Cette recherche s'est penchée sur le problème de l'intégration pédagogique des TIC (technologies de l'information et des communications). De nombreuses études montrent qu'à l'échelle du pays, même si les ordinateurs sont présents dans les salles de classe et que les écoles sont branchées, les TIC ne s'intègrent que superficiellement dans la pédagogie. De plus, on remarque que les usagés des TIC en société ne sont pas nécessairement équivalents aux usagés des TIC dans le systeme éducatif. Cette recherche avait donc pour objectif d'identifier, de comprendre et d'expliquer la relation entre les représentations que les personnes enseignantes se font de la pédagogie et de leurs usagés des TIC. À partir d'une recension des écrits en matière d'orientation pédagogique et de typologies d'usagés des TIC, il a été possible de retenir deux modèles de ces objets de recherche. Le modèle choisi pour le classement des approches pédagogiques s'oriente sur deux axes soit, l'axe "centre enseignant I centre apprenant" et l'axe "orienté processus I orienté produit". Pour sa part, le modèle retenu pour catégoriser les usagés des TIC reconnait quatre types d'interactions: technique, social, informationnel et epistémologique. Le cadre théorique a été délimité par un réseau notionnel qui retrouve sa genèse dans la recension des écrits, et la thèse proposée a été enrichie par un raisonnement qui utilisait l'apport intègre d'une pluralité de thèses devant conduire à la réponse recherchée. Succinctement, ce cadre théorique posait comme hypothèse que s'il est possible de retrouver une relation entre les représentations que les personnes enseignantes se font de la pédagogie et de leurs usagés des TIC, il faut nécessairement que ce soit à travers leur processus de choix. Avec un tel objectif de recherche, le protocole méthodologique visait à faire émerger des représentations de la pédagogie et des usages des TIC. Un total de dix formateurs d'enseignants francophones dans une seule institution ont été recrutés pour une étude de cas simple, instrumentale et intrinsèque. La collecte de données a été menée à partir de deux instruments soit l'entretien semi-structure et l'analyse de construits. Les résultats de la collecte de données ont fait émerger deux relations entre la pédagogie et les TIC et ont permis d'actualiser le modèle de processus de choix tel que proposé par la littérature.

This doctoral thesis focused on teacher professional development in one high school in Ontario, Canada, and explored how teachers perceived their emerging experiences as impacting on their practices. Administrators' perspectives on teacher professional development also were sought. Using a framework of adult learning, self-efficacy, collective efficacy and supervision for renewal, the study addressed the following questions: (1) How does a sample of high school teachers understand the definition and function of professional development? (2) How does the existing design and implementation of professional development contribute to teachers' respective practices? (3) What goals and aspirations do teachers have for professional development and how might those goals and aspirations contribute to their practices? (4) Are the school board's goals and aspirations for the design and implementation of professional development in conflict with or congruent with the goals and aspirations held by the teachers in the study? Key findings from in-depth interviews, validation surveys and observations revealed that the literacy initiative and mentoring for leadership programs were successful in promoting professional development of teachers. The present institutional teacher professional development programs, however, did not meet teachers' individual learning needs and had little or no sustained impact on their practices. Findings indicated that beginning teachers needed subject content and instructional strategies consistent with their assignments, mentoring, and skills in mapping the curriculum; mid-career teachers needed training on inclusive classrooms, opportunities for collaborative work, and career counseling; and experienced teachers needed challenges for renewal, mentoring in communications technology and student assessment, and opportunities for promotions. The study's findings contribute to a better understanding of what constitutes effective professional development for teachers, present evidence of the effects that professional development had on teachers' practices and student achievement, and suggest ways of connecting research, policy and practice. Keywords: adult learning, coherency, collective efficacy, learning community, self-efficacy, student achievement, supervision, and teacher professional development.

Thesis advisor: Marilyn Cochran-Smith / The Massachusetts edTPA Pilot and Field Test (2010-2013) was launched by the Massachusetts Department of Elementary and Secondary Education to evaluate the possible adoption of edTPA within that state. Guided by Cochran-Smith et al.’s(2013) Politics of Policy Framework, this mixed-methods study examines this policy initiative by analyzing the dominant national media of the era using Stone’s (2002) concept of “metaphors and analogies” as well as interview data from 21 teacher educator participants from the five pilot educator preparation institutions. Findings indicate that multiple dominant frames permeated the national and Massachusetts media narrative, specifically a focus on efficiency, equity, and liberty. These frames were used by both proponents and opponents of edTPA implementation. Moreover, despite many similarities between pilot institutions, implementation of the Massachusetts, edTPA evolved differently in each organization due to multiple institutional-level factors, including access to resources, strength of institutional leadership and organization, level of program coherence, and presence or absence of a strong internal accountability system. Consistent with co-construction theories of policy implementation (Datnow & Park, 2009) this study unpacks the iterative and dynamic nature of policy development and implementation. In doing so, it highlights the real-world complexity of policy implementation at the institutional level and how policy can be interpreted and implemented differently in varying contexts. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

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The general aim of this research is to examine both the human elements and the facilities associated with Jordanian Pre-Vocational Education(PVE) provision, namely, the design concept, the students, teachers, administrators, PVE workshops, and PVE curriculum. These five components were used to guide the study. The investigation focus on the contribution of these components to the effectiveness and efficiency of the system. For the purpose of the research a variety of data collection methods were employed; a self-completion questionnaire, a semi-structured interview, and analysis of documentary material. The items/statements/questions, that have been included cover the key areas which were a subject of investigation and examination. The data collection methods were pre-tested and piloted before use in the field study. The data was collected in-country during the period between September 1996 and January 1997. As with the pilot study, in each school visited, the questionnaires were presented to students, teachers, school heads, and PVE supervisors. The data collected has been treated both qualitatively and quantitatively. Statistical techniques, mainly Mean, Standard Deviation, and One-way ANOV A, were employed to. interpret the study findings, to mount the several comparisons required, and to determine the different relationships. The major findings of the study i~'dicated that policy-makers support the introduction of PVE, seeing it as an important vocational aspect within basic education. However, in general, the degree of effectiveness and efficiency of PVE delivery within Jordanian provision varied from region to region and from one school to another. The study findings highlight that the effectiveness and the efficiency of PVE, within the Jordanian provision, do not just depend upon the adequacy 'and the sufficiency of facilities and equipment, but, more importantly, on the relation between practice and policy intentions~ Furthermore, it can be seen that the findings underlying the study VIn provide some important lessons and strategies for the future of PVE in Jordan, and . also more widely for the countries of the developing world. Thus, this study provides an insight, and it is hoped a contribution to the development of PVE.

Students who are (D/HH) have a history of low-reading proficiency. Factors external to the student, such as the reading and spelling instruction the child receives once he or she enters school, are thought to be contributors to low-reading proficiency (Limbrick, McNaughton, & Clay, 1992; Lytle & Rovins, 1997; Paul, 1998). Because of constraints in teacher preparation programs, much of what teachers of students who are Deaf or Hard-of-Hearing (D/HH) learn about reading instruction will be "on-the-job." Therefore, professional development and in-service training programs assume an important role in providing teachers with the necessary theoretical knowledge and practical skills for early reading and spelling instruction. Research indicates that professional development efforts that focus on improvement in student learning outcomes and that are interactive and ongoing produce the greatest benefits for students and teachers (Bos, 1995; Gersten, Morvant, & Brengelman, 1995; Richardson, 1994). The main focus of this study was to examine teacher change in attitudes, knowledge, and practices pertaining to early reading and spelling instruction with students who are D/HH. Additionally, the learning outcomes of the students in response to their teachers' participation in this project were examined. Three teachers participated in a collaborative professional development project that included a three-week course in assessment and instruction of early reading and spelling for at-risk students, and a year of collaboration. The research design combined qualitative and quantitative data collection methods. Analysis of the data showed that two of the teachers grew substantially in their knowledge of the structure of language. While the third teacher did not improve on the knowledge assessment, growth in knowledge was apparent from her practices and comments in journals and during dialogues. All three teachers agreed more with explicit methods than implicit, whole language methods, although their beliefs about implicit methods did not decrease during the year. Teachers perceived the collaboration with the researcher and opportunities for problem solving and dialogue about students and instructional practices to be beneficial. The teachers also identified specific resources that were particularly useful to them individually. The students who received explicit instruction of phonological awareness skills during the year improved on early reading tasks.

This study was an attempt to describe reflection in more detail than in the past, and it provides insight into how we might capture the details of this unseen reflection. I conducted a self-study of the "bumpy moments" in my teaching to address the following questions: (1) What do teachers think about when making a decision during a "bumpy moment"?; and (2) How does the teacher resolve the difficult task of making important decisions spontaneously? To arrive at answers to these questions, I tape recorded the on-going classroom events, and transcribed these moments into story form. Through an analysis of the many "bumpy moments" in my teaching, several important findings emerged about the nature of reflection and how reflection actually occurs in the classroom context. Results of this study have implications for future research, teacher education, and the practice of teaching.

Necessary Images examines the need for a teaching strategy that meets the demands critical pedagogue, Peter McLaren outlines in his recent books regarding the diverse student population. In meeting these needs, physical image work is implemented, abstracting techniques developed by theatre theoretician Augusto Boal and educator Nancy King. As images are created by students representing an issue or topic, students create, concentrate, follow directions, work collaboratively, and make decisions. All these skills lead to critical thinking and rehearsing ways to cope with life situations in the best way possible for each student. Necessary Images is designed to be implemented as a teaching tool, supplementing existing teaching strategies in any discipline for engaging students in the learning process by connecting real life experience to the curriculum.

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