Thesis (M.Ed. (Education)) - Rhodes University, 2009. / A half-thesis submitted in partial fulfilment of the requirements for the degree of Master of Education (English Language Teaching)

M.A. / The inclusive education model was explained in a South African perspective with, reference made to race, class, and gender. This was in line with the past experiences that emerged in our country. Separate learning opportunities were introduced. This was seen as discrimination against those with disabilities, who have been labeled as having learning barriers and placed in special settings. Engelbrecht and Green (2001) indicated that South African education was moving away from a special education towards a policy of inclusion. This was reflected in the National Education policy development since 1994, and was strongly supported by parent bodies such as the Disability Desk of the Office of the Deputy State President, the Disability Movement, the new South African School Act, as well as the policy on Outcome Based Education and Curriculum, 2005. As inclusive practices were implemented, attitudinal barriers, especially among teachers, have been explored. The primary findings were that teachers agreed in principle with the goals of inclusion, but many felt unprepared to work in inclusive settings (Matsropieri and Scruggs, 2000). Engelbrecht (1999) was of the opinion that teachers may need to be trained on how to identify and address special educational needs, as well as developing a critical understanding of common stereotypes and prejudices related to disability, and reflect on how these have influenced their own attitudes. If all the above can be achieved, teachers could be in a position to work as change agents who can influence the attitudes of the school community towards learners with disabilities. The aim of the study was to explore the dilemmas teachers were faced with in implementing the inclusion programme in mainstream schools around Daveyton, with the intention of determining the extent to which the inclusion programme objectives were implemented.

Thesis advisor: Lillie R. Albert / In mathematics education, there is an imperative for more just and equitable experiences in mathematics spaces, as well as ongoing efforts to move classroom instruction toward mathematical inquiry. While Mathematics Teacher Educators (MTEs) are expected to support multiple initiatives in mathematics education, they are particularly responsible for the professional learning of teachers and teacher candidates. MTEs must therefore prepare and support the professional learning of teachers to achieve twin goals. This study was designed to understand how MTEs envision their roles in supporting development of teachers across MTEs’ many professional functions in their work toward the twin goals of equity and inquiry. The findings suggest that identifying the forms mathematical knowledge takes is important for mathematical inquiry and that interrogating these forms can be used to counter pervasive social myths about who can do mathematics. Further, MTEs articulated three interrelated values for application of mathematics inquiry teaching for justice and equity: creating space, supporting sense-making, and naming how power and privilege have operated and continue to operate in mathematics spaces. Finally, MTEs described how mathematics inquiry practices are a mode for understanding the world and can be used to promote equity by uncovering biases and assumptions. These findings suggest a promising avenue for leveraging mathematical inquiry to increase equitable outcomes in mathematics spaces. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The use and importance of technology in teaching and learning processes is well established in teacher training programs and teaching literature; however, integration of technology in meaningful ways remains a challenge. For teacher candidates to be able to effectively integrate technology in the classrooms, they need to experience meaningful technology pedagogical practices during teacher training. This chapter synthesizes well-established and relatively new technology pedagogical strategies that could be used with teacher candidates. The aim is to provide a summary of research-based strategies for teacher educators interested in improving technology integration in their teacher training programs.

Given the competing contexts of teacher education, it is important to uncover what teacher educator knowledge concerning curriculum design and development emerges in design, implementation, and instruction during the transition from in-person to online contexts. Yet, there is little research that uncovers teacher educator knowledge in curriculum making generally, and more specifically, how this knowledge is carried forward or changed as teacher educators create and enact online teaching. Because transitions are an important time to uncover tacit and embodied understanding, in this self-study of teacher education practice (S-STEP), I examined my own teacher educator knowledge during planning, teaching, and reflecting as I shifted to teaching online. Seven strands of teacher educator knowledge were represented in analytic narrative vignettes and identified as knowledge of content, fixed and fluid elements of course design, milieu, pedagogical intent, preservice teacher knowledge and belief, the value and fragility of relationships, and theory. Then I examined each of the strands separately as a way to discuss findings more holistically. By shifting the teaching context, I questioned and deepened my knowledge of preparing preservice teachers. Further, the analysis revealed how these seven strands of my teacher educator knowledge were interconnected, made stronger, and interacted differently during the stages of planning, teaching, and reflecting. Such intimate study of my own teacher educator knowledge revealed my obligations, responsibilities, and commitments to preservice teachers and the students they will teach. Studies that examine the shifts in teaching context have the potential to identify and highlight the complexities of teacher educator knowledge, thereby making a useful contribution to the research conversation in teacher education. By recognizing and naming their teacher educator knowledge, teacher educators can sharpen and improve their practice as they design courses, especially including improvements in online teacher education, participate in constructing programs, and defend their programs in accreditation processes.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / Leaners’ performance in schools is attributed to several factors that include Teacher Profession Development (TPD) programmes provided by teachers in various schools. Teachers expressed that they do not derive much satisfaction from them.Consequently, teachers continue to use their old, ineffective methods of teaching. Informally, teachers have referred to challenges around resources, time, and expertise of trainers and modes of implementation as contributing to their dissatisfaction in the programmes. This study sought to investigate the perceptions of teachers on the TPD programmes carried out in schools by the TPD facilitators. The study was conducted using the qualitative research approach which allowed for an in-depth understanding of the phenomenon under review. Interpretive research paradigm was adopted as well as the case study research design. Six schools were purposefully selected in the district understudy; a teacher was picked to represent each school chosen. Data was collected through individual interviews. In the same vein, data collected in the interviews was deemed sufficient and rich by the researcher to conclude the project. Data was analysed and presented in themes and categories which enabled the researcher to cluster similar responses from the participants. The main findings of this study revealed that: teachers have different perceptions on the importance of TPD programmes, they also indicated that strategies such as more training time, use of technological devices during TPD training and teachers involvement in curriculum development are important in enhancing TPD programmes. The study recommended that principals should organise training seminars and workshops on the application of discipline strategies/methods, management strategies and intervention programmes. Keywords: Teachers, professional development, training and programmes

This qualitative study inquired into the ways university-based teacher educators who taught in elementary grades had come to understand and describe their professional identity within the context of higher education. Additionally, the study explored their personal motives in becoming a teacher educator and the challenges and received support as they transitioned into higher education. Further, it investigated how their previous teaching experiences and identity were relevant to their new roles and identity as university-based teacher educators, and how they have come to understand their beliefs about teaching and learning within the context of higher education. This study followed a qualitative, narrative research design which explored the beginning experiences of four teacher educators who contributed data through standardized open-ended interviews and focused journal entries. As the respondents transitioned from their K-12 experiences into doctoral studies and teaching at the university, they were impacted by opportunities, challenges, support, and a shifting identity, the major themes of this study. The respondents used their teaching experiences, teaching philosophy, and aspects of their K-12 pedagogical practices to navigate their new roles and responsibilities as teacher educator. The results of the study’s analysis demonstrated the importance of providing more explicit training and mentoring for new university-based teacher educators in order to gain a deeper understanding of their roles and responsibilities in higher education. With that added layer of support, they would have more opportunity to acclimate and develop professionally within the university context.

This study sought to understand the knowledge, attitudes, and practices of teacher educators regarding Computational Thinking (CT) and coding. All elementary teacher educators in the state of Utah were sent a survey and asked to participate in a follow up interview. Twentynine faculty replied. Five of the 29 survey respondents were interviewed. Teacher educators shared their definitions of CT and coding, which primarily dealt with problem solving and computer programming, respectively. Overall attitudes were positive about incorporating CT and coding, but many participants questioned how it would fit into the already overwhelming nature of the elementary education major. However, those who were tasked with teaching educational technologies integrated it with other content areas. In future work, efforts should be made to clarify the expectations for preservice teachers on the part of the state and elementary teacher educators will need to be understood more fully in their roles as models and guides in using CT and coding in the future classrooms of these preservice teachers.

No description available.

<p>This study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectively, and select and use relevant teaching methods.</p>