Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 119-126). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves i-xlvii). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 75-84). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 182-185). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 87-90). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 104-119). Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1991. / Also available in print.

The primary purpose of this study was to examine the inhibitors affecting classroom teaching by surveying the perceptions of secondary teachers. This purpose was based on the growing crisis of "teacher burnout" which was thoroughly documented. Since it appears that burnout most often affects those teachers who work in conventional classrooms, characteristics of teaching effectiveness within these classrooms were the basis for inhibitor comparison. Seven characteristics were produced by a crosstabulation of studies on effective teaching spanning the last fifty years. The inhibitor choices presented with these seven characteristics were extracted from an extensive list produced by the literature and classified under six areas of origin. The characteristics and inhibitors ultimately selected were surveyed among teachers in a large Southwest metropolitan area.

Sweden has an integrative approach to religious education and the classroom is a platform for religious plurality. At the same time, school is one of the sources for youth to get their information about religions. The aim of this thesis was to describe how teachers of religious education in Sweden perceive their own teaching in relation to a religiously diverse context. The research questions were as follows: How do upper secondary school teachers of religious education describe their teaching, as taken place in a religiously diverse classroom, as well as a religiously diverse society? and How can we understand the image of religious diversity which is being conveyed by the teachers', in relation to James A. Beckford's clarification of the concept religious pluralism. By using an inductive qualitative content analysis, four semi-structured interviews with upper secondary school teachers of religious education were analysed. Through the results three themes emerged, which were: motivations, selection strategies and teaching strategies. To understand how these were related to religious diversity in society as well as in the classroom the results were analysed from a didactics perspective. To understand the image of religious pluralism that was constructed in the teacher’s descriptions James A. Beckford’s concept of religious pluralism was applied To conclude, the results answer to the questions of didactics. The religious diversity within the classroom emphasizes the question of how the teaching is conducted, while the religious diversity in society emphasizes the question of what is being taught. The question of “why” relates to both the diversity in the classroom as well as society. The description mirrors different forms of religious diversity. The teachers’ aim is to generate recognition and acceptance towards religious diversity which is in line with the curriculum. The teachers’ description of the content constructs an image of the level of religious diversity which relates to what is current in society. The religious diversity in the classroom is also described to have a certain positive value for the teachers as it allows different teaching strategies to be used.

Thesis (PhD. (Education)) --University of Limpopo, 2019. / This study explored secondary school teachers’ perceptions, practices and expectations on moral education. Specifically, three areas of investigation were (a) teachers’ perceptions, (b) practices, and (c) expectations. The purpose of the study was drawn from the fact that our society is currently at crossroads and need to revamp the present education system so that it morphs into a pivotal tool for developing moral values. The study commenced with an examination of the context, demographics of the schools, teachers and learners. It followed 4 secondary school teachers in Capricorn District of Limpopo Province, over the course of three phases. A critical review and evaluation of empirical studies pertaining to moral education in secondary schools locally and further afield is presented. The theoretical framework of constructivist epistemology and the theoretical perspective of symbolic interactionism guided this study. The research design combined the usual elements of case study (participant observation, individual and focus group interviews), along with documents analysis and records designed to supplement and corroborate data. Through descriptive thematic and framework analyses applied to data collected, several findings emerged from this study. Firstly, it became clear from teachers’ perceptions that there is insufficient theoretical background on foundations of moral education. This finding has several implications for teacher training syllabus that bears further implications on content comprising of philosophical, sociological and psychological foundations of moral education. Secondly, based on teachers’ practices of moral education, there is a shortage of teaching skills for moral education. This is an indication of a dire need for them to be exposed to various teaching approaches and their alternatives which has implications on organisation of methodology and evaluation. Thirdly, regarding teachers’ expectations in the implementation of moral education for a multicultural society, this study revealed lack of teacher support and calls for their development in this regard. Fourthly, numerous moral agents depicted as stakeholders in moral education can compensate one another in the battle to improve the moral fibre in our schools. Lastly, the moral life that is restricted to the classroom implies supplementation through the adoption of a comprehensive approach to foster moral values beyond the classroom. Despite the limitations encountered during the execution of this study, such as lack of other moral agents’ voices and selection of other contexts, this study’s findings warrant further exploration, and publication. The study provided evidence for the claim that secondary school teachers’ perceptions, practices and expectations are important constructs that can contribute to the body of knowledge in the moral education literature.