This study reports on the practice of inclusive education in three rural disadvantaged communities within the Eastern Cape. The research focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs in the teaching profession and consequently the changing needs of both in service and pre-service educators, this project was conceived as providing an insight into the response of educators to the challenges of inclusive education and the meanings that these experiences have for educators who have had practical exposure to inclusive education. The need to acknowledge barriers which have implications for planning, expectations and effectiveness of implementing inclusive education in this specific context is acknowledged. In South Africa direct support service delivery is only to a few advantaged schools and communities. Learners who are economically and environmentally disadvantaged are excluded even though they have an equal right to effective support. / Educational Studies / M. A.(Educational Management)

The theoretical part of the thesis deals with the teaching profession in primary schools of art in the 21st century in the context of curricular reform. It addresses not only the readiness of teachers to changes that the curriculum documents bring, but at the same time solves position management (role of directors) in this process. Concretizes the development of the teaching profession from the perspective of management in art schools. The research part of the thesis analyzes the selected documents school curricula, defines the content development for teachers through the training of teachers and emerging approaches of directors in this process. Dissertation will complete the topic by the recommendations of advanced training teachers for the management of teachers in art schools. KEYWORDS teaching profession, competency model, basic art education, curriculum reform, school educational program, the strategy of educational objectives, training of teachers, role and attitudes of directors

The researcher investigated ways of alleviating stress and burnout among secondary school teachers. In this regard, factors causing teacher stress and burnout, the effect of stress and burnout on the quality of teaching and learning, support structures offered by secondary schools, and coping strategies to deal with stress and burnout were relevant. A total of 20 participants consisting of 12 teachers and 8 school management team members were interviewed using individual and focus group interviews, and participant observation. Findings revealed that teachers are experiencing a range of stressors of a consistent and prolonged nature leading to burnout. The allocation of unfamiliar subjects as a stressor appeared to be a new finding not noted in any of the previous literature. Stress and burnout constitute a threat to teacher retention and effective teaching and learning. Support structures offered to teachers are inadequate, resulting in teachers using ineffective stress coping strategies. / Die navorser het maniere ondersoek om spanning en uitbranding by hoërskoolonderwysers te verlig. In hierdie verband was faktore wat spanning en uitbranding tot gevolg het, die effek van spanning en uitbranding op die kwaliteit van onderrig en leer, ondersteuningstrukture wat deur skole aangebied word, en strategieë om spanning en uitbranding te hanteer van toepassing. Onderhoude, individueel en fokusgroep, is met 20 deelnemers, 12 onderwysers en 8 lede van die skoolbeheerraad gevoer. Data is ook met deelnemerwaarneming ingesamel. Navorsingsbevindinge toon aan dat onderwysers volgehoue spanning ervaar wat tot uitbranding lei. Die toewysing van vakke waarmee onderwysers nie vertroud is nie is as ‘n bevinding geïdentifiseer wat nie algemeen in die literatuur opgeteken is nie. Spanning en uitbranding affekteer onderwyserbehoud vir die beroep en goeie kwaliteit onderrig en leer negatief. Ondersteuningstrukture vir onderwysers is onvoldoende met die gevolg dat onderwysers geneig is tot die oneffektiewe hantering van spanning. / Umcwaningi ucwaninge izindlela zokuciphisa ukucindezeleka nokushisa phakathi kwabafundisi besikole esiphakeme. Kulokhu, izici ezidala ukucindezeleka nokushisa kothisa, umphumela wokucindezeleka nokushiswa kumhangatho wokufundisa nokufunda, izakhiwo zokusekela ezininkezwa izikole zamabanga aphezulu, Kanye namaqhinga okubhekana nomphumela wokucindezeleka nokushisa kwakufanele. Ingqikithi yabangu-20 yabahlanganyeli abangothisa abangu-12 kanye namalunga eqembu lesiphathimandla sabaphathi abangu-8 besikole babuzwe imibuzo ngokusebenzisa izingxoxo zanye ngabanye kange neqembu lokugxila, Kanye nokubonwa kwabahlangayeli, Kutholakale ukuthi othisha babona ububanzi bokucindezeleka kwendalo eqhubekayo okungaholela ekusheni. Ukwabiwa kwezihloko ezingajwayelekile njengoba ukucindezeleka kubonakala sengathi kuyinto entsha engatholakali ezincwadini zangaphambilini. Ukucindezeleka nokushisa kwakha umsongelo ekugcinweni kothisa Kanye nokufundisa nokufinda okuphumelelayo. Izakhiwo zokuseleka ezinekezwa othisha azanele, ziholela kothisa besenbenzisa amaqhinga okubhekana nokucindezeleka angasebenzi. / Educational Management and Leadership / M. Ed. (Education Management)

This study reports on the practice of inclusive education in three rural disadvantaged communities within the Eastern Cape. The research focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs in the teaching profession and consequently the changing needs of both in service and pre-service educators, this project was conceived as providing an insight into the response of educators to the challenges of inclusive education and the meanings that these experiences have for educators who have had practical exposure to inclusive education. The need to acknowledge barriers which have implications for planning, expectations and effectiveness of implementing inclusive education in this specific context is acknowledged. In South Africa direct support service delivery is only to a few advantaged schools and communities. Learners who are economically and environmentally disadvantaged are excluded even though they have an equal right to effective support. / Educational Studies / M. A.(Educational Management)

The dissertation deals with the topic of managing and experiencing stressful (extraordi-nary) situations in teaching in connection with selected teachers' personality traits. The thesis has a theoretical-empirical character. Its theoretical part presents some basic know?ledge related to the topics relevant to the processed issues (teacher's profession, persona?lity, motivation, emotion, workload and stress in the teaching profession context, selected teaching methods and organizational forms, recommendations for effective teaching and learning difficulties solutions, basics of artefacts symbolic interpretation). The aim of the research described in the empirical part of the thesis is to obtain the detailed information about the experience of difficult situations in teaching and the possibilities of their man?agement in connection with the personality structure of the selected teachers. The re?search was carried out in the mixed methods design. His qualitative part contains a multiple? case study (semi-structured interviews were conducted with six lower se?condary school teachers, their teaching was observed, an interview about their thematic collage on the theme Me as a teacher in all its positions and roles was conducted, and the same questionnaires were applied as for the quantitative part of the survey) and some open coded interviews about the thematic collages. In the quantitative research section, the data from four questionnaires were evaluated the orientation questionnaire for detecting stress in teachers by Henning and Keller (1996), the Stress Management Stra?tegies SVF 78 (Janke & Erdmann, 2003), the Freiburg Personality Inventory (Kollárik, Poliaková, & Ritomsky, 1984) and a questionnaire of our own design contains open questions. Most of the participants in the research study experience extraordinary situa?tions in their teaching, which usually cause unpleasant emotions and affect their teaching negatively. Particular relationships between personality characteristics and the teaching of the participants have been found. Respondents did not show a higher level of psychoso?matic disturbance, emotional lability, depressivity or neuroticity compared to the com?mon population. Neither between the level of stress feelings and the age or length of practice, no statistically significant relationship has been found. On the contrary, the male self-description and the adaptive burden management showed a mutually significant con?nection. Also, a higher level of stress impact in physical aspect of women compared to men proved to be statistically significant.

The present thesis Problems Faced by Beginning Teachers deals with the issue of beginning teachers and their problems in their first years of teaching. The aim of this paper is to identify key problems of beginning teachers. An analysis of scientific literature and other relevant documents, questionnaires and narrative interviews with beginning teachers were used to achieve a project objective. The thesis is divided into five chapters. The first chapter focuses on the concept of a teacher and their professional development. The second chapter describes teacher training, the third one deals with a role of mentors and the fourth chapter presents some potential problems that beginning teachers might face. The problems could be divided into several different categories, for instance, teaching problems, organizational problems, material and technical problems and social problems. The fifth chapter involves empirical research in the form of questionnaires, narrative interviews and my own introspection. The respondents are beginning teachers who are in their first five years of teaching experience.

(in English): Dissertation is focused on the continuing education of teachers in terms of the current legislation of the European Union and the Czech Republic as one of the key adaptive mechanisms that ensure the ability of the education system to adequately respond to the ever changing social conditions in today's globalized world. The theoretical part through the analysis of different theoretical approaches to further education, defines and describes the issue of further education of teachers , the system - specific conditions , areas and its financing. It deals with the areas of the teacher's profession, their competences , career structure and professional standards. The empirical part of this dissertation, based on empirical research, describes the system of further education of teachers both in terms of school leadership , and from the perspective of teachers and it maps specific factors affecting the quality of the current further education of teachers.

BARREIRA, Sofia de Evaristo Menescal. Formação docente para a educação superior: nas trilhas de uma política institucional. 2009. 260 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-26T12:28:12Z No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-09-24T00:08:59Z (GMT) No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) / Made available in DSpace on 2013-09-24T00:08:59Z (GMT). No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) Previous issue date: 2009 / The thematic of this thesis concerns to the importance of the teaching formation for the superior education face to the challenge disposed by the society of information and knowledge to the accomplished professionalization on this teaching level. The Federal University of Ceará – UFC was chosen for the achievement of this field research as it historically represents the main former institution of active professionals in the teaching of superior education in Ceará. It was the first university created in the State and continues being one of the greatest referential for the others Superior Teaching Institutions by the importance of its debates, partnerships established and the meaningful contribution in the professional formation for the world of the work. This study was developed through a qualitative research, that is a case study using semistructured interviews and documental analysis. The subjects of the research are represented by 43 active managers from the period 1997 to 2006 – rectors, pro-rectors, directors of centers or faculties, chiefs of departments, coordinators of courses, managers of human resources, syndicate representative, auditor among others. The categories of Entrance, Evaluation and Formation were defined to guide the priorities pertaining specially to field research. The information and reflections resultant just show the necessity to implement an institutional policy of teaching formation to the teachers of the University, conceived in the scope of references of professional development. So, to have this effectuated, it is urgent to establish ruptures in order to face the evident problems and assume innovated attitudes in the face of explicit possibilities / A temática desta tese refere-se à importância da formação docente para a educação superior diante dos desafios postos pela sociedade da informação e do conhecimento à profissionalização efetivada nesse nível de ensino, mais especificamente à ação do professor no cotidiano da sua profissão. A Universidade Federal do Ceará – UFC foi escolhida para a realização da pesquisa de campo pelo fato de representar, historicamente, a principal instituição formadora de profissionais atuantes na docência da educação superior do Ceará. Primeira universidade a ser criada no Estado, continua sendo um dos maiores referenciais para as demais Instituições de Educação Superior - IES pela importância dos debates que promove, das parcerias que estabelece e da significativa contribuição de formação profissional para o mundo do trabalho. O estudo desenvolveu-se mediante uma pesquisa qualitativa, do tipo estudo de caso, utilizando entrevistas semiestruturadas e análise documental. Os sujeitos da pesquisa estão representados por 43 gestores, atuantes no período de 1997 a 2006 – reitores, pró-reitores, diretores de centro ou faculdade, chefes de departamentos, coordenadores de cursos, gestores de recursos humanos, representante sindical, ouvidor, dentre outros. As categorias Ingresso, Avaliação e Formação foram definidas para orientar as prioridades pertinentes à pesquisa de campo, em especial. As informações e reflexões decorrentes sinalizam a necessidade de implementar uma política institucional de formação docente para os professores da Universidade, concebida no âmbito de referenciais de desenvolvimento profissional. Para que se efetive, é imprescindível estabelecer rupturas para o enfrentamento dos problemas evidenciados e assumir posturas inovadoras diante das possibilidades explicitadas