<p>The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the<br /> Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers&rsquo / perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio.</p>

<p>The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the<br /> Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers&rsquo / perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio.</p>

Magister Artium (Human Ecology) - MA(HE) / The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers&rsquo; perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio. / South Africa

Magister Artium (Human Ecology) - MA(HE) / Assessment is a critical element for achieving the desired outcomes in out comes based education (OBE). In the subject area of Consumer Studies each teacher is required to compile a teaching portfolio about the assessment and classroom activities conducted in a given year. However, there is a paucity of research in the field of portfolio development for teaching Consumer Studies in the secondary school. The main objective of this study was to investigate the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio in the Educational Management Developmental Centres (EMDCs) of the Western Cape Education Department (WCED). The sub-objectives were firstly to assess the teachers' attitudes toward the Consumer Studies teaching portfolio as an assessment tool. A second aim was to describe teachers' perceptions of assessment methods in the Consumer Studies teaching portfolio, while a third was to identify the factors that affect the development of the said portfolio. A structured questionnaire was used to determine the attitudes, perceptions and factors affecting the implementation of the Consumer Studies teaching portfolio. The questionnaire contained three sections, the first of which related to the participants' demographic information. The second section comprised three parts. The first dealt with factors that influenced the choice of the assessment method used in Consumer Studies. The second part focused on the participants' attitudes toward the assessment process, and the third on teachers' perceptions of constraints or barriers that impact on the assessment process. Section three centred around factors that relate to the process of compiling the teaching portfolio, such as. skills required for this purpose, activities that need to be reconsidered in the course of compiling the portfolio, and the benefits of the teaching portfolio as such. The SAS statistical package was used for an analysis of the data in this study. Therefore various statistical methods were applied. The independent variables were illustrated by using frequency tables. The non-parametric Friedman's test was used for analysis, because the data was not on an interval scale, and was therefore ranked. The pairwise comparison test was used to determine the association between factors for each assessment method used in the Consumer Studies teaching portfolio. Results were achieved by applying these methods of data analysis. Withregard to demographics, the mean age of the teachers in the study were female and 40, holding a Higher Diploma in the Education of Home Economics !Needlework. The results of the factors influencing the selection of an assessment method showed that no single factor could be linked to a particular assessment method. There are several factors that influence the selection of one specific assessment method. Choosing the learner portfolio as an assessment method is influenced by various factors such as planning for instruction, diagnosing student weaknesses, monitoring student progress, communicating student achievement, motivating students and assigning grades. These factors are selected among the assessment methods for observation-based, test-based and task-based assessment. The teachers displayed a positive attitude toward the assessment process, because they rated the assessment process as valuable, successful, efficient, important, good, fair, reputable, flexible and relaxed. There was a large percentage of teachers who felt that the assessment process was tense instead of relaxed. The teachers did not perceive any of the constraints or barriers as having a negative impact on the assessment process. The factors relating to the teaching portfolio included all the skills, activities and benefits required for compiling a teaching portfolio. Those demanding particular attention are self-reflection, journal writing, writing a teaching philosophy and self evaluation. Recommendations offered in this study are that training programmes be run for preservice and in-service teachers so that teachers can feel more confident when compiling a teaching portfolio. The National Department of Education should provide structure and assessment criteria to guide teachers in the development of a teaching portfolio. Published material about teaching portfolios should be made available to teachers. The teaching portfolio is a valuable assessment tool that can be used not only in the development of the teacher's teaching strategy, but also for determining a teacher's strengths and weaknesses m his or her professional career.

Bakgrund och problem:  Med åren har många statliga utredningar understrukit vikten av att högskolans undervisning skall ha en så god utformning som möjligt och att den skall ledas av väl kvalificerade lärare. För högskolor gäller det att finna rätt lärare som har förmågan att undervisa på ett sätt som passar dagens mer heterogena grupper med tanke på att studenterna fördubblats de senaste åren. Det är välkänt att hänsyn till de vetenskapliga meriterna är betydande och oftast avgörande vid anställning. Tidigare studier menar att bedömningskriterierna för pedagogisk skicklighet måste ges skarpare och mer entydiga formuleringar, likt den vetenskapliga skickligheten. Först då kan lika stor omsorg ägnas den pedagogiska skickligheten vid rekrytering. Syfte och metod: Syftet med föreliggande studie var att undersöka den pedagogiska skicklighetens betydelse i sin sociala kontext för att på så sätt ge en ökad kunskap kring fenomenet. Dessutom undersöktes hur fenomenet bedöms i praktiken och vilka underlag som används i förfarandet för att därmed kunna dra slutsatser kring varför betydelsen kan te sig på skilda sätt i olika sammanhang. Fem stycken semistrukturerade djupintervjuer genomfördes. Intervjupersonerna, som är väletablerade inom akademin, har på ett eller annat sätt en inblick i hur bedömningen av den pedagogiska skickligheten går till och har kännedom om vilka uppfattningar som råder kring dess betydelse. Utöver intervjuerna har även flertalet olika dokument granskats som supplement till empirin. Intervjuerna och de granskade dokumenten utgör studiens triangulering vilket gör att ett bredare perspektiv erhålls och därmed en mer fullständig bild av den pedagogisk skicklighets betydelse och hur bedömningen av den går till. Dessutom används trianguleringen för att öka studiens trovärdighet och träffsäkerhet. Resultat och slutsatser: Under intervjuerna framkom att det föreligger en statusskillnad mellan forskning och undervisning, där forskningens status upplevs som högre. Detta resultat tyder på att betydelsen av den pedagogiska skickligheten är lägre och att resultatet bekräftar tidigare studier. Bedömningsunderlag för den pedagogiska skickligheten måste utvecklas på ett sätt som gör att bedömningen blir kvalitetsmässig. / Background and problem: Over the years many government investigations have underlined the importance of higher education being as excellent as possible, and that the education should be managed by qualified teachers. Universities have to recruit the right teachers who have the ability to teach in a way that fits the more heterogeneous groups of today, since the amount of students have doubled in the recent years. It is well known that consideration of scientific qualifications is significant and usually crucial in employment. Former studies mean that the assessment criteria for teaching skills must be given sharper and more unambiguous formulations, similar to the scientific skills. Only then equal attention can be paid to the teaching skills within recruitment. Aim and method: The purpose of this study was to examine the importance of teaching skills in order to increase knowledge about the phenomenon. In addition, the study examined how teaching skills are assessed in practice, and which basis that are being used in the procedure, in order to draw conclusions about why the significance can be different in various contexts. Five semi-structured in-depth interviews were conducted. The interviewees, who are well established within the academy, have in different ways insight into the assessment of teaching skills, and they have knowledge about the perceptions of its significance. In addition to the interviews, several different documents have been examined as supplement to the empirical results. The interviews and reviewed documents constitute the method triangulation of the study, which empirically empowers and thus provides a more complete view of the teaching skills significance and how it is assessed. Furthermore, triangulation is used to increase the credibility and accuracy of the study. Results and conclusions: This study revealed a status difference between researching and teaching, where the status of researching is considered higher. This result indicates that the importance of teaching skills is lower, a fact that also is confirmed in previous studies. The assessment basis of teaching skills must be developed in a way that makes the assessment qualitatively.

本研究旨在瞭解國小教師知識管理、教學檔案管理與教師專業發展之指標、內涵與現況，探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先進行文獻探討，作為架構研究的理論基礎；接著，實地訪談12位現場教育工作者、問卷調查702位教師（臺北市、臺北縣、基隆市、桃園縣、宜蘭縣五縣市共發出1000份問卷，有效卷702份）以分析現況、驗證理論；最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、國小教師知識管理、教學檔案管理及教師專業發展的指標、內涵及其現況： （一）教師知識管理包括知識獲取、知識儲存、知識創新、知識分享四向度；其整體、分向度得分均為中上，其中以教師知識獲取得分最高。 （二）教學檔案管理包括專業背景資料、檔案結構系統、教學規劃設計、專業省思記錄四向度；其整體、分向度得分均為中上，其中以教學規劃設計得分最高。 （三）教師專業發展包括專業知識、專業能力、專業精神三向度；其整體、分向度得分均為中上，其中以教師專業能力得分情形最高。 二、不同背景變項在教師知識管理、教學檔案管理及教師專業發展之差異情形： （一）不同背景變項在教師知識管理的得分方面：研究發現在性別、最高學歷、服務年資、現任職務有顯著差異，年齡及學校區域沒有顯著差異。 （二）不同背景變項在教學檔案管理的得分方面：研究發現在最高學歷、現任職務有顯著差異，但性別、年齡、服務年資及學校區域沒有顯著差異。 （三）不同背景變項在教師專業發展的得分方面：研究發現在性別、年齡、最高學歷、服務年資、現任職務有顯著差異，但學校區域並沒有顯著差異。 三、教師知識管理、教學檔案管理與教師專業發展之相關情形： （一）整體教師知識管理與整體教學檔案管理間呈顯著中度正相關，教學檔案管理各分向度中，以專業背景資料與教師知識管理總量表之相關程度最高。 （二）整體教師知識管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業精神與教師知識管理之相關程度最高。 （三）整體教學檔案管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業知識與教學檔案管理之相關程度最高。 四、教師知識管理、教學檔案管理各向度對於教師專業發展的預測情形： 教師知識管理之知識獲得、知識儲存、知識分享、知識創新變項對整體教師專業發展的有顯著的預測力；教學檔案管理之檔案結構系統、專業背景資料、教學規劃設計、專業省思記錄變項對整體教師專業發展的有顯著的預測力。 五、教師知識管理、教學檔案管理各向度對教師專業發展的互動模式各項適配度指標佳，上游潛在變項一（教師知識管理）與上游潛在變項二（教學檔案管理）對下游潛在變項（教師專業發展）具有顯著的影響力。 最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、國民小學、國小教師及後續研究參考。 / The main purpose of this study was to investigate the teacher knowledge management, teaching portfolio management and teacher professional development of elementary school teachers.The study included literature analysis, survey method with an interview, and survey method with a questionnaire.The purpose of literature analysis was aimed to explore the teacher knowledge management, teaching portfolio management and teacher professional development. The purpose of survey method with 12 specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of principals and teachers of elementary about the teacher knowledge management, teaching portfolio management and teacher professional development. The subjects of the questionnaire included principals and teachers of elementary in Taipei City, Taipei County, Keelung City, Yilan County and Taoyuan County. Data were analyzed 702 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. Based on the statistics analysis of the questionnaire, this study finds reaches the following results： A. In the aspect of teacher knowledge management: 1. The teacher knowledge management include four parts: (1) knowledge acquisition, (2)knowledge storage, (3)knowledge innovation,(4) knowledge sharing. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is "teacher knowledge acquisition ". 2. Teachers’ sexual, highest educational degree, years of service, and position of service have significant influences on teacher knowledge management. But teachers’ age and school size do not have any significant influences. B. In the aspect of teaching portfolio management: 1. The teaching portfolio management include four parts: (1) professional background materials, (2) portfolio structure system, (3) teaching planning and design, (4) professional reflective record. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is " teaching planning and design ". 2. Teachers’ highest educational degree and position of service have significant influences on teaching portfolio management. But teachers’ sexual, age, years of service, and school size do not have any significant influences. C. In the aspect of teacher professional development: 1. The teacher professional development include four parts: (1) professional knowledge, (2) professional ability, (3) professional spirit. The perception of principals and teachers were above average agreement of the three parts. For teachers, the best dimension is " professional ability ". 2. Teachers’ sexual, teachers’ age, highest educational degree, years of service, and position of service have significant influences on teaching portfolio management. But school size do not have any significant influences. D.In the aspect of relationships among teacher knowledge management, teaching portfolio management and teacher professional development: 1. There was positive correlation and regression existed among teacher knowledge management, teaching portfolio management and teacher professional development. 2.Teachers’ knowledge management and teaching portfolio management did promote teachers’ teaching effectiveness. In the last part, the researcher, based on the findings, proposes some suggestions for the education authorities, the teacher training institutions, the elementary schools principals and teachers, and the future researchers, hoping to benefit the development of elementary school education in the future.

A teaching portfolio allows lecturers to track their own growth and development in teaching and learning, as it helps to document their career’s journey. This study gained insight into this experience from the lecturers’ perspectives. The research paradigm was qualitative and the study used a sample of lecturers from an independent tertiary institution in Johannesburg. Personal interviews provided rich data and themes were developed from the data to answer the research questions concerning the value of doing a teaching portfolio. Lecturers’ perceptions provided clear evidence of the value of doing a teaching portfolio, because it developed their personal competence, knowledge, skills and higher-order thinking. However, the findings showed that the success of a teaching portfolio remained dependent on individual motivation and how the process was implemented. Any challenges experienced tended to negatively affect motivation, thereby decreasing the perceived value of a teaching portfolio. This study recommended that a teaching portfolio might offer a solution to some of the current education issues within the South Africa context, especially with regard to the lack of content knowledge and the disempowerment of teachers. / ʼn Onderrigportefeulje maak dit vir dosente moontlik om hul eie groei en ontwikkeling ten opsigte van onderrig en leer te monitor, omdat dit hulle help om hul loopbaan te dokumenteer. Hierdie studie gee insig in hierdie ervaring vanuit dosente se oogpunt. Die navorsingsparadigma was kwalitatief en die studie het ʼn steekproef van dosente van ʼn onafhanklike tersiêre instelling in Johannesburg behels. Persoonlike onderhoude het ryk data opgelewer en temas is op grond van die data ontwikkel om die navorsingsvrae oor die waarde van ʼn onderrigportefeulje te beantwoord. Dosente se persepsies was ʼn duidelike bewys van die waarde van ʼn onderrigportefeulje, omdat dit hul persoonlike bevoegdheid, kennis, vaardighede en hoërorde-denke ontwikkel. Die bevindinge het egter getoon dat die sukses van ʼn onderrigportefeulje steeds onderhewig is aan individuele motivering en hoe die proses geïmplementeer is. Enige uitdagings was geneig om ʼn negatiewe invloed op motivering te hê en sodoende die vermeende waarde van ʼn onderrigportefeulje te verlaag. Hierdie studie beveel aan dat ʼn onderrigportefeulje ʼn oplossing kan bied vir sommige van die opvoedingskwessies in die Suid-Afrikaanse konteks, veral met betrekking tot die gebrek aan inhoudkennis en die ontneming van onderwysers se mag. / Photefolio ya go ruta e kgontša bafahloši go latišiša kgolo le tšwetšopele tše e lego tša bona ka go goruta le go ithuta, ka ge e thuša go rekhota leeto la mošomo wa bona. Thutelo ye e hweditše tshedimošo maitemogelong a go tšwa tebelelong ya bafahloši. Dikgopolo ka ga nyakišišo e bile tša go hwetša tshedimošo ka go kwešiša le go lemoga mabaka a bothata gomme thutelo ye e dirišitše sampolo ya bafahloši go tšwa institušeneng ye e ikemetšeng ya morago ga marematlou go la Johannesburg. Ditherišano tša motho ka botee di tšweleditše datha ye bohlokwa gomme merero e hlagišitšwe go tšwa datheng go fa karabo ya dipotšišo tša dinyakišišo tše di lebanego bohlokwa bja go dira photefolio ya go ruta. Dikgopolo tša bafahloši di file bohlatse bjo bo kwešišegago bja bohlokwa bja go dira photefolio ya go ruta, ka gobane e godišitše, botsebi, tsebo, mabokgoni tša bona le mokgwa wa go nagana wa maemo a godimo. Le ge go le bjalo, dikhwetšo di bontšhitše gore katlego ya photefolio ya go ruta e dutše e ithekgile go tutuetšo ya motho le ka moo tshepedišo e phethagaditšwego. Ditlhohlo dife goba dife tšeo di itemogetšwego di bile le go huetša tutuetšo, ka gorealo tša fokotša boleng bjo bo lebeletšwego bja photefolio ya go ruta. Thutelo ye e šišintše gore photefolio ya go ruta e ka fa tharollo go tše dingwe tša ditlhagišo tša bjale tša thuto kemong ya Afrika Borwa, gagolo malebana le tlhokego ya dintlhatsebo, dikgopolo le melaotshepetšo tšeo di rutwago le go ithuta ka tšona gammogo le go se be le maatla ga barutiši. / Psychology of Education / M. Ed. (Psychology of Education)