This research study investigated the professional development of teachers as they integrate learning technologies into classroom practice. In particular, the study was concerned with the specific role of the learning technology coordinator in this professional development process. The views of classroom teachers were sought concerning factors in their professional development which they found useful together with the relevance of the role of the learning technology coordinator. So too, the views of the learning technology coordinators and principals were sought regarding effective professional development as teachers integrate learning technologies into classroom practice. Two processes were used to ascertain these views. Focus groups and interviews were conducted at the LaTTiCE (Learning and Teaching Technologies in Catholic Education) and Navigator schools. The Navigator and LaTTiCE school were specially funded pilot schools for the integration of learning technologies into classrooms. These technology rich schools provided detailed data from a specific group of people. A survey was also sent to randomly selected primary schools in Melbourne to see if similar responses would be gained from the general population of schools less privileged in terms of learning technologies and the associated professional development. Analysis of this data led to some important insights related to the professional development of teachers as they integrate learning technologies into classroom practice and to the specific role of the learning technology coordinator in this process. This study found that the main reason why teachers integrated learning technologies into classroom practice was to benefit their students and to improve their own skill levels. The important factors in the professional development of teachers integrating technology were that it was collaborative, embedded in practice, ongoing over time, had the support of the principal and was supported by a learning technology coordinator. This study focused on the role of the learning technology coordinator and found that the most important aspect of this role was related to the professional development of teachers and the coordination of the school’s technology program. These findings led to recommendations that priority be given to funding at a system level for a school based learning technology coordinator to be appointed in each primary school and that principals provide for this coordinator to focus on the professional development of teachers integrating technology into classroom practice.

This thesis aims to contribute to the improvement and advancement of university learning, teaching, and staff development; to integrate educational theory and the practice of university teaching; and to contribute to the establishment of a new, emerging paradigm in higher education. The strategy towards achieving these aims comprises (1) an alternative research methodology in the interpretive, non-positivist paradigm; (2) an integrated framework drawing on a variety of previously unrelated theories to form an alternative model of university education; and (3) reference to the dialectical relationship between educational theory and teaching practice and their integration through action research in higher education. The thesis is not so much a critique of the traditional paradigm and of existing functionalist-structuralist approaches to higher education, but more a development and clarification of an alternative, dialectical, human action approach to higher education. The original contribution of this thesis to the theory and practice of higher education lies in the development (1) of an alternative model of university education based on an integration of previously unrelated domains of theory; (2) of a theoretical model of professional development as action research (the CRASP Model: Critical attitude, Research into teaching, Accountability, Self-evaluation, Professionalism); and (3) of action research projects in higher education. Action research is research by the university teachers themselves into their teaching practice, i.e. into problems of the curriculum and student learning. The case studies included in and appended to this thesis show that in one educational setting at least it was possible to improve and advance university learning and teaching through action research. The evidence for this advancement is provided in a number of previously published case studies compiled in the Appendix.

Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

During recent years there have been noticeable shortcomings in the human encounter of people seeking some form of health care in Sweden. This is something that affects professional education within ‘the welfare state’ and implies that human expectations, societal demands and questions about knowledge, basic values and competence have become pedagogically interesting. The basic aim of the dissertation is - to contribute to a practically, relevant and theoretical in-depth understanding of the learning and teaching of ethics in professional education. By taking nursing education as an example and focussing on the human encounter of the person seeking care, the dissertation aims - by analysis of the pedagogic practice and from a critical-theoretical perspective – to provide a foundation for such an understanding. The research perspective includes a social-philosophical point of departure with a focus on Mead’s interactional view of learning and Habermas’s critical theory of social communication. Methodologically an emphasis is placed on discourse analysis. The results demonstrate how the learning and teaching of ethics in human encounters can be understood as a question of communication of both knowledge and values. In the theoretical reconstruction that follows it is shown how pedagogic actions, learning and competence can be understood as communication of and in particular contextual discourses. The six discourses are: ‘the efficiency-related discourse’, ‘the expert-related discourse’, the ‘care-related discourse’, ‘the communicative-related discourse’, ‘the egocentric discourse’ and ‘the ethnocentric discourse’, all of which are mutually related to each other. The contextual discourses focus on different values. Those that are most conducive to creating pleasant human encounters are the communicative- and the care-related discourses, which also form the foundation for the pedagogic recommendation that makes up the concluding discussion of the dissertation. The recommendation concerns a pedagogical practice that affirms, pays attention to, safeguards and challenges and thus generates creativity, as well as the legitimacy of pluralism. To engage in stimulating pedagogical discussion means being committed, taking responsibility and practicing solidarity in the profession of education. Such a ‘deliberative pedagogy’ creates possibilities for people to develop solidarity of judgement in a society that increasingly demanding that. In conclusion, the recommendation for a new and challenging human encounter-ethical-pedagogy is intended to show that ‘ideals can be realistic’. Normative recommendations do not have to be abstract visions of the future, but can be looked upon as means of focussing on alternative actions, that despite the difficulties are possible to realise – here and now.

This research is an empirical multiple-case study that is designed to explore adult individual learners’ vocabulary learning processes, and to examine their use of vocabulary learning strategies. It investigates the following key questions: (1) What vocabulary learning strategies do the individual learners usually use to find the meaning of unknown words? (2) What vocabulary learning strategies do the individual learners usually use to consolidate the words? (3) How do the individual learners apply the vocabulary learning strategies for the purposes mentioned above? (4) What are the differences between the learners’ use of vocabulary learning strategies? By using multiple data collection methods – questionnaires, interviews, and think-aloud protocols – I not only investigate what strategies the individual research participants use to study vocabulary, but also look at how they actually employ the strategies while completing a series of vocabulary activities. Finally, I also compare the patterns in the use of strategies between the participants. After the introduction, Chapter Two begins with the clarification of basic terms: “word,” “word knowledge,” and “strategy.” In Chapter Three, studies in the fields of vocabulary learning strategies are reviewed. Chapter Four deals with mental processes involved in vocabulary learning. Chapter Five focuses on the empirical study. I describe briefly the German language course (GER 101) and the language textbook, Vorsprung (2nd edition, 2002), and illustrate in depth the methodology used for data collection and data analysis. The results of the study are presented in Chapter Six. Chapter Seven summarizes the study results, followed by suggestions for foreign vocabulary instruction and for future research. The study illustrates that participants used a variety of vocabulary learning strategies to learn vocabulary. In total, 49 individual vocabulary learning strategies are identified and classified. Further, the differences between the learners are shown to be not only in what strategies they use but also in how they employ them. Finally, the study shows that well-organized and planned learning strategy training should be provided to language learners in order to make sure that they can use the strategies effectively, and that language instructors and the language textbook should play an active role in strategy training.

This research is an empirical multiple-case study that is designed to explore adult individual learners’ vocabulary learning processes, and to examine their use of vocabulary learning strategies. It investigates the following key questions: (1) What vocabulary learning strategies do the individual learners usually use to find the meaning of unknown words? (2) What vocabulary learning strategies do the individual learners usually use to consolidate the words? (3) How do the individual learners apply the vocabulary learning strategies for the purposes mentioned above? (4) What are the differences between the learners’ use of vocabulary learning strategies? By using multiple data collection methods – questionnaires, interviews, and think-aloud protocols – I not only investigate what strategies the individual research participants use to study vocabulary, but also look at how they actually employ the strategies while completing a series of vocabulary activities. Finally, I also compare the patterns in the use of strategies between the participants. After the introduction, Chapter Two begins with the clarification of basic terms: “word,” “word knowledge,” and “strategy.” In Chapter Three, studies in the fields of vocabulary learning strategies are reviewed. Chapter Four deals with mental processes involved in vocabulary learning. Chapter Five focuses on the empirical study. I describe briefly the German language course (GER 101) and the language textbook, Vorsprung (2nd edition, 2002), and illustrate in depth the methodology used for data collection and data analysis. The results of the study are presented in Chapter Six. Chapter Seven summarizes the study results, followed by suggestions for foreign vocabulary instruction and for future research. The study illustrates that participants used a variety of vocabulary learning strategies to learn vocabulary. In total, 49 individual vocabulary learning strategies are identified and classified. Further, the differences between the learners are shown to be not only in what strategies they use but also in how they employ them. Finally, the study shows that well-organized and planned learning strategy training should be provided to language learners in order to make sure that they can use the strategies effectively, and that language instructors and the language textbook should play an active role in strategy training.

The purpose of the study was to determine the effects of problem-based learning (PBL) on 9th grade students&rsquo / geometry achievement. The study was conducted in a rural town of Ankara with 44 ninth-grade high school students. The randomized pretest-posttest control group design was used. The experimental group was instructed with hybrid PBL and the control group was instructed with traditional teaching methods. The treatment was given for 4 hours every week for a total of six weeks. Geometry Achievement Test (GAT) was administrated as pre-test, post test and retention test to both groups to measure students&rsquo / academic achievement in geometry, was developed by the researcher. This test included 18 items which were related to polygons and circular region. In order to analyze the obtained data, Mann-Witney U, Independent T-test and one-way repeated measures Analysis of Variance were used. Analysis of post test results indicated that there was no statistically significant mean rank difference between students who were instructed by traditional teaching method and those who were instructed by PBL. There was also no significant mean difference between retention of GAT scores of the two groups. In addition, a statistically significant change in GAT scores of students who were instructed by PBL across three time periods (pre-treatment, post treatment and retention) was found. There were statistically significant mean differences between their prior and post GAT scores / and between their prior and retention GAT scores of the PBL method group. On the other hand, there was no statistically significant mean difference between post and retention GAT scores. The present study suggests that PBL can contribute to students&rsquo / retention of geometry achievement

This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response from the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

Made available in DSpace on 2016-06-02T19:35:50Z (GMT). No. of bitstreams: 1 5164.pdf: 791091 bytes, checksum: 6c2a62b4e4cb89c59adbc3c006bdb8c1 (MD5) Previous issue date: 2010-04-30 / Financiadora de Estudos e Projetos / Access to teaching in higher education is sought by professionals from various fields, and many start and remain in the profession, without a specific initial training or continuing to exercise it. This reality is a challenge being faced by universities and research in Education. The specificity of the work of the professor is to train professionals, including teachers and, according to the LDB, higher education institutions are responsible in training teachers for basic education. Among the various aspects involved in regard to the training of teachers, some are repeated as research topics and others are silenced. There are few discussions regarding the formation and performance of the teacher trainer of future teachers. This research builds on the work of Mizukami, Cunha, Tardif, Shulman, and its central question is: how teacher educators describe and analyze their teaching at the graduation? A study was conducted with three former teachers of Math and Letters courses of a public higher education in the State of Bahia. The goals of the research were: to understand the learning experienced by the teacher educator to develop their teaching in graduation; to analyze the priorities set by the trainers teach future teachers; to understand how the teacher trainer organizes their teaching and knowledge that mobilizes. In the methodology, interviews were conducted addressing training and professional practice of teaching and teacher trainer in graduation. The process of data analysis was based on the definition of the following focuses: learning experienced in teaching; priorities in acting with initial teacher training, knowledge and practices in the training of undergraduates; observations about the student and their education. Although it has specifics, teaching teacher trainer features many elements of approach to teaching in other contexts of education and training. This study suggests some syntheses that go toward the devaluation of teaching because, in university culture, teaching is not an activity that tends to prestige or add value to the professional teacher. Teaching is seen as arising from other activities, such as those related to research, guidance, consulting, among others. In the absence of an institutional teacher training proposal, these teachers develop a process of self formation, seeking alternatives to their needs and challenges in relation to teaching and also research. It seems that the extension in the university is not its major concern and this is just another way of fragmentation and hierarchy of knowledge and practice in university. The concerns of trainers in order to support the understanding of specific knowledge, pedagogical knowledge, contextual knowledge and professional field should be part of a project for institutional strengthening of teaching in undergraduate and professional development of trainers. / O acesso ao magistério no ensino superior é buscado por profissionais de várias áreas, e muitos iniciam e se mantém na profissão, sem formação inicial ou continuada específica para exercê-la. Essa realidade se constitui um desafio a ser enfrentado pelas instituições universitárias e pela pesquisa em Educação. O professor do ensino superior tem uma especificidade educativa, que é formar profissionalmente para o trabalho e, entre as profissões, de acordo com a LDB, cabe às Instituições de Ensino Superior formar professores para a educação básica. Entre os diversos aspectos envolvidos no que se refere à formação de professores, alguns se repetem como temas investigados e outros são silenciados. Observa-se que, em relação ao professor formador, considerando como tal aquele que atua nas licenciaturas e no curso de Pedagogia, ainda são poucas as discussões a respeito da sua formação e da sua atuação.como docente formador de futuros professores. Tendo como referência os trabalhos de Mizukami, Cunha, Tardif, Shulman, esta pesquisa tem como questão central: como os formadores de professores descrevem e analisam a sua docência na licenciatura? Foi realizado um estudo com três professores formadores dos cursos de Matemática e Letras de uma instituição pública de ensino superior do Estado da Bahia. Os objetivos foram: compreender as aprendizagens vivenciadas pelo professor formador ao desenvolver a sua docência na licenciatura; analisar as prioridades que os formadores estabelecem ao ensinar a futuros professores; compreender como o professor formador organiza seu trabalho docente e os saberes que mobiliza. Na metodologia foram realizadas entrevistas abordando a formação e a atuação profissional do professor formador e o seu ensino na licenciatura. O processo de análise dos dados partiu da definição dos seguintes focos: aprendizagens vivenciadas na docência; prioridades na atuação com a formação inicial de professores; saberes e práticas na formação dos licenciandos; observações sobre o aluno e sua formação. Embora carregue suas especificidades, a docência do professor formador apresenta muitos elementos de aproximação com a docência em outros contextos de ensino e formação. Este estudo possibilitou algumas sínteses que vão na direção da desvalorização da docência, pois na cultura universitária, ensinar não é uma atividade que costuma dar prestígio, nem agregar valor profissional ao docente, sendo vista como decorrente das outras atividades, como aquelas relacionadas à pesquisa, orientação, consultorias, dentre outras. Não havendo uma proposta institucional de formação, esses professores encaminham um processo de autoformação, buscando alternativas para as suas necessidades e desafios na relação com o ensino e também com a pesquisa. Parece que a extensão na universidade não é motivo de maiores preocupações e essa é apenas mais uma face da fragmentação e hierarquização dos saberes e práticas na academia. As preocupações dos formadores no sentido de fundamentar a compreensão do conhecimento específico, dos saberes pedagógicos, contextuais e do campo profissional, devem fazer parte de um projeto institucional de fortalecimento da docência nas licenciaturas e no desenvolvimento profissional dos formadores.

Made available in DSpace on 2016-08-03T16:16:00Z (GMT). No. of bitstreams: 1 Margarete Nunes Mafra.pdf: 894370 bytes, checksum: dd8e4c3db72df1a82246460749d7f802 (MD5) Previous issue date: 2008-02-21 / The objective of this paper is to discuss about the contribution of the Professional Education School in the formation of young professionals. Considering the specificities of this school being inserted in the automobile industry, it seeks to present the teaching and learning processes in the development of technical and behavioral competences to cope with the needs within professional formation. Moreover, it aims at identifying, from the perception of new students, if this formation is only focused on the needs of the company or if it offers opportunities in other segments of the labor market.(AU) / A finalidade deste trabalho é discorrer sobre a contribuição da Escola de Educação Profissional na formação de jovens profissionais, considerando as especificidades desta escola que, por estar inserida na indústria automobilística, procura apresentar os processos de ensino-aprendizagem no desenvolvimento das competências técnicas e comportamentais para atender às necessidades de formação profissional no Brasil. Além disso, identificar a partir da percepção dos recém-egressos se essa formação está focada somente nas necessidades da empresa ou oferece oportunidades em outros segmentos do mercado de trabalho.(AU)