Like so many aspects of South African society, teacher education is undergoing change. The researcher studied existing school-based in-service education and training (SBINSET) programmes in the Northern Province and to improve the programmes, proposes Continuous Self-Renewal School-Based INSET (CSR SB INSET). Based on the extensive literature survey, strategies that would improve effective educational transformation are identified. Different concepts of INSET are explained. Components of teacher education are examined as are those factors that influence educational transformation. Advantages and limitations are identified and guidance on how to overcome these are suggested. The aim of this study was to examine INSET towards educational transformation with reference to primary schools in the Northern Province in order to introduce and assess a CSR SBINSET. The study examines the existing SBINSET programmes which are run in the Northern Province. The importance of teachers' continued professional growth is emphasised throughout this study. The researcher views systematic in-service training programmes for teachers as an educational necessity for the continuing professional growth of primary school teachers. An empirical survey has been undertaken to ascertain the effectiveness of CSR SBINSET and the type of delivery strategy that may be implemented.The research considers particular aspects of classroom practice addressed in the programme. The research was guided by the following questions: + Which methods do teachers use in their subject teaching? + What are their approaches to learners and learning? + How do teachers reflect on their teaching? + What strategies do teachers use? This research aims to improve existing SBINSET programmes run in the Northern Province inter alia by observing practising teachers. CSR SBINSET attempts to improve the competencies teachers, lecturers and District Officials, through such means as the presentation of centre-based, school-based and cluster-based workshops. Although the educational authorities should take initiative to provide educational transformation, the following share responsibility in this vital aspect of education: + those in the Department of Education who are responsible for planning; + superintendents of education within districts and regions; + training institutions such as universities, technikons, colleges and private agencies. The importance of and necessity for, continuous professional development of primary school teachers by means of SBINSET programmes, is emphasised. / Educational Studies / D. Ed. (Didactics)

Curriculum 2005 together with its learning areas has been introduced in South Africa in 1998. All learning areas, except Technology Learning Area, are not new. Technology is growing so rapidly that it gives so many challenges to people. These challenges include making technology part of our curriculum, formulating and adapting technological solutions to problems people may experience. We have to ask ourselves what technology or Technology Education means. Therefore, this study provides the meaning and the rationale for Technology Education in our curriculum. This study also attempts to shed light on the form of training educators should attend for Technology Education. Although there are different methods of training, for example PRESET and INSET, this study concentrates on various forms of INSET. INSET is chosen because it is a means through which the present need for Technology Education educators can be solved. The percentage of educators involved in part-time study will increase in relation to the number in full-time education. The closing down of some of colleges of education in South Africa reduces the use of PRESET and increases INSET as a means of educator training. The advantages of using INSET instead of PRESET are provided in this study. The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is poor. In addition, it seems the present ad hoc way of running INSET will not cope with challenges of training educators for Curriculum 2005 and Technology Education. Normally, INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has to train educators for Technology Education (Technology Learning Area) which was never touched by PRESET before. For this reason, this study provides an INSET model, guidelines and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)

This dissertation examines personnel/staff development at Nazarene College of Theology (NCT) in Siteki, Swaziland. The argument developed is that an educational institution needs a personnel development programme that will continuously improve the teaching skills of its teachers/lecturers and improve their performance. A literature study was used to investigate the historical and educational developments that occurs at NCT. Data was collected by means of two interviews. The study was limited to a small group of eight respondents since the entire staff at NCT amounted to that number. The findings indicated that two activities, namely, continuing education and participation in academic/professional conferences are being used. The findings also revealed the limitations related to the high cost of tertiary education, personal problems, the length of time to complete a university course and a lack of adequate staff development policy. Based on these findings, brief recommendations to improve practice of staff development are suggested. / Educational Studies / M.Ed. (Education Management)

The study investigated the nature and quality of in-service education and training programmes organized for Further Education and Training (FET) mathematics teachers in the Greater Taung Area. The researcher is of the contention that more could be done to improve the process and the effectiveness of in-service training in the area. An extensive literature study provides a theoretical foundation and exposes some critical issues for effective in-service training programmes. The qualitative approach is used in the case study. The data were analysed through inductive analysis. The major research findings are that there are no formal processes of identifying the needs of mathematics teachers and further, teachers are not monitored and supervised after in-service sessions. It is recommended that the needs of teachers be identified by the school before inset. For effective monitoring and supervision of mathematics teachers after inset, it is recommended that each cluster within the Area Project Office (APO) should have a subject specialist for mathematics. / EDUCATIONAL STUDIES / MED (MATHS EDUC)

This study investigated the relationships between diverse variables and secondary school pupils' Mathematics achievement. It also dealt with the relative contribution of each variable to Mathematics achievement and the significance of differences in Mathematics achievements when pupils' gender and home background as well as teachers' experience, gender, education, in-service education, homework assignment and testing frequency are taken into account. A questionnaire was administered on 163 standard 8 pupils. I The most important findings of this study were: {1) There was a significant relationship between pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept, contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote tests often (more than once per term) achieved significantly less than students who wrote tests less often / Psychology of Education / M. Ed. (Psychology of Education)

本研究旨在了解國民中學社會學習領域教師對領域教學在職進修之需求與成效。為達成研究目的，本研究以自編之「國民中學社會領域教師領域教學在職進修需求與成效問卷」為調查研究工具，以台北縣、市所抽樣學校社會學習領域教師390人作為正式問卷調查對象，回收332份有效問卷（回收率84.9%）。本研究針對所得的資料，以SPSS8.0 for Windows套裝軟體進行次數分配、獨立樣本單因子變異數分析（One-Way ANOVA）、Tukey法事後比較分析、獨立樣本t考驗（Independent-Samples t Test）等統計分析。依據資料分析發現，獲致以下結論： 壹、國民中學教師對領域教學進修之需求： 一、教師進修方式需求 (一) 就「授課方式」而言，教師覺得最有效的方式依次為「講述式」、「討論式」、「教學觀摩」、「個案研討」、「工作坊」。 (二) 就「授課講師」而言，教師覺得最有效的授課講師依序為「實務工作者」、「資深教師」、「大學教授」、「教育行政人員」。 (三) 就「上課成員組成方式」而言，教師覺得最有效的上課成員組成方式依序為「領域核心課程共同上課，專門科目分科上課」、「單科教師單獨上課」、「不同科目教師合科上課」。 二、教師進修科目需求 (一) 領域核心課程部分以「社會學習領域概論」最感需要。 (二) 專門課程部分： 1. 歷史：台灣史、世界史、中國史、世界史概論、史學概論。 2. 地理：臺灣地理、氣候學、世界地理、地學通論、地形學。 3. 公民：經濟學、法學緒論、民法(一)、刑法(一)、社會學。 三、教師進修內容需求 (一) 在「課程設計」方面較需要的項目是教學活動設計、六大議題融入教學課程設計、領域統整課程設計以及領域教學計畫撰寫。 (二) 在「教學方法」方面較需要的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 (三) 在「教學資源與研究」方面較需要的項目是教學相關軟體應用與資訊概論、教學檔案之建立、社區教學資源發掘與應用。 (四) 在「評量與評鑑」方面較需要的項目是瞭解學生個別差異與診斷學生學習困擾、多元評量實務設計、回饋學習者之技巧。 貳、教師領域教學進修成效 一、在「課程設計」方面較有成效的項目是教學活動設計、領域統整課程設計、領域教學計畫撰寫。 二、在「教學方法」方面較有成效的項目是教學方法與教學創新、教學模式與教學技巧、資訊融入教學。 三、在「教學資源與研究」方面較有成效的項目是教學檔案之建立、社區教學資源發掘、教學相關軟體應用與資訊概論、教師行動研究。 四、在「評量與評鑑」方面較有成效的項目是教學評鑑、課程評鑑、多元評量實務設計。 最後依據研究結論，本研究提出一些建議，作為未來繼續推動領域教學進修之參考。 關鍵字：社會領域、九年一貫課程、領域教學、在職進修、需求、成效 / The purpose of the study is to understand the needs and the effects of the teachers of social learning field in junior high schools for in-service education. In order to achieve this research, the survey employed self-administered questionnaires. Schools chosen for these questionnaires were sampled from Taipei county and Taipei city. Teachers of social learning field in the sampled schools were 390 persons for the questionnaires. The effected returns were 332. According to the returned data, statistics results by One-Way ANOVA and Turkey and Independent-Samples t test were drawn as the following conclusions: I、The needs of the teachers of social learning field: 1. The methods of the needs: (1). For instructional ways, teachers think the efficient ways in sequence are 「speaking」, 「discussing」,「teaching demonstration」, 「case studying」 and 「working shop」. (2). For instructors, teachers think the efficient instructors in sequence are 「experienced workers」, 「senior teachers」, 「university professors」 and「 educational administrators」. (3). For members in class, teachers think the efficient ways in order are the 「core curriculum together but specialized disciplines separately」, 「specialized disciplines separately」, 「all specialized disciplines together」. 2. The needs of the subjects: (1). For field core curriculum, teachers think 「social learning field generality」 is the most required subject. (2). For specialized disciplines： i. history：History of Taiwan，History of the World，History of Chinese，Introduction to History of the World，Introduction to History. ii. geography：Geography of Taiwan，Meteorology ，Geography of the World，Introduction to Geography，Geomorphology. iii. civics：Economics，Introduction to Law，Civil law，Criminal Law，Sociology. 3. The needs of contents: (1). For curriculum projects, the items are teaching activities design, six topics included in teaching curriculum design, field integrated curriculum design and field teaching plan writing. (2). For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. (3). For resoures and research , the items are application of teaching related softwares and information technology , building teaching files and findings and applications of community teaching resources. (4). For assessment and evaluation, the items are understanding the differences of students and diagnosing problems of students learning, multi-assessment practical designs and feedback learners techniques. II、 The effects of the teachers of social learning field: 1. For curriculum projects, the items are teaching activities designs, field integrated curriculum designs and field teaching plan writing. 2. For teaching methods, the items are teaching methods, teaching innovation, teaching models, teaching techniques and information technology used in teaching. 3. For teaching resources and research, the items are teaching application softwares and information building teaching files and findings and applications of community teaching resources. 4. For assessment and evaluation, the items are teaching evaluation, curriculum evaluation and multi-assessment practical designs. Based on the conclusions of this research, there are some suggestions which will be the references for the social field learning in the future. Keywords：social learning field，1 - 9 curriculum，field teaching，in-service education，needs，effects.

本研究旨在瞭解目前高雄市高級中等學校教師知覺教師專業成長、教師在職進修動機與教師專業倫理實踐之現況。為達研究目的，首先蒐集相關文獻加以探討分析，了解教師專業成長、教師在職進修動機與教師專業倫理實踐之內涵，以建立本研究之理論基礎架構，作為本研究研究問卷編製之依據。在實證研究上採調查研究法，以高雄市高級中等學校教師為樣本對象，並以「分層隨機抽樣」方式進行資料蒐集，共發出570份問卷，有效問卷552份，可用回收率達96.8%。回收的問卷分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及逐步多元回歸進行統計分析。 綜合文獻探討及問卷調查結果，本研究獲致研究結論如下： 一、高雄市高級中等學校教師之教師專業成長為中高程度，三個層面知覺程度差異不大。 二、高雄市高級中等學校教師之教師在職進修動機為中等程度，以「認知興趣」、「逃避刺激」之知覺程度較高，「社會發展」與「他人影響」知覺程度較低。 三、高雄市高級中等學校教師之教師專業倫理實踐為中高程度，以「教師與學生家長之間關係」知覺程度最高，「教師與社會（區）之間關係」知覺程度最低。 四、高雄市高級中等學校教師在「教師專業成長」方面，不同「性別」、「服務年資」、「擔任職務」，與「學校地區」之教師，知覺程度有顯著差異。 五、高雄市高級中等學校教師在「教師在職進修動機」方面，不同「擔任職務」之教師，知覺程度有顯著差異。 六、高雄市高級中等學校教師在「教師專業倫理實踐」方面，知覺程度整體上無顯著差異。 七、高雄市高級中等學校教師之教師專業成長與教師在職進修動機具有顯著相關。 八、高雄市高級中等學校教師之教師專業成長與教師專業倫理實踐具有顯著相關。 九、高雄市高級中等學校教師之教師在職進修動機與教師專業倫理實踐具有顯著相關。 十、高雄市高級中等學校教師之教師專業成長、教師在職進修動機對教師專業倫理實踐具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師，以及未來相關研究之參考。 / The purpose of this study was to investigate the current development of teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic in senior high school of Kaohsiung City. To achieve the research purposes, a literature review was conducted to understand the teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Kuohsiung senior high schools. A sample of senior high school teachers in Kuohsiung City, stratified random sampling, issued a total of 570 parts, 552 valid questionnaires, the effective rate of 96.8% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 一、Moderate-high teacher’s perceptions of teacher professional growth were shown, and three of the visions had the same level. 二、Moderate-high teacher’s perceptions of the motivation of in-service education were shown, in which the item “cognitive interest” and “escape / stimulate” was the higher, “social development”and “other people affected” was the lower. 三、Moderate-high teacher’s perceptions of teachers’ practive of professional ethic were shown, in which the item and “the relationship between students’parents” was the highest, and “the relationship between community and society” was the lowest. 四、There are significant differences in the senior high school teachers’perception of teacher professional growth in terms of gender, years of service, position, and school location. 五、There are significant differences in the senior high school teachers’perception of the motivation of in-service education in terms of position. 六、There are no significant difference in the senior high school teachers’perception of teachers’ practive of professional ethic. 七、There is a positive correlation among teacher professional growth and motivation of in-service education. 八、There is a positive correlation among teacher professional growth and teachers’ practive of professional ethic. 九、There is a positive correlation among motivation of in-service education and teachers’ practive of professional ethic. 十、Teacher professional growth and motivation of in-service education have a predictive effect on teachers’ practive of professional ethic. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.

Orientador: João Antonio Telles / Banca: Douglas Altamiro Consolo / Banca: Nelson Viana / Resumo: Nesta pesquisa objetivou-se estudar a formação inicial do professor de LE no contexto de laboratório de teletandem. Foca-se em quatro aspectos na graduação do professor de línguas: a orientação, a mediação, a reflexão e a aprendizagem em teletandem. Nesta pesquisa discute-se, através de um recurso tecnológico, o módulo Adobe® Acrobat® Connect™ Pro, a orientação, a mediação e a reflexão pelos alunos-professores de uma universidade estadual paulista, inseridos em um laboratório de teletandem. Neste laboratório, os alunos do curso de Letras, denominados aqui de alunos-orientadores, ministram sessões de orientação teórica e tecnológica para os alunos ingressantes no projeto Teletandem Brasil: língua estrangeira para todos, isto é, aqueles que ainda não iniciaram o seu processo de aprendizagem de língua estrangeira em teletandem. Assim, a pesquisa em questão constitui-se basicamente em três etapas: i) observação das sessões de orientação presenciais ministradas pelos alunos-orientadores no laboratório de teletandem; ii) leitura, reflexão e análise do diário-reflexivo dos alunos-orientadores acerca destas sessões de orientação teórica e iii) realização das sessões de mediação online com os alunos-orientadores pelo módulo Adobe® Acrobat® Connect™ Pro. O interesse no desenvolvimento da pesquisa surgiu pelas necessidades e inquietações na minha experiência como aluna do curso de Letras, isto é, como professora de língua estrangeira em formação inicial carente de maior orientação e reflexão da natureza que este novo contexto de ensino e aprendizagem de línguas em tandem permite oferecer. Desta forma, objetivou-se, especificamente investigar quais os possíveis impactos da experiência de orientação, dada pelo aluno de Letras, futuro professor de LE, no... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research study aimed at investigating the foreign language teacher‟s pre-service education in a teletandem‟s laboratory context. Specifically, it focuses on four aspects in the foreign language teacher‟s pre-service education: counseling, mediation, reflection and learning in teletandem. This study discusses, through a new technological resource, the Adobe® Acrobat® Connect™ Pro, the counseling, mediation and the reflection by the pre-service students from a state university in São Paulo state, inside a teletandem laboratory. In this laboratory, the undergraduate foreigner teachers, called at this study of counselor-students, provide theoretical and technological counseling sessions to the freshman students in the thematic project named Teletandem Brasil: língua estrangeira para todos, in other words, for those students who have not started their foreign language learning in teletandem process yet. Therefore, this research is basically constituted by three stages: i) observation of the face to face counseling sessions given by the counselor-students in the laboratory; ii) reading, reflection and analysis of the reflective diaries of the counselor-students about these face to face counseling sessions and iii) realization of the online mediation sessions with the counselor-students through the Adobe® Acrobat® Connect™ Pro. The interest to achieve this research arose by the needs and concerns within my experience as an undergraduate foreign language teacher, in other words, as a teacher in a pre-service education lacking more counseling and reflection of the nature that this new context of teaching and learning languages in-tandem can provide. Thus, the study aimed to investigate what are the possible impacts of the counseling sessions‟ experience, given by the... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2016-04-28T18:23:14Z (GMT). No. of bitstreams: 1 Tese Palma Rigolon.pdf: 533191 bytes, checksum: bf2e4027dc74a6ebb25cea3822ea7fc5 (MD5) Previous issue date: 2006-05-19 / This dissertation aims at investigating the use of monographs as a tool for critical reflection. The theoretical framework has its focus on the critical reflection moves, description, informing, confronting and reconstruction, proposed by Smyth (1992) based on Freire (1970). It was also discussed the use of monographs as tools for reflection and the Theory of Discourse Functioning (Bronckart, 1997), as a basis for the understanding of the linguistic materiality of the monographs. This research was carried out in a private university of São Paulo and the two monographs studied were developed by two groups of undergraduate students of languages attending the last term. We analyzed if the four critical reflection moves proposed by Smyth (1992) based on Freire (1970) were shown on the monograph developed by the students. The data analysis and interpretation suggest that the critical reflection actions appeared throughout the monographs, although, the action of confronting appears very little. It was also observed that the pre-service teachers were able to reconstruct their actions, although they did not refer to any theoretical basis to support their arguments. The data also showed that the pre service students were discursively engaged / Esta tese objetiva investigar a utilização da monografia como instrumento para reflexão crítica na formação inicial de professores de língua estrangeira de um curso de Letras. A fundamentação teórica deste estudo tem seu foco principal nos movimentos da reflexão crítica propostos por Smyth (1992) com base nos postulados de Freire (1970). Lingüisticamente, baseio-me na teoria do funcionamento dos discursos, tal como proposta por Bronckart (1997), para discutir a materialidade lingüística das monografias. Foram estudadas duas monografias produzidas por dois grupos de alunos-professores, pertencentes ao último ano do curso de Letras de uma instituição de ensino superior, da rede particular, da cidade de São Paulo. Analisaram-se as ações da reflexão crítica (Smyth, 1992), que se mostraram no texto das várias seções que compõem as monografias. Os resultados mostram que as ações da reflexão crítica permeiam o trabalho monográfico; porém, o movimento do confrontar aparece de forma muito sutil. Observou-se também que os participantes conseguem reconstruir suas ações, porém não utilizam base teórica para dar suporte a tais mudanças. Ficou evidenciado que os alunos-professores se responsabilizam discursivamente por suas ações

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