In the 21st century, an interactive student-centred teaching and learning approach is a dominant approach in schools. As the interactive learning approach took dominance over the traditional teacher-centred teaching approach, reflective practice became a popular teaching and learning strategy in teacher education programmes globally. With the intention of improving the quality of education particularly educating practice-oriented teachers and students, many countries revised their teacher education programmes, with reflective practice taking centre stage. It initiated teachers’ creativity, critical thinking, teacher-student collaboration, and research in gathering data for changing classroom tradition. The purpose of this qualitative study was to investigate how successfully teacher educators implemented reflective practice in educating reflective English Language Teacher (ELT) trainees in the Post Graduate Diploma in Teaching (PGDT) programme. Critical thinking, reflective practice, transformative learning, teacher’s efficacy and social constructivism theories underpinned this study. The participants were purposively selected from two types of institutes, the university and two secondary schools. Five ELT trainee teachers, three teacher educators were sampled from the university and two academic vice-principals were sampled from two secondary schools respectively. The research, framed in a qualitative case study, collected data using semi-structured interviews, observations and document analysis. To critically analyse the differences and similarities among the data collected via different instruments from different participants, inter-case analysis was utilised. In analysing the teaching and learning practices, critical discourse analysis (CDA) contributed to answering the research questions which were informed by the main research question. CDA also enabled the researcher to examine the spoken and written words of the reports in detail according to the emerging themes, sub-themes and text content. The concept reflective practice in educating reflective trainee teachers is well endorsed in the curriculum. However, the practice at the university during the teaching of courses and during school-based practicum was compromised due to a number of factors linked to all stakeholders. However, in accordance with constructivist theory, the researcher was able to create new knowledge with the development of a proposed conceptual framework for reflective English Language Teacher (ELT) education in the PGDT programme. / Curriculum and Instructional Studies / D. Phil. (Education (Curriculum Studies))

社會工作實習教育使學生有機會將在課堂所學的概念、原則、理論、方法活用在實習所遇到的真實案例之中，是最能將技術、知識與價值整併的學習方式。過往文獻指出碩士班的學生自我期待與主動性較高，機構督導與學校督導之要求也較高，然而，碩士班研究生對於主體高度之期待與實際實習之間是否存在落差？若有實習期待落差，對於實習收獲與對社會工作專業知情行意向之影響為何？而實習期待落差、實習收獲與社會工作專業知情行意向又受到哪些因素影響而加劇或削減？ 為探討此一問題，本研究以網路問卷為主，紙本問卷為輔，調查國內15間將社會工作列為必修課程之研究所，以社會工作碩士班二年級以上，有過碩士班實習經驗之研究生為調查對象，共回收185份有效問卷。透過獨立樣本t檢定、卡方檢定、皮爾森積差相關、單因子變異數分析進行統計檢定，再由階層迴歸與路徑分析建構實習期待、實習收獲與知情行意向之路徑圖。分析結果如下： 一、超過半數的碩士班實習生有實習期待落差的經驗，除了事務或庶務的工作顯示實際接近或大於期望，其餘各項實習項目皆存在期待落差。 二、實習期望落差會因實習前是否到機構拜訪以了解該單位的實習相關訊息、機構督導學歷、實習生對先前實習經驗整體評價與學生身分而有所不同。 三、實習收獲主要受到實習期待落差之影響，另外，實習收獲隨著與機構督導的關係、是否有訂定書面的實習契約、學生身份、先前實習經驗整體評價、機構督導學歷、實習前是否至機構拜訪而有所不同。 四、對社會工作專業的知情行意向隨著與學校督導的關係、實習前是否請教同學相關的實習資訊、組織氛圍、實習地點、機構督導學歷而有所不同。 據此，本研究針對實習生、實習機構、學校、專業教育組織提出以下建議： 一、對碩士班研究生，建議實習前可至機構走訪，以瞭解實習機構之概況與實習機構內容；其次，可在實習前找尋合適的社會工作機構兼職，以增加工作經驗以及實習機會；每次實習前應調整心態，使過去經驗成為收獲之基石；選擇不同的實習領域和工作方法，以免因噎廢食；在實習期間積極而主動的溝通，並參與最後的實習評估。 二、對於實習機構，建議機構透過良性溝通、實習計畫的討論、實習契約的簽訂以降低實習生的期望落差；其次，機構督導應配有較有意願、社會工作專業背景之督導進行實習督導；而督導教學方式應配合實習生適性發展，參考國內外採行之實習督導教學方法。 三、學校部分，可考慮安排人力負責與實習機構之接洽事宜，學校督導應適時拜訪機構及早發現機構與實習生之間的落差；學校應主動釋出相關訓練機會，使學校與機構督導的互動更加密切；學校可開拓周遭的社區資源，以建立學校和機構或社區的合作模式，創造碩士班研究生的優質實習機會。 四、社會工作教育專業組織與各教學單位可適時創造議題，鼓勵專業教育與實習教育的相關研究；其次，亦應與實務界、學生共同討論國內實習教育標準的訂定及評估方式，以培養出才情兼備、知行合一的社會工作研究生人才。 / Social work practicum could play a role in bridging the gap between theory and practice. Previous studies revealed that MSW graduate students, school teachers and the field instructors all have high expectation on how much the MSW students will learn from the process . This study aimed at examing the gap between learning expectation and reality of practicum period from a viewpoint of MSW graduate students. Moreover, whether the gap would impact the gains from practicum and students’ attitudes towards social work profession was what author concerned. Thus, the subjects of this study were the MSW graduate students who had done practicum during graduate study period. Internet questionnaire survey method was adopted to capture the experiences of this population. Total 185 questionnaires were compeleted. Based on statistical data analyses, the study findings are as follow: 1.More than one-half graduate students experience gap between expectation and reality at prior practicum. Besides, the gap existed in almost all of the social work fields except general affairs. 2.The learning gap is the most important mediator of the gains from practicum. Independent variables as “to visit institution before practicum”, “educational background of field instructors”, “evaluation of prior practicum experience”, and ”student status” demonstrated a significant effect on expectation gap. 3.The gains from practicum were correlated with “relationship with field instructor”, “whether sign the practicum contract”, ”student status”, “evaluation of prior practicum experience”, “educational background of field instructor”, and “to visit institutiton before practicum”. 4.Independent variables as “relationship with school instructors”, “asked schoolmates for practicum-related information”, “institutional climate”, “field locations”, and”educational background of field instructors” were significantly associated with the attitudes towards social work profession. Findings of the study highlight the importance of reducing the gap between learning expectation and reality. Finally, based on the conclusions above, several recommendations are offered for graduate students, field institutions, schools, educational organizations, and advanced research.

應屆畢業護生雖然經過多次臨床實習的學習過程，但對即將成為臨床護士的角色，感到壓力及焦慮。某技術學院基於增加護生能力及培育產業人才所須，實施臨床選習制度，但臨床選習壓力過大，會影響護生職涯抉擇，產生不當因應策略，有憂鬱與焦慮情緒。因此，本研究目的主要有二：（1）瞭解臨床選習壓力、因應策略、輔導需求的現況與關係；（2）設計及實施認知行為團體輔導方案，探討方案對護專學生臨床選習壓力、因應策略、輔導需求與壓力反應之成效，作為未來選習壓力輔導方案的參考。 於臨床選習結束後1週內，選取327位五專五年級護生，以自編「臨床選習壓力、因應策略、輔導需求等量表」進行資料蒐集，運用單因子多變量變異數分析、皮爾森積差相關、多元逐步迴歸分析等，結果顯示如下： 1、五專選習護生有輕度臨床選習壓力，以「專業知識與技能」壓力最高，「有時」會使用因應策略，以「情緒抒發或認知調適」頻率最多，「有些」需要臨床選習輔導需求，最需要「行政與專業技能協助」。 2、在「重急症與特殊單位」選習護生，在「實際護理病人」或「專業知識與技能」的壓力，比「一般內外科病房」及「產兒與精神科」單位高。 3、畢業前計畫為「不確定」的選習護生臨床選習壓力，高於計畫「工作」或「就學」者。 4、「問題逃避或轉移」因應策略運用愈多及「教師與作業協助」輔導需求愈高，「整體臨床選習壓力」愈高；「情緒抒發或認知調適」因應策略運用愈多，「整體臨床選習壓力」愈低。 5、「問題逃避或轉移」、「情緒抒發或認知調適」策略、「教師與作業協助」輔導需求能有效聯合預測「整體臨床選習壓力」，聯合預測力為32％（F(4, 322) = 40.92, p < .001），其中以「問題逃避或轉移」策略最具預測力，單獨解釋量為28％，故實施認知行為團體方案有助於改善臨床選習壓力，增加因應策略。 在驗證認知行為輔導方案成效上，採實驗研究法，分實驗與控制組兩班，各30位，於臨床選習前兩個月對五專五年級實驗組班級護生實施8次，每次90分鐘單元活動，以「臨床選習壓力、因應策略、輔導需求、貝克憂鬱、貝克焦慮等量表」來資料收集，進行GEE分析、成對樣本t檢定及 McNemar-Bowker test、獨立樣本T檢定等檢定分析差異，結果顯示如下： 1、臨床選習前護生呈現輕度憂鬱與焦慮，實施認知行為團體輔導方案後，實驗組護生整體憂鬱有越來越低趨勢，焦慮也下降。 2、實施認知行為團體輔導方案，可提升臨床選習護生對「護理工作的喜好程度」，不影響畢業規劃，無法改善臨床選習壓力及臨床選習輔導需求程度，但可增加「情緒抒發或認知調適」及「整體選習壓力因應策略」，具立即及延宕成效；可改善憂鬱情緒，具立即及延宕成效；可降低焦慮的「主觀感受」，具延宕成效。 根據上述的研究結果，提出相關的建議。 / Although the graduates of the nursing major have taken various clinical practicum courses along the five years during their college study, they still feel a huge amount of stress and anxiety when they are going to work as nurses. Due to the great stress from the preceptorship clinical practicum, the nursing students of one technical college have developed improper adjustment strategies which induce more anxiety and depression and, moreover, have impact upon their career choices. This study aims to (1) understand the relationship among the stress of the preceptorship clinical practicum, the adjustment strategies and the need for counseling; and (2) design and implement the cognitive-behavioral group counseling model to investigate its effectiveness for developing certain adjustment strategies and the need for counseling among the students facing the stress of the preceptorship clinical practicum. After the nursing students of the fifth grade from one five-year technical college finished the practicum, 327 were selected to fill out “the stress of the preceptorship clinical practicum, the adjustment strategies, the need for counseling questionnaire” within 1 weeks. Through One-way MANOVA, Pearson product-moment correlation and Multiple Step Regression, data analysis shows: 1. The subjects listed “the professional knowledge and skills” the highest stressful, “sometimes” adopted certain adjustment strategies among which “venting emotions and cognitive adjustment” were used most frequently. “Some” subjects expressed the need for counseling. “The administrative and the professional assistance” was most needed. 2. The subjects proceeding the practicum at the emergency or critical care units felt more stressful about “clinical nursing” and “professional knowledge and skills” than those at the medical, surgical, obstetrical, psychiatric units. 3. The subjects whose plans after graduation were uncertain showed higher stressful levels than those who planned to work or continue the formal education. 4. The more the coping strategies of “avoiding problems” were adopted and the need for “the instructor and the assignment assistance” was demanded, the higher the overall stress level of the preceptorship clinical practicum was. The more the coping strategies of “venting emotions and cognitive adjustment” were adopted, the lower the overall stress level of the preceptorship clinical practicum was. 5. “The avoiding problems strategies”, “the venting emotions and cognitive adjustment strategies” and “the need for the instructor and the assignment assistance” could be combined to predict the stress level of the preceptorship clinical practicum. The joint predictability is 32％（F(4, 322) = 40.92, p < .001）. “The avoiding problems strategies” had the most predictability. It is anticipated that the cognitive-behavioral intervention model would reduce the stress and promote the coping strategies. To prove the effectiveness of the cognitive-behavioral intervention model, the experiment group and the control group were composed of thirty nursing students separately. Before the experiment group students went to the preceptorship clinical practicum, they were requested to participate in a 90-minute activity section eight times. The data was evaluated through the preceptorship clinical practicum stress questionnaire, Beck depression inventory, Beck anxiety inventory, and was analyzed through Generalized Estimatig Equations, paired-samples T test, McNemar-Bowker test and Independent Sample t-test. The outcome was as following： 1. After the cognitive-behavioral intervention model was exercised, the anxiety level and depression level was reduced. 2. After the cognitive-behavioral intervention model was exercised, the interest in nursing is increased. Moreover, the immediate and delayed effectiveness of “venting emotions and cognitive adjustment” and “the coping strategies for the preceptorship clinical practicum”was increased. The depressive emotions were improved. The subjective feelings of anxiety were reduced.

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

Dans le contexte actuel de l’éducation au Québec où la réforme des programmes de formation des jeunes appelle un renouvellement des pratiques d’enseignement, notre recherche s’intéresse au développement de la dimension didactique de la pratique liée à l’enseignement des mathématiques qui est considéré comme l’un des éléments clés des nouvelles orientations. Nous abordons la question par le biais de la collaboration de formation initiale pour l’enseignement des mathématiques au primaire qui se vit en stage entre des praticiennes en exercice et en formation et une didacticienne des mathématiques. Cette rencontre sur le terrain des stages au primaire entre praticiennes et didacticienne, longtemps réclamée et rendue possible à l’UQAT , nous a amené à formuler une première question de recherche touchant ce qui se construit à travers les échanges de ces partenaires de la formation au cours des supervisions pédagogiques conjointes qui les réunissent en stage. Nous avons cadré ce questionnement à partir des balises théoriques de la didactique professionnelle qui proposent modèle et concepts pour expliciter l’activité professionnelle et traiter des phénomènes de développement des compétences professionnelles en contexte de travail et de formation. La didactique professionnelle attribue un rôle essentiel à la communauté de pratique et au processus d’analyse de l’expérience dans le développement professionnel des novices et dans l’explicitation d’un savoir d’action jugé pertinent et reconnu. Nous y faisons donc appel pour poser le potentiel que représentent les échanges issus de la collaboration quant à leur contribution à l’établissement d’un savoir de référence pour l’enseignement des mathématiques. La didactique professionnelle propose également le recours au concept de schème pour décrire l’activité professionnelle et à l’idée de concepts organisateurs comme élément central de l’activité et comme variable de la situation professionnelle concernée. Nous recourons à ces mêmes concepts pour expliciter le savoir de référence pour l’enseignement des mathématiques qui émerge à travers les échanges des partenaires de la formation. Dans le cadre d’une étude de cas, nous nous sommes intéressée aux échanges qui se déroulent entre une stagiaire qui effectue son troisième et avant dernier stage , l’enseignante-associée qui la reçoit et la chercheure-didacticienne qui emprunte le rôle de superviseure universitaire. Les échanges recueillis sont issus de trois cycles de supervision conjointe qui prennent la forme de rencontres de préparation des situations d’enseignement de mathématique; d’observation en classe des séances d’enseignement pilotées par la stagiaire auprès de ses élèves; et des rencontres consacrées à l’analyse des situations d’enseignement observées et de l’activité mise en œuvre par la stagiaire. Ainsi les objets de discussion relevés par les différents partenaires de la formation et la négociation de sens des situations professionnelles vécues et observées sont analysés de manière à rendre visibles les constituants de l’activité professionnelle qui sont jugés pertinents par la triade de formation. Dans un deuxième temps, en partant de cette première analyse, nous dégageons les concepts organisateurs des situations professionnelles liées à l’enseignement des mathématiques qui sont pris en compte par la triade de formation et qui constituent des variables de la situation professionnelle. Les constituants de l’activité et des situations professionnelles qui résultent de cette analyse sont envisagés en tant que représentations collectives qui se révèlent à travers les échanges de la triade de formation. Parce que ces représentations se sont trouvées partagées, négociées dans le cadre des supervisions pédagogiques, elles sont envisagées également en tant que savoir de référence pour cette triade de formation. Les échanges rendus possibles entre les praticiennes et la didacticienne placent ce savoir de référence dans une dynamique de double rationalité pratique et didactique. Enfin, partant de l’apport déterminant de la communauté de pratique et de formation de même que du savoir de référence que cette dernière reconnait comme pertinent dans le développement professionnel des novices, les résultats de cette recherches peuvent contribuer à réfléchir la formation des futures enseignantes en stage en ce qui a trait à l’enseignement des mathématiques au primaire. / In the current context of education in Quebec, where the reform of educational programs for children calls for a change in teaching practices, our research is concerned with the development of the didactic dimension of practice linked to the teaching of mathematics, which is considered one of the key components of the new orientations. We address the question through the initial training collaboration for the teaching of mathematics at the primary level , which takes place in practicum between the practicing teacher,the student teacher and a mathematics didactician. This practicum-level encounter in primary school between practitioners and didactician, long required and made possible at UQAT , led us to formulate a first research question regarding what is constructed, over the course of exchanges between these training partners during the joint pedagogical supervision sessions which bring them together in the practicum context. We framed the question using theoretical markers of professional didactics which suggest a model and concepts for analyzing professional activity and for dealing with the development of professional competences in work and training contexts. Professional didactics assigns a vital role to the practice community and to the process of experiential analysis in the professional development of novices, and to the explicitation of pragmatic knowledge considered to be relevant and recognized. We therefore call on professional didactics to establish (in a theoretical way) the potential that exchanges stemming from the collaboration represent, with respect to their contribution to the creation of a reference knowledge for the teaching of mathematics. Professional didactics also offers recourse to the scheme of action concept in describing professional activity, and to the idea of organizing concepts as a central component of the activity, and as a variable in the professional situation being considered. We turn to these same concepts to make the reference knowledge for the teaching of mathematics, which emerges during exchanges between the training partners, explicit. Within the framework of a case study, we concerned ourselves with the exchanges that take place between a student teacher completing her third, and second-to-last, practicum , the associate teacher supporting her and the researcher-didactician who takes on the role of university supervisor. The collected exchanges stem from three joint supervision cycles in the form of meetings for the preparation of teaching situations in mathematics; in-class observation of teaching sessions piloted by the student teacher with her pupils; meetings dedicated to the analysis of the observed teaching situations, and of the activity carried out by the student teacher. In this way, the subjects for discussion raised by the different training partners, and the negociation of the meaning of the professional situations experienced and observed are analyzed, in such a way as to make the components of the professional activity considered to be relevant by the training triad visible. Subsequently, on the basis of this first analysis, we draw out organizing concepts from professional situations linked to the teaching of mathematics, which are taken into account by the training triad, and which make up the variables of the professional situation. The components of the activity and the professional situations resulting from this analysis are seen as collective representations revealed over the course of training triad exchanges. Because these representations were found to be shared, negociated as part of the task of educational supervision, they are also seen as reference knowledge for this training triad. The discussions made possible between the practitioners and the didactician place this reference knowledge within a dynamic of double (practical and didactic) rationality. Finally, on the basis of the influential contribution made by the practice and training community, as well as the reference knowledge, which the latter recognizes as relevant in the professional development of novices, the results of this research can contribute to thinking in connection with the training of future teachers in practicum, in relation to the teaching of mathematics at the primary school level.

This investigative study was undertaken against the background of the recent calls for back to basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review Committees’ reports on the training and development of teachers and on the variable quality of learning support materials. The act of systemic transformation has led to two curriculum revisions taking place within the South African education sector and has inevitably culminated in the identification of shortcomings in teacher development and learning materials. This study has positioned itself to address these shortcomings at pre-service level through the preparation of Mathematics student teachers as prospective Mathematics teachers. In addressing the issue of inadequate training, the focus of the study was not only on cognition, but also on how affect could influence the learning of Mathematics so as to ensure a more encompassing approach in understanding how student teachers learn and do Mathematics. Integrated research on affect and cognition could lead to optimal performance in the teaching and learning of Mathematics and researchers in mathematics education need to acknowledge the role and impact of the affective domain and integrate it into studies of cognition. If learners are going to become competent learners of Mathematics, their affective responses to Mathematics are going to be much more intense than if they are merely expected to achieve satisfactory levels of performance in low-order mathematical skills. In the studies on mathematics cognition, the focus of mathematical competencies is on abilities and capabilities while, in the affective domain, competencies in mathematics are more than the abilities to perform observable tasks. Rather, the focus of the affective competencies lies in the direction, the degree and the levels of intensities of affect constructs (or their variables) that will define mathematical competencies within the affective domain. Evidentiary (qualitative) data from this study supported the contention that affect does influence the learning of mathematics since there were distinct patterns in the overall expressions of participants towards this aspect of the research. The acknowledgment of the concerns of student teachers during field practicum could possibly help in ameliorating these concerns through the identification of what student teachers were mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns about learner-benefit). Some of the statistical results were integrated with the narrative data to provide substantive support for the expressions of student teachers. No classical trends, as noted in the concerns theory, could be detected in this study. It was statistically inferred that a majority of Mathematics student teachers who participated in this study were moderately concerned about most of the concerns statements noted in each of the items on the SCQ. In addressing the variable quality of the learning material the study focused on the development and the use of social context learning packages. The utilisation of these learning packages (in an intervention strategy) was aimed at strengthening social context knowledge and education, and explored its role in the translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on how student teachers perceived the use of these learning packages was recorded during the interviews. Analyses of the verbal data revealed that the participating student teachers agreed with the use of social context learning packages as part of their Mathematics lessons. In sum, the need to prepare effective Mathematics teachers and raise the academic calibre of prospective Mathematics teachers was fundamental to the overall design of this study. It is trusted that curriculum planners and designers will consider the recommendations of this study to address the so-called inadequacies within the education system of South Africa. / Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013

This investigative study was undertaken against the background of the recent calls for back to basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review Committees’ reports on the training and development of teachers and on the variable quality of learning support materials. The act of systemic transformation has led to two curriculum revisions taking place within the South African education sector and has inevitably culminated in the identification of shortcomings in teacher development and learning materials. This study has positioned itself to address these shortcomings at pre-service level through the preparation of Mathematics student teachers as prospective Mathematics teachers. In addressing the issue of inadequate training, the focus of the study was not only on cognition, but also on how affect could influence the learning of Mathematics so as to ensure a more encompassing approach in understanding how student teachers learn and do Mathematics. Integrated research on affect and cognition could lead to optimal performance in the teaching and learning of Mathematics and researchers in mathematics education need to acknowledge the role and impact of the affective domain and integrate it into studies of cognition. If learners are going to become competent learners of Mathematics, their affective responses to Mathematics are going to be much more intense than if they are merely expected to achieve satisfactory levels of performance in low-order mathematical skills. In the studies on mathematics cognition, the focus of mathematical competencies is on abilities and capabilities while, in the affective domain, competencies in mathematics are more than the abilities to perform observable tasks. Rather, the focus of the affective competencies lies in the direction, the degree and the levels of intensities of affect constructs (or their variables) that will define mathematical competencies within the affective domain. Evidentiary (qualitative) data from this study supported the contention that affect does influence the learning of mathematics since there were distinct patterns in the overall expressions of participants towards this aspect of the research. The acknowledgment of the concerns of student teachers during field practicum could possibly help in ameliorating these concerns through the identification of what student teachers were mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns about learner-benefit). Some of the statistical results were integrated with the narrative data to provide substantive support for the expressions of student teachers. No classical trends, as noted in the concerns theory, could be detected in this study. It was statistically inferred that a majority of Mathematics student teachers who participated in this study were moderately concerned about most of the concerns statements noted in each of the items on the SCQ. In addressing the variable quality of the learning material the study focused on the development and the use of social context learning packages. The utilisation of these learning packages (in an intervention strategy) was aimed at strengthening social context knowledge and education, and explored its role in the translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on how student teachers perceived the use of these learning packages was recorded during the interviews. Analyses of the verbal data revealed that the participating student teachers agreed with the use of social context learning packages as part of their Mathematics lessons. In sum, the need to prepare effective Mathematics teachers and raise the academic calibre of prospective Mathematics teachers was fundamental to the overall design of this study. It is trusted that curriculum planners and designers will consider the recommendations of this study to address the so-called inadequacies within the education system of South Africa. / Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard” type of trainee teacher. This research study investigates the factors that mediate trainee teachers’ learning process as well as the interaction between these factors, which either facilitate and/or hinder trainee teachers’ success during an intensive introductory TESL training course. Using a qualitative holistic single-case study, informed by an interpretivist perspective, this study explores how three trainee teachers learned how to teach during a course in Southern Ontario, Canada. An integrated conceptual framework, formed by a sociocultural perspective of teacher learning, a holistic view of curriculum, and transformative pedagogy was employed and the findings include four major factors that mediated trainee teachers’ teacher learning process and three types of interaction that facilitated and/or hindered their success during the program.

Research suggests that recently graduated librarians are failing to find work in the traditional library context and consequently are seeking employment in related fields; also that internships are recognized as a valuable component of professional training, that students find them useful in developing skills, with demand outstripping supply. This study consisted of setting up, running, and analyzing an experimental intern training programme for MLS students outside the traditional library context. Its aims were to : i) Develop and manage an intern training programme (ITP) specifically focused on mentoring recent graduates and students in the application of their library skills in a non-library work context; ii) Use this model to facilitate students and recent graduates in transferring their library skills to a non-library work context; iii) Gauge whether participants found the ITP effective in preparing them for finding work – either in a traditional library or outside the traditional library setting. Through setting up this programme and running it since 2013, this study has made a primarily applied contribution to the discipline. In this written component of the study the researcher offers the documentation of the programme as a live case study analysed using a combination of tools including surveys, interviews and both qualitative and quantitative methods. Findings show that interns expect to use internships in the job searching process; that they expect to acquire new skills not developed on their MLS programmes; that they would still prefer traditional library jobs but that they expect their careers to involve non-traditional work contexts. Related to this, participants believe the internship has raised awareness of a wider range of suitable jobs. This indicates that they see the nature of librarianship changing – something reinforced by the way they believe librarianship is evolving through, for example, integrating social media into the role of the librarian. This study and its findings contributes to raising awareness in the library sector of the changing nature of the world of work for the next generation of librarians and, in turn, contribute to MLS programmes by indicating how they may adapt as the 21st century workplace continues to evolve. / Information Science / D. Litt. et Phil. (Information Science)

This thesis is an account of how a networking approach may assist participatory community development. The author undertakes naturalistic action research into how she can improve her social practice with a view to gaining equal participation amongst university and community members in a community development practicum. She describes how efforts to maximize group participation are typically countered with various forms of non-participation, analogous to a rebellion against authoritarianism. Dialogue with her doctoral peer group about tacit meanings from her personal history reveals that she is too heavily invested in community involvement. A stance of irreverence gives her the freedom to realize that her politically correct approach is conveying the message that "MY way of participation is THE way". She embarks on a networking programme of action in the hope of achieving more balanced participation. A multidisciplinary workshop and a study tour show her that openness to multiple inputs may free people from restrictive views and problematic styles of participation. She initiates the formation of a local network and finds that this is a more free-flowing structure that encourages fluid problem solving among community, government and university participants. The author's original anxieties are, however, revived when networking, too, becomes entangled in organizational complexities. She eventually realizes that she tends to base her actions on premises of power and justice and that it may be helpful to base new ventures on information flow and creativity instead. Her new approach to group facilitation elicits creative inputs from others. She finds that deliberate debate of the assumptions on which collective undertakings are based releases an awareness of alternative approaches to addressing unequal resource utilization in the commons. A review of the local Network's development over six years draws attention to networking resources, and its uses, structuring and management. The author's experiences continuously demonstrate that the assumptions of independence and freedom of choice may provide a more satisfactory basis upon which to manage community participation. / Social Work / D.Litt. et Phil. (Psychology)