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A comparative analysis of the perceptions of special education teachers in the San Antonio Independent School District (SAISD) regarding the importance, comfort, and frequency levels of educative activities to further develop their teaching skills was conducted by the researcher in order to apply findings to the development of future professional learning opportunities for this group of educators and to the role of human resource development (HRD) with regard to adult learning and organizational processes. Responses were elicited from a selection of educative activities listed on a questionnaire instrument that was distributed to a non-proportional, stratified random sampling from the district?s total population of special education teachers in the fall of 2006. Multivariate analyses of variance resulted in no significant differences in the importance, comfort, and frequency levels of educative activities as rated by special education teachers regardless of teaching level or years of teaching experience. The primary conclusions drawn from this study were: (a) mean responses were homogenous at the group level regardless of the educative activity; (b) there were no significant perceptual differences found with regard to the rating of educative activities by importance, comfort, and frequency; and (c) there was a need for more research in this area to further investigate or substantiate findings due to the exploratory nature of the study?s design. Recommendations include: 1. Large scale research comprised of similar teacher samplings and research design to add to existing studies regarding the perception and selection of educative activities by special education teachers to further develop teaching skills. 2. Large scale research comprised of similar teacher samplings and research design to explore special education teacher perceptions regarding adult learning and the role of human resource development and other district department professionals in order to add to existing research when designing professional learning opportunities for this teacher group. 3. Review of the questionnaire instrument since no significant differences were found. Items listed should include activities that are distinctly different from each other. In addition, educative activities may need to be added or subtracted depending on new findings from research.

Teachers sometimes fail to use previously acquired teaching skills. A review of studies which had examined the maintenance of teaching skills found that some training programmes which used skill practice and feedback on performance were successful in achieving maintenance. The present study was designed to test the effect of practice and feedback in diverse settings on the acquisition and maintenance of teaching skills. The following skills were selected for training: 1. Increasing the use of approval and decreasing the use of disapproval. 2. Increasing the use of feedback and decreasing the use of criticism. 3. Using wait-time: (a) after asking a question and before calling on a student to answer, (teacher wait-time) and (b) after a student response has finished (pupil wait-time). Repeated measures were made of nineteen student teachers teaching during a six week student teaching practice prior to the training course and again immediately following it. Ten of them, who also secured teaching positions, were observed when teaching in their own classrooms. During the training course, the subjects practised some skills until the training targets had been achieved five times in each of two settings (the 2 X 5 treatment). They practised the remaining skills until the training targets had been achieved two times in each of two classroom settings (the 2 X 2 treatment). The subjects observed one another practise and the results of these observations were used to provide them with performance feedback. There was a general training effect although there was no treatment effect for the amount of practice. More maintenance was found when the subjects became employed as classroom teachers than was observed immediately after training. More skills were maintained when there was a match between the class level being taught and the class level practised with during training. Feedback was maintained by most subjects while teacher wait-time and low rates of criticism were maintained by the fewest subjects. It was hypothesized that the subjects had previously been subjected to thousands of hours of observational learning of teacher behaviour and that a brief training course may not have had sufficient impact to counter such prior learning. It was also hypothesized that there were unidentified stimuli, context variables and sources of reinforcement controlling the performance of particular skills by individual subjects. It was concluded that future research in this field should seek to identify these sources of stimulus control.

A thesis submitted to the Faculty of Arts in partial fulfillment of the requirements for the Degree of Masters of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, 2014 / The main aim of the present study was to investigate whether or not teachers possess the skills which are needed to deal with learners in inclusive classrooms. The study also aimed to evaluate data regarding teachers’ qualification, inservice training programmes as well as their experience in the inclusive schools. The objectives of the study were: • To investigate whether or not teachers had the necessary skills to assist learners with special needs in education. • To find out if there were any teacher in-service training programmes on inclusive education. • To determine whether or not there was a relationship between teachers’ skills for handling children in inclusive classroom and the following teachers’ characteristics: - Gender - Qualification and - Experience One hundred and seven (107) questionnaires were completed by teachers in special schools and full service schools in KZN. To collect data a questionnaire which consisted of closed-ended questions was administered to teachers. A ChiSquare one-sample tests and K-independent samples as well as computer statistical programme called Statistical Packages of Social Science was used to analyze data. vii The findings of the study indicated that teachers had basic knowledge of how to handle learners with different learning needs and they felt comfortable with the skills they possessed. With regard to the availability of in-service training programmes, the results revealed that teachers benefit a lot from both Psychological Guidance and Special Education Services (PGSES) and Outcomes Based Education (OBE) workshops provided by the Department of Education. The findings also suggested that there was a relationship between teachers’ skills for handling learners with special needs in education and their qualifications, gender and experience.

Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Susan Barduhn Includes bibliographical references (leaves 74-76).

This study proposes a model for effective teaching based on the development of an affiliative culture for both students and staff. Characteristics such as respect, helpfulness, and approachability are combined with specific teaching skills that are perceived by staff and students to be effective both for displaying these traits and also to enhance teaching. Although the literature shows that qualitative attributes are not new, from the data gathered, it appears that they are not always recognised by staff as significant for students’ learning. The literature also indicates that there is a disjuncture in the perceptions of effective teaching from executive management, staff and students. The context of the research is in a post-1992 university and current trends indicate there has been a shift in higher education towards a more bureaucratic approach to accountability in terms of student numbers and financial aspects that have resulted in larger teaching groups especially for post1992 universities. Additionally, the student funding system has changed so that students are now responsible for paying all their tuition fees, albeit via student loans. The literature proposes that this means that students may consider themselves as customers which indicate a different kind of relationship with a university. The research literature posits that these reforms have led to increased pressures on teaching staff so that they do not have time to develop a climate of affiliation which encompasses openness, trust and a sense of belonging for the students which, in turn, leads to creating a positive learning environment and student success. The literature review considers the perceptions of effective teaching from academic teaching staff, students and executive managers. This research uses a case study approach with the research design set within an interpretivist paradigm whereby the opinions and perceptions of the respondents are explored. Data were gathered through multiple data collection tools, such as internal student surveys, a student focus group interview, and filmed teaching observations, stimulated recall discussions with staff and conversational interviews with executive managers. In addition, secondary data were used from the narrative comments in the National Student Survey, (NSS) (2012) to complement the internal survey. The research questions focus on the perceptions and strategies that are viewed as part of effective teaching from the three groups of participants. 4 From the findings, I have developed a model to promote effective teaching which proposes an alignment of affiliation with specific teaching skills that encourages participation from both staff and students so that learning is jointly constructed. The model presents a way that combines the personal qualities and values gathered from the data, with students’ preferred teaching strategies which are perceived to enable effective teaching to take place. The inter-relationship between specific teaching skills and personal characteristics, identified in the model, is unique because it is the only approach that combines teaching methods with a values base that encourages a culture of affiliation for both staff and students.

Esta tese discute a importância da dimensão interativa na relação pedagógica no b-learning. Por dimensão interativa entende-se um conjunto de elementos que proporcionam aprendizagens satisfatórias, levando-se em conta, não só os aspectos pedagógicos, mas também os aspectos organizacionais e tecnológicos. O estudo processa-se ao longo de dois semestres (2010/11) com alunos do Curso de Mestrado em Ciências da Educação, área de especialização de Tecnologia Educativa, do Instituto de Educação da Universidade do Minho. Trata-se de uma pesquisa do tipo exploratória, de natureza predominantemente qualitativa, construída por meio de estudo de caso. No sentindo de situar o trabalho no campo das Ciências da Educação, numa perspectiva psicossocial, tem-se como pistas de investigação a psicologia sócio-histórica e a comunicação como processo social. Desta forma, interligam-se os conceitos de relação interpessoal, interação, comunicação e linguagem. Para análise dos dados, fez-se o cruzamento de informações de diversos instrumentos de pesquisa (questionários e interações síncronas nos chats) e recorreu-se, como suportes teóricos de análise, aos axiomas da comunicação, apresentados por Watzlawich, Beavin e Jackson (1967); às competências comunicativas docentes de Bitti e Zani (1997) e às categorias de valores docentes de Almeida (2002) - uma releitura baseada nas conferências de Ítalo Calvino (1995). Os resultados emergentes deste estudo apontam para as dimensões: relacional, comunicativa, cognitiva e tecnológica, nesta ordem de importância, como dimensões interativas importantes nas relações pedagógicas b-learning (componente presencial) e relacional, comunicativa, tecnológica e cognitiva (componente online). Por meio dos indicadores, que definiram as dimensões, foi possível identificar características/requisitos docentes que os alunos consideram fundamentais na relação pedagógica presencial, a saber: Afetividade, Atitude, Proximidade e Interação/Interatividade (dimensão relacional); Linguagem Verbal, Papel do Professo, Linguagem Não-Verbal, Respostas/Feedback e Disponibilidade (dimensão comunicativa); Planejamento e Domínio dos Conteúdos (dimensão cognitiva); e Domínio e Uso das Tecnologias e Recursos Físicos, Materiais e Técnicos (dimensão tecnológica). Em se tratando da relação pedagógica online, tem-se basicamente os mesmos indicadores, com exceção do indicador Domínio dos Conteúdos. Destacam-se para o componente presencial, os indicadores Atitude e Afetividade (dimensão relacional), Linguagem Verbal (dimensão comunicativa), Planejamento (dimensão cognitiva), e Domínio e Uso das Tecnologias (dimensão tecnológica). Já para o componente online, tem-se Interação/Interatividade (dimensão relacional), Papel do Professor (dimensão comunicativa), Domínio e Uso das Tecnologias (dimensão tecnólogica) e Planejamento (dimensão tecnológica). De maneira geral, observa-se que há diferenças entre componentes presencial e online, quanto à ordem de importância dos indicadores. Valoriza-se mais a Atitude e Afetividade no presencial e Interação/Interatividade no online (dimensão relacional). Na dimensão comunicativa, preza-se como fundamental o Papel do Professor, no presencial, e Interação/Interatividade, no online. Para as dimensões cognitiva e tecnológica, reconhece-se os mesmos indicadores tanto no presencial como no online, qual sejam: Planejamento e Domínio dos Conteúdos, atentando-se para a mudança de posições em que a dimensão cognitiva aparece na 3ª posição, no presencial, e na 4ª posição, no online, e a dimensão tecnológica aparece na 4ª posição, no presencial, e na 3ª no online. Para além desses dados, ao se fazer a relação das dimensões já mencionadas com as variáveis sexo, idade e formação não se percebem diferenças significativas. / This thesis refers to the importance of pedagogical relationship in interactive blended learning. Interactive dimension is understood here as a set of elements that provide satisfactory learning, taking into account pedagogical aspects but also organizational and technological aspects. The study took place over two semesters (2010/11) with students from the Master in Educational Sciences, specialization in Educational Technology, Institute of Education, University of Minho. It is an exploratory type research, predominantly qualitative in nature, built through a case study. In order to situate the work in the field of Education Sciences, from a psychosocial perspective, we have taken, as an investigative lead, the socio-historical psychology and communication as a social process. Thus, the concepts of interpersonal relationship, interaction, communication and language are interconnected. For data analysis, it was done the crossing of information from various research instruments (questionnaires and synchronous interactions in chat rooms) and, as theoretical analysis supports, were used the axioms of communication, presented by Watzlawich, Beavin and Jackson (1967), the communication skills of teachers Bitty and Zani(1997) and Almeida (2003) categories of teaching values,, a reading based on lectures by Italo Calvino (1995). The results emerging from this study indicate the communicative, cognitive and technological dimensions,, in that order of importance, as important dimensions of interactive learning in b-learning pedagogical relationships (classroom component) and relational, communicative, and cognitive technology (online component). Through the indicators, which define the dimensions, it was possible to identify the teaching features / requirements that students consider important in classroom teaching relationship. They are: Affection, Attitude, Proximity and Interaction / Interactivity (relational dimension), Verbal, Role of the Teacher, non-verbal language, Responses / Feedback and availability (communication dimension), planning and content area (cognitive dimension), and, Domain and Use of Physical Resources and Technologies, Materials and Technical resources (technological dimension. In the case of online pedagogical relationship we have got the same indicators, with the exception of the Mastery of Content indicator. As to classroom component, the indicators Attitude and Affect (relational dimension), Verbal (communication dimension), Planning (cognitive dimension), and control and use of technology (technological dimension) are highlighted. As to online component, instead,, we have the indicators Interaction / Interactivity (relational dimension), Role of the Teacher (communication dimension), Use and Mastery of Technologies (technological dimension), and Planning (technological dimension). In general we observe that there are differences, between classroom and online components, as to the order of importance of indicators. Attitude and Affect in the classroom and Interaction / Interactivity in online (relational dimension) are more valued. In the communication dimension, the role of teacher is appreciated as fundamental in classroom learning, whereas Interaction / Interactivity is in online. As to cognitive and technological dimensions , the same indicators are recognized in both classroom and online, namely Planning and Mastery of Content, paying attention to the change of positions, where the cognitive dimension appears in 3rd position in classroom, and 4th in online, and the technological dimension appears in 4th position in classroom and 3rd in online. Beyond these data, when making the relationship between the dimensions mentioned above with the variables sex, age and education, we do not realize significant differences.

AN ABSTRACT OF THE DISSERTATION The purpose of this qualitative phenomenological study was to understand and describe the sources of Nicaraguan EFL teacher educators’ knowledge base, the types of knowledge and skills that constructed their knowledge base, and the relationship of this knowledge base and classroom practices in a teacher education program at a Nicaraguan University. This study presents a literature review on the sources of knowledge and knowledge base of EFL teacher educators in the field of language teacher education. I used a purposeful sampling technique to select both the research site and the six EFL teacher educators who participated as research participants in this study. Data were collected from three sources: a curriculum analysis, six one-shot semi-structured interviews, and a document analysis to lesson plans, syllabi, and assessment instruments used by the research participants. To analyze the data collected, I used the qualitative data analysis model proposed by Miles, Huberman, and Saldaña (2014). As a mode of findings, I describe the sources of knowledge, a categorization of knowledge base and skills that Nicaraguan EFL teacher educators possess as well as the relationship they identified between their knowledge base and their teaching practices in EFL teacher education classrooms. Findings revealed that Nicaraguan EFL teacher educators possess sixteen types of knowledge and fourteen types of skills that resulted from eight sources of knowledge, among which English proficiency, own experiences as language learners, subject knowledge, pedagogical knowledge, teaching experience in EFL teacher education programs, assessment knowledge of language student teachers, and knowledge of students’ L1 seem to be the most important when it has to do with actual teaching in language teacher education classrooms. In addition, according to the findings, the process of becoming an EFL teacher educator may take many years. It begins with the professional coursework teacher educators take in their language teacher education programs where they first become English teachers. It continues with teaching experiences either in high schools, English teaching centers, or universities. Their professional knowledge as teacher educators is completed through the interaction with EFL preservice student teachers in teacher education classrooms, in which their previous pedagogical, linguistic, and teaching experiences as EFL teachers is transformed. In other words, their professional identity as EFL teacher educators is developed as they begin teaching in EFL teacher education programs. Pursuing this further, this study presents some pedagogical implications based on the findings that can help improve the quality and preparation of EFL teacher educators in Nicaragua. Finally, it offers some avenues for more research regarding the knowledge base of EFL teacher educators in Nicaraguan teacher education programs.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-26T12:25:02Z No. of bitstreams: 1 Sílvia Regina Abreu Leal_.pdf: 1355196 bytes, checksum: 879d766c9e3d375d37ca7a4cf8d53fa4 (MD5) / Made available in DSpace on 2015-05-26T12:25:02Z (GMT). No. of bitstreams: 1 Sílvia Regina Abreu Leal_.pdf: 1355196 bytes, checksum: 879d766c9e3d375d37ca7a4cf8d53fa4 (MD5) Previous issue date: 2014-12-19 / Nenhuma / O estudo de caso aborda os níveis de apropriação das Tecnologias da Informação e da Comunicação (TIC) por parte dos professores da Rede Verzeri (RV) de colégios, com base no documento de Padrão de Competências em TIC para Professores (UNESCO, 2009). Para tanto, considera-se o conhecimento e a utilização, nas práticas docentes, dos recursos disponíveis no Portal Educacional adotado pela RV. A pesquisa apresenta duas abordagens, de forma online: a quantitativa configura-se no âmbito de estudo de caso e apresenta aspectos relevantes que contribui para a coleta e análise de dados como reconhecimento de diferentes perspectivas, oportunidade de reflexões e a variedade das abordagens do Projeto de Competência em TIC para professores. Na pesquisa qualitativa, privilegia-se apenas a abordagem de Criação do Conhecimento, explorando o componente TIC a partir das habilidades esperadas pelos professores selecionados. O campo empírico foi composto por quatro colégios privados de Educação Básica da RV, localizados no interior do RS. Os interlocutores da pesquisa são os professores que estão lotados nos quatro colégios e que responderam os questionários online postados em plataforma acadêmica denominada Portal Educacional. Como parte integrante do processo de coleta de informações e validação da categoria de criação do conhecimento, foram utilizados, como material de apoio, os relatórios de acessos das ferramentas do Portal Educacional. Os resultados da pesquisa foram consolidados com base na triangulação de dados. Esta metodologia de análise oportuniza a superação das limitações tanto da pesquisa qualitativa como da pesquisa quantitativa, combinando os diversos métodos, dando-lhes, assim, a relevância necessária. O resultado da pesquisa, baseado no Padrão de Competências em TIC para professores, demonstra que: 41,20% do corpo docente estão em fase de alfabetização tecnológica; do percentual de 58,80% restantes, 28,76% dos professores encontram-se na abordagem de Alfabetização em Tecnologia, 18,86% no Aprofundamento do Conhecimento e 11,18% na Criação do Conhecimento. Este projeto permitiu uma melhor compreensão do padrão de competência em TIC dos professores, assim como a verificação de como as ferramentas online disponíveis no Portal Educacional favorecem a inovação e a construção do conhecimento. / The case study discusses the levels of appropriation of Information and Communication Technologies (ICT) by teachers of Rede Verzeri (RV) colleges, based on the Competency Standard document on ICT for Teachers (UNESCO, 2009). For this we consider the knowledge and the use in teaching practices, resources available in the Educational Portal adopted by RV. The research presents two approaches, online: a quantitative, appears within the case study and presents relevant aspects that contribute to the collection and analysis of data as recognition of different perspectives, opportunity for reflection and the variety of approaches to project Competence in ICT for teachers. Qualitative research is privileged only approach Creation of Knowledge exploring the ICT component, as expected by the teachers selected skills. The empirical field was the four colleges of Basic Education of the RV, the private network, located within the RS. The interlocutors of the research are the teachers who are crowded in the five colleges and the answer online questionnaires posted on academic platform called Education Portal. As part of the information gathering and validation of the category of knowledge creation process were used as collateral to access the reports of the Portal Educacional. The search results were consolidated based on the idea of triangulation. This method of analysis provides an opportunity to overcome the limitations of both qualitative and quantitative survey research, combining the various methods, thus giving them the necessary relevance. The survey results, based on the Standard ICT Skills for teachers, demonstrate: 41.20% of the faculty is in the process of technological literacy, the percentage of 58.80% is 28.76% in Literacy approach technology, 18.86% in Deepening Knowledge and 11.18% in the Creation of Knowledge. This project provided a better understanding of the pattern of ICT skills of teachers, as well as verification of how online tools available in Educational Portal favor innovation and knowledge construction.

Cette recherche s’inscrit dans une volonté de lecture de la formation au projet architectural et urbain dans les écoles françaises tant d’un point de vue pédagogique que didactique. Il s’agit d’identifier les principaux courants d’enseignement transversaux aux ENSA. Pour ce faire nous nous appuyons sur les références modernes comme outil d’identification, élément transversal de tous les enseignements de projet. Nous supposons un lien intrinsèque entre référence, formes de réinterprétation des références et construction des référentiels. Pour vérifier nos hypothèses nous avons cherché à comprendre les grandes périodes historiques de l’enseignement, structurantes de notre modèle actuel. Puis nous avons suivi durant un semestre 6 ateliers issus des ENSA de Bordeaux, Saint-Étienne et Paris Belleville, chacun marqué par une forme de réinterprétation des références. Si la référence apparaît bien comme un outil d’identification propre au projet d’architecture, et que plusieurs formes de réinterprétation sont identifiables (formelle, constructive, méthodologique et valorielle), il n’est plus possible d’identifier des référentiels d’enseignement. La didactique et la pédagogie construisant auparavant le référentiel sont aujourd’hui multiples. De plus la notion de situation intègre l’étudiant dans son processus d’apprentissage. Si nous ne parlons plus de référentiel d’enseignement, nous emploierons le terme de référentiel de compétence pour identifier les transversalités. Cette identification s’adresse à la fois aux enseignants dans le but de positionner leurs pratiques, mais aussi aux étudiants pour qu’ils comprennent les attendus de l’enseignement qui leur est prodigué. Cette recherche souhaite donc réinstaurer un dialogue entre les acteurs du projet. / This research goes along a will of architectural and urban training scheme reading in French schools, such on didactics than teaching skills. It about to identify the main teaching flows across the ENSA. In order to do this, we base on modern references as identifying tools, cross-elements of all teaching projects. We suppose an inherent link between references, reference-reinterpretation forms and frame of reference building. In order to confirm our hypothesis we have tried to understand greats teaching historic periods, structure of our actual model. Then, we have followed during a semester 6 project studios from Bordeaux, Saint-Étienne and Paris Belleville ENSA, each committed by a form of reference reinterpretation. If the reference appears correctly, an identifying tool peculiar to the architectural project, and that multiple forms of reinterpretation are identifiable (formal, constructive, methodological and moral), it is no longer possible to identify frames of reference teaching schemes. Didactics and teaching skills formerly building the frame of reference are nowadays multiple. Furthermore, circumstances concept incorporates the student into his own learning process. If we do not talk about teaching frame of reference anymore, we will use the term of skill frames of reference in order to identify interdisciplinarities. This identification is directed at both teachers and students, in order to get into position their practices, but also to make students reach a better understanding of the teaching goals they receive. This research intends to re-establish a dialogue between the project participants.