on what they, in turn, make possible for prospective social studies teachers learning to teach. Exploring how teachers' ways of being are dependent, in part, on student teachers' ways of becoming, this study examines what happens to student teachers during their preservice education and, as a result, what they make happen because of what happens to them. Examining the complex relationship between the knowledge student teachers are given and the knowledge they themselves produce, this dissertation considers not only what student teachers choose to say and do but also what structures their choices. Disturbing the practice of teacher education by examining how discourses use and are used and what, in the process, gets covered over, silenced, and ignored, this dissertation attempts to extend the traditional exploration of how prospective social studies student teachers learn to manage ideas and theories in the teacher education classrooms to the examination of how the use of ideas and theories in those very classrooms manages those who attempt to engage them. Organized as a multivocal text in which the running narrative is interrupted and interrogated by the researcher's own reflexive comments about the impossibilities of knowing and those of the participants about the study and its textualization, this dissertation focuses on the problematics and possibilities in the process of learning to teach, highlighting and publicly engaging them in order to bring more of what we do in university-based teacher education classrooms into the fold of the discussion both about and in teacher education / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate