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Understanding the difficulties of students in completing the academic demands of their B.Ed. degreeWolff, Dan January 2000 (has links)
No description available.
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The role of colleges of education in the North West Province / Moagiemang Desmond MochwanaesiMochwanaesi, Moagiemang Desmond January 1998 (has links)
The purpose of this study was to ascertain the role of colleges of education in the North West
Province. Put differently it wished to determine to what extent colleges of education in the
North West Province as institutions are adjusted to their real potential environments so that
adjustments could be made if necessary.
In order to be able to investigate teacher training in the North West Province, a literature survey
was conducted to determine the core criteria regarding quality and efficiency in teacher
training. The instruments used in the planning process are explained and the one which deals
with strategic planning in an education system is used to plan the functioning of colleges of
education in the North West Province to comply with the identified core criteria.
A detailed consideration of the functioning of colleges of education in the North West Province
is introduced by a brief overview of the evolving pattern of the South African teacher
education and a review of proposals to unify higher education and to broaden the role of colleges.
The literature study on the historical background of teacher education in South Africa
revealed that it has been a fragmented and inefficient system in which teachers were inequitably
distributed across South Africa. An investigation into the functioning of colleges of education
in the North West Province is based on the components of the education system as
entailed in the chosen strategic planning in education model mentioned earlier.
The opinions of experts and stakeholders in the field of the role of colleges of education in the
North West Province were obtained through the empirical study done according to the steps
of strategic planning in education. The findings obtained after data interpretation were then
compared with the information from the literature study. The following trends were identified
amongst others: Firstly that there is a great need for in-service or further training to upgrade
the qualifications of practising teachers. Secondly, that there is a great need for properly
trained teachers for the technical, mathematics and science subjects and also that there is a
need for trained teachers to assist with non-formal programmes.
An analysis and evaluation of the identified trends revealed that colleges of education can
play a larger and more important role and would be in a position to utilise their facilities and
skills more effectively if they made the necessary adjustments.
In sketching the future possibilities for colleges of education in the North West Province it
was shown that colleges of education will function more cost-effectively if they diversify
their function to include other tasks than the training of teachers, like carrying out the function of community colleges. / Thesis (MEd)--PU for CHE, 1998
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The role of colleges of education in the North West Province / Moagiemang Desmond MochwanaesiMochwanaesi, Moagiemang Desmond January 1998 (has links)
The purpose of this study was to ascertain the role of colleges of education in the North West
Province. Put differently it wished to determine to what extent colleges of education in the
North West Province as institutions are adjusted to their real potential environments so that
adjustments could be made if necessary.
In order to be able to investigate teacher training in the North West Province, a literature survey
was conducted to determine the core criteria regarding quality and efficiency in teacher
training. The instruments used in the planning process are explained and the one which deals
with strategic planning in an education system is used to plan the functioning of colleges of
education in the North West Province to comply with the identified core criteria.
A detailed consideration of the functioning of colleges of education in the North West Province
is introduced by a brief overview of the evolving pattern of the South African teacher
education and a review of proposals to unify higher education and to broaden the role of colleges.
The literature study on the historical background of teacher education in South Africa
revealed that it has been a fragmented and inefficient system in which teachers were inequitably
distributed across South Africa. An investigation into the functioning of colleges of education
in the North West Province is based on the components of the education system as
entailed in the chosen strategic planning in education model mentioned earlier.
The opinions of experts and stakeholders in the field of the role of colleges of education in the
North West Province were obtained through the empirical study done according to the steps
of strategic planning in education. The findings obtained after data interpretation were then
compared with the information from the literature study. The following trends were identified
amongst others: Firstly that there is a great need for in-service or further training to upgrade
the qualifications of practising teachers. Secondly, that there is a great need for properly
trained teachers for the technical, mathematics and science subjects and also that there is a
need for trained teachers to assist with non-formal programmes.
An analysis and evaluation of the identified trends revealed that colleges of education can
play a larger and more important role and would be in a position to utilise their facilities and
skills more effectively if they made the necessary adjustments.
In sketching the future possibilities for colleges of education in the North West Province it
was shown that colleges of education will function more cost-effectively if they diversify
their function to include other tasks than the training of teachers, like carrying out the function of community colleges. / Thesis (MEd)--PU for CHE, 1998
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Les canons de la formation scientifique dans les écoles normales primaires de la réforme de 1880 à la réforme de 1905 : l'académie de Montpellier / The ideals of scientific training in teacher training colleges from the 1880 reform to the 1905 reformMartinez, Jean-Michel 13 December 2016 (has links)
Au moment de l'instauration de la IIIe République, la politique scolaire menée pour l'instruction publique contribua au développement de l'enseignement scientifique dans les classes de l'élémentaire. Les écoles normales primaires qui avaient vocation à fournir aux écoles leurs instituteurs et leurs institutrices furent l'objet d'une attention particulière de la République naissante et l'action des pouvoirs institutionnels pour mettre en place en leur sein un enseignement scientifique continua à s'exercer tout au long du quart de siècle qui suivit. La formation scientifique dispensée dans les écoles normales avait pour finalité de former des enseignants capables d'apporter des connaissances appropriées aux besoins des couches populaires et selon des démarches d'enseignement qui étaient jugées conformes aux normes de l'instruction publique. Les connaissances tirées des sciences de la nature se spécifiaient pour le primaire par leur utilité pour la vie des futurs adultes, ce qui se traduisait dans la formation normale par la présence d'enseignements comme l'enseignement de l'agriculture, des travaux manuels, de l'économie domestique, de l'hygiène. En même temps, l'enseignement des sciences qui participait d'une éducation intellectuelle dans les écoles élémentaires se voyait réévalué dans les écoles normales. La confrontation des documents de portée nationale avec les sources collectées au plan local des dix écoles normales de l'académie de Montpellier conduit à adopter une approche originale pour l'étude des canons de la formation scientifique normale. Les transformations du curriculum scientifique ainsi que la comparaison des discours sur la formation dispensée par les écoles normales à différents moments de la période permettent de mettre en évidence des changements significatifs. Ces transformations se traduisirent par une réorientation dans les finalités de la formation scientifique des élèves-maîtres et des élèves-maîtresses. Les places respectives des matières d'enseignement constituant le parcours d'études des écoles normales évoluèrent conduisant à resituer les applications des sciences par rapport à l'enseignement des sciences physiques et naturelles. Avec l'enseignement de l'agriculture dans les écoles normales et l'introduction de l'enseignement des travaux manuels la forme donnée au curriculum évolua. La mise en évidence de ces évolutions ainsi que la recherche de leurs causes dans les conditions historiques liées à la question de la dualité des ordres du primaire et du secondaire et dans les conditions de fonctionnement de l'institution normale chargée de la certification des maîtres du primaire sont au cœur de cette étude des canons de la formation scientifique normale entre 1880 et 1905. / When the French Third Republic was established, the academic policy conducted for public education contributed to develop scientific teaching in elementary classes. The nascent republic gave particular attention to teacher training colleges (écoles normales primaires), the mission of which was to provide masters for primary schools ; then public authority kept on exerting its action in order to set up scientific training in colleges for the following quarter century. Scientific training was meant to give future school teachers – men and women in separate entities – the ability to bring appropriate knowledge to the lower classes, through teaching processes that were in compliance with the standards required for public education. Knowledge, learnt from natural science, then taught in primary schools was supposed to be useful for the lives of future adults ; that specificity came out in teacher training as schemes including courses on agriculture, arts and crafts, home economics and hygiene. While it pertained to intellectual education in elementary schools, science teaching was also revalued in training colleges. Comparing documents of national significance to references collected at local level – from ten teaching colleges under the Montpellier Teaching Authority – leads to adopt an original approach for studying the ideals of scientific training for teachers. Alterations to the scientific curriculum together with the analysis of lines that were taken on training offered in colleges, at different times through that period, help to stress significant changes. Those changes resulted in redirecting the purpose of scientific training for future teachers. Respectively the status of each subject taught in training colleges evolved and urged public authority to relocate scientific applications in relation to physical and biological science. Teaching agriculture along with arts and crafts in colleges brought changes to the curriculum. Highlighting the changes and researching their causes in the historical conditions regarding the issue of duality between primary and secondary education, through the operating of colleges, are at the heart of this study on the ideals of scientific training for primary school teachers from 1880 to 1905.
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Use of Instructional Technologies in Teacher Training Colleges in MalawiKadzera, Clemence Michael 21 June 2006 (has links)
The use of instructional technologies has an impact on students' content acquisition and adds to class performance (Baylor and Ritchie, 2002). However, Beggs (2000) notes that research has shown that it is not only the technology that is important, but also how it is used that improves learning and increases pupils' interest. In view of this, since not much was known about the use of technologies in teacher training colleges in Malawi, this study was designed to establish how instructional technologies were used by tutors in those colleges. The technologies studied were chalkboards, flip charts, overhead projectors, videos, computers, and local resources from the environment. The research questions were (a) How often did tutors use instructional technologies in their teaching? (b)What reasons did tutors have for using and not using instructional technologies in their teaching? (c)How did college tutors perceive their competence levels in using instructional technologies? (d)What attitudes did the college tutors have towards the use of instructional technologies? (e)What did tutors consider important factors in influencing their use of instructional technologies?
The sample consisted of tutors from Karonga, Lilongwe, St. Joseph's, Blantyre, and Montfort Teacher Training Colleges, who completed a survey designed to address the research questions. In addition to the tutors, a snapshot study was conducted with faculty at Domasi College of Education to establish how use of computer technology was established and sustained and what lessons could be learned that could assist the teacher training colleges as they encourage computer use among their tutors.
The results of the survey that was conducted with the tutors revealed that there was infrequent use of higher order instructional technologies i.e. overhead projectors, videos, and computers, which was attributed to lack of training, unavailability of the technologies, and lack of maintenance. The failure to use the locally available resources by some of the tutors was attributed to lack of creative thinking as well as lack of initiative to use the local environment in their teaching. Constant training and peer support on how to use the instructional technologies are some of the lessons to be learned from Domasi College of Education. The study concludes with a suggested process for how government and the teacher training institutions can work collaboratively to maximize the use of instructional technologies in the teaching and learning process for prospective teachers. Several possibilities for further research on the use of instructional technologies have been highlighted. / Ph. D.
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A strategic management model for transforming selected Swaziland's teacher training colleges into learning organisationsMahlalela, Amos Makhandane 02 1900 (has links)
Teacher training is a significant and integral component of a sound education system. The
need for quality programmes and relevantly qualified personnel cannot be overemphasised.
Effective learning organisations result from good governance and strategic management.
The purpose of this study was to determine how teacher training colleges (TTCs) in
Swaziland could be transformed into effective Learning Organisations (LOs)? The following
research questions guided the study. These were formulated as follows: What were the
characteristics of effective learning organisations?; which factors had the potential for
developing TTCs as learning organisations?; which factors restricted the TTCs in Swaziland
from functioning as effective learning organizations? And how were TTCs in Swaziland
governed and strategically managed?
The study emanated from concerns raised for a number of years on the quality and
relevancy of TTCs in Swaziland. Such concerns were noted by both the print and electronic
media as well as members of the general public. The training programmes in TTCs have
been widely criticized, particularly with regard to standards, quality and relevance of the
training process in relation to meeting the nation and the global requirements. The study was
qualitative and was underpinned by the interpretism research paradigm employing an
ethnographic approach. The study was conducted in three selected teacher training colleges
in Swaziland namely; the Nazarene College of Education and the William Pitcher Teacher
Training College both based in the Manzini Region, and Ngwane Teachers’ College based in
the Shiselweni Region. This study employed the purposive sampling procedure. Thematic
Content Analysis (TCA) was used for the data analysis process.
The findings of the study revealed that participants felt that characteristics of effective LOs
included the availability of both well qualified academic and specialized non academic staff,
adequate and relevant infrastructure, dynamic, innovative and responsive curriculum, quality
assurance checks and balances mechanisms, good libraries and IT facilities , sufficient
funding and innovative leadership. Regarding the factors that have the potential for
developing TTCs to LOs, participants felt that institutional support from TTC leaders, adherence to professional and institutional values, using of mistakes as learning curve rather
than criticism, and serious engagement in learning by all members was of paramount
significance.
On the factors that restricted TTCs in Swaziland from functioning as effective LOs, the study
revealed that these included cumbersome bureaucracy, lack of rewards and incentives for
staff members, poor mobility structures, poor promotion formula as well as lack of
recognition for professional development or academic achievements. Regarding the manner
in which TTCs are governed and strategically managed, the study revealed that this was
characterized by a centralized, top down, weak unresponsive governance system seriously
lacking autonomy, long and confusing bureaucracy, unresponsive and cumbersome
procurement procedures.
The conclusion was that the Government needs to restructure the governance and
management systems of TTCs. The country should consider granting autonomy especially in
the procurement processes. The promotion of staff in TTCs must be based on academic
achievements and the Government needs to recognize the significance of giving rewards
and incentive to here employees. For transformation to occur in TTCs there is need for
college lecturers to adapt to change and for leaders to disseminate vital information to staff members all the time. The study concluded by developing a strategic management model to guide the development governance, management and operations of TTCs in Swaziland and their subsequent transformation to effective LOs. / Educational Leadership and Management / D. Ed. (Educational Management)
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Discourse practices of mathematics teacher educators in initial teacher training colleges in Malawi.Chitera, Nancy 01 March 2010 (has links)
This is a qualitative research that draws on Fairclough’s Critical Discourse Analysis
methodology to analyze the discourse practices of the mathematics teacher educators in
initial teacher training colleges in Malawi. The study involved four mathematics teacher
educators in two teacher training colleges located in two different regions of Malawi.
Specifically the study explored the following questions:
1) What are the discourse practices that mathematics teacher educators
display in their descriptions of multilingual mathematics classrooms?
2) a) What are the discourse practices that mathematics teacher educators
display in a college mathematics classroom?
b) How do they make available the discourse practices for the student
teachers to draw on?
Data was collected through pre-observation interviews, classroom observations,
reflective interviews and focus group discussions with the mathematics teacher
educators.
This study has shown that while there are some disconnections between the discourse
practices produced in a school multilingual mathematics classroom and a college
mathematics classroom, some of the discourse practices that mathematics teachers
produced in a college mathematics classroom reinforces the common discourse
practices being produced in multilingual mathematics classroom. There are three
common discourse practices that were displayed in a college mathematics classroom.
These discourse practices are: Initial-Response-Evaluation (Pimm, 1987), traditional
lecturing and group discussions. I observed that the IRE and traditional lecturing
discourse practices were accompanied by directive discourses for procedural control,
and the procedural discourse was the prevalent discourse in all the discourse practices
produced.
iv
Three major themes have emerged from the data analysis. Firstly, the research findings
indicate that the mathematics teacher educators regard multilingualism and the language
practices that come with it such as code-switching more as a problem rather than a
resource for teaching and learning. Secondly, code-switching in college mathematics
classroom is not as spontaneous as is research shows it to be in schools; rather it is very
much controlled and restricted. Thirdly, the dilemmas of code-switching as discussed
by Adler (1998, 2001) are more acute in teacher training colleges, mainly because of the
mismatch in the Language-in-Education Policy (LiEP) in schools and tertiary level.
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