M.Ed. (Didactics Physical Science) / Lecturers at Technical Colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. Due to working hours being taken up fully by teaching, structured in-service training programmes do not really exist. With this study an attempt is made to establish a workable programme for the in-service training of lecturers in Engineering Science. At present, technology develops rapidly and knowledge expands at a breath-taking rate. Therefore, the lecturer must become a lifelong learner. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The following aspects should figure prominently in any in-service training programme: * Staff development * Establishing staff and other relations * Induction of the novice * Addressing renewal in education * Learning of new skills and techniques * Identification of students with learning deficiencies and the application of remedial teaching * Coping with reality shock. The set up in Technical Colleges is very complex as a result of the trimester system currently in use and the large turnover of students and lecturers recruited from industry.

M.Ed. (Curriculum Studies) / The unique and lived problems of beginner teachers in special education have not been adequately addressed in past research in this country. A need was therefore identified for an in-service training course catering specifically for beginner teachers in special education. A qualitative research approach was used to conduct a study in which problems of beginner teachers in special education were identified by means of focus interviews. The teachers who partook in this inquiry were also required to write naive sketches on their lived experiences related to the problems identified. The target groups consisted of beginner teachers from schools. in the Johannesburg and East Rand areas. Data obtained was analysed according to a specific protocol. From information obtained, guidelines for the design of an in-service training programme for beginner teachers in special education were formulated. Finally recommendations are made concerning various aspects related to the design and implementation of the abovementioned in-service training programme. Recommendations concerning future research are also included.

M.Ed. (Teaching Science) / The In-Service Training of Teachers in Venda is fraught with problems such as inadequate provision, lack of proper planning and organisation, lack of policy guidelines, inappropriate delivery systems, lack of proper coordination, lack of dedicated and experienced staff members who can plan and implement courses to address the real needs of Primary and Secondary School teachers, lack of inadequate financial resources and centralised accessible venues for all Primary and Secondary teachers' courses. To reach possible solutions to the abovementioned problems, a literature survey of In-Service Teacher Education was undertaken to investigate the situation in Venda and an empirical study was also undertaken. The research yielded the following results:- ... ... The formulation of an In-Service Training Policy Statement with clear aims, objectives and priorities based on the needs of teachers is of paramount importance. A policy statement which will facilitate a system of in-service training that is relevant to real, identified needs, planned and managed in a coherent and controlled manner is needed. Akey theme in in-service training is a partnership between all those involved: - teachers, principals, lecturers, subject advisors, circuit inspectors, area managers and providers of training, to create a continuous, open process of consultation, aimed at identifying needs and designing, delivering, evaluating, and following up training activities. Coordination was found to be lacking in Venda. All involved in this process should be invited to contribute to its development. Efficient coordination is crucial to the success of any in-service training plan. The training of in-service staff is required, so that they can conduct courses with Primary and Secondary School teachers. Seminars and symposia once a month can help to bring the staff up to date on specific aspects of Primary and Secondary school work from a theoretical and practical perspective. Subject advisors should be appointed in all subjects and in each of the education areas. In this way, in-service training programmes can reach all the teachers much sooner. Decentralisation of existing Ramaano Mbulaheni In-Service Training Centre into two professional centres and a network of teachers' centres which are located at sites accessible to teachers was an important finding of the research. In this way, arrangements can be made to ensure that courses are properly planned, monitored, and evaluated by a coordinated team of all involved. Teachers' centres are also an important element in pursuit of quality education. Close attention needs to be paid to the allocation of budgets for the In-Service Training of Teachers. Accurate financial control to encourage value from funding is also necessary. Training resources for in-service training were found to be inadequately provided. The centre(s) head, in collaboration with advisors and clients need to plan an annual training programme, financial, material, and manpower requirements which will enable the achievement of aims and objectives of in-service training of teachers. Many of the Departments' teachers are under-qualified because no institution makes provision for further training of teachers through distance education. A range of distance education courses for teacher upgrading purposes needs to be introduced. The important role of the inspectorate and the subject advisors regarding In-Service Training of Teachers needs to be clearly defined. The existence and importance of In-Service Training in overall education policy needs to be recognised so that its coordination and cooperation with other teacher education related activities becomes policy.

This study was an exploratory case study which examined the process of collegial consultation in relation to teacher development in two dyads of elementary teachers. The purpose of the study was to understand the manner in which participants collaborate and mutually negotiate understandings in a conference following data-based classroom observation. The research questions addressed were: 1.0 How do the partners negotiate shared understandings in the consultation process? 2.0 How does context influence the consultation process? The primary data sources were fieldnotes from classroom observations, videotaped post-observation conferences, and audiotaped stimulated recall interviews. These data were collected from four rounds of observations for each dyad. Symbolic interactionism (Blumer, 1969,1972) was used as a framework for analyzing how the participants made collective and individual sense of their professional practice during the post-observation conference and conference review process, respectively. The data analysis was based primarily on the conference review audiotapes from each dyad member and the post-observation conference videotapes. After a comparative analysis of the two dyads, the following findings appeared to influence the negotiation of shared understandings in the consultation process and, therefore, teacher growth. First, a prior work relationship appeared to facilitate adaptation to the practice of collegial consultation. In contrast, prior interaction patterns appeared to inhibit adaptation to the practice of collegial consultation. Second, past experiences and training influenced how the participants interpreted and defined the collegial consultation process. Congruent definitions of the collegial relationship and the consultation process appeared to facilitate mutual negotiation of understanding, whereas incongruent definitions inhibited such negotiation. Third, the manner in which the participants defined the consultation process influenced their interpretation of the observer and observee roles. A shared language of congruent definitions and interpretations of role appeared to facilitate negotiation of shared understandings of practice. Lack of an explicit shared language inhibited negotiation. Fourth, a supportive consultation climate appeared to also facilitate negotiation. Finally, teacher growth in understanding of teaching and consultation practice appeared to be developmental and influenced by the previous four findings. Five conclusions were derived from a comparative analysis of the findings from each of the two dyads. Five contextual factors appeared to influence the collegial consultation process. They were as follows: (1) district and school endorsement and support were both needed to facilitate the implementation of collegial consultation; (2) reciprocal interaction patterns were more likely to result in changes in teaching practice; (3) definitional congruence of the collegial relationship and consultation process facilitated clear communication and negotiation of shared understandings; (4) provision of a knowledge base and a support network enhanced understanding of teaching and consultation practice; and (5) the need for structured-in time was critical if participants were to be expected to practise collegial consultation. The main implications for theory were that collegial consultation was a viable vehicle for teachers to develop professionally with appropriate modelling, endorsement, and support from district and school administrators. Reciprocal interaction patterns appeared to foster growth and change in practice. The most important implications for practice were the identification of the need for structured time to engage in the collegial consultation process and the need for the provision of a knowledge base and on-site support network. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

A case study was made of FITMAST (Formal Inservice Training of Mathematics and Science Teachers.), an inservice education programme for science teachers in South Africa. The objectives of FITMAST are: a) to upgrade the academic qualifications of teachers and, b) to improve the teaching competence of the teachers. In the case of FITMAST, equal emphasis was initially placed on the acquisition of both the above aims. However, the recognition that teachers wanted from attending the FITMAST courses, was first-year university credits. Such wishes necessitated an emphasis towards more academic content in order for the University of the Western Cape to grant such credits. Consequently less time was devoted to improving the teaching competencies for the participants; a move that the teachers were critical of for they continued expressing the desire to have their teaching competencies improved. FITMAST is thus caught up in a "Catch 22" situation: an emphasis shift in either direction will have to be made each at the expense of the other. Faced with an apparently unresolvable position, a tension is created insofar as the devotion of time to either of the objectives is concerned. This study, in accepting that the above-mentioned tension exists, will seek to: a) find how this tension and other problems that surrounds FITMAST manifest themselves in the teachers' perceptions and , course experiences, as well as within the views of the administrators and, b) provide in the form of recommendations, a direction for change based on the teachers' course experiences. Four modes of data collection were employed: a) Interviews were conducted with the Biology teachers that attended FITMAST in June 1987. The administrators were also interviewed during that period. b) A questionnaire, constructed from the interview data obtained from the teachers, was mailed to all the Biology teachers that had participated in FITMAST since its inception in 1983. c) Field notes were recorded during the researcher's attendance of the FITMAST session in June 1987. d) Documents with regard to FITMAST were also consulted. The major findings that emanated from this study were: 1) The teachers' expectations of FITMAST were not met by the programme. 2) The amount of course work encountered during a residential session of FITMAST is too much. 3) A sizeable amount of the course work covered in FITMAST might be familiar to the teachers. 4) The distance teaching component merely evaluates the teachers' understanding of the work covered in the residential component. 5) Teachers believe that didactics should form a major part of the FITMAST programme. The following recommendations were made: 1) Prospective participants should be informed about the exact nature of the FITMAST courses primarily through an orientation session in which former participants can share their experiences with the new recruits. 2) The amount of course work covered during the residential session should be reduced. 3) The distance teaching component should become part of the instructional process. 4) The time devoted to didactics should be extended as an urgent response to a strongly expressed need of the teachers to enrich their didactic experiences. The researcher further recommends that a feasibility study be undertaken of an alternative format that is proposed should the distance teaching component become part of the instructional process. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

D.Ed. / The declining interest of pupils in physical Science, the shortage of qualified teachers, and the rapid progress in science, necessitate the continual professional in-service training of Science teachers. Without such training the need for scientists in the RSA cannot be sufficiently met. Innovation in Physical Science could be realized if professional, qualified and able teachers were to be involved in the development and implementation of curriculums in schools. The necessity for change which is educationally sound also holds implications for teacher assessment. These needs represent an educationmanagement imperative for the professional development of the Science teacher. The procedure followed in this research project comprises an empirical examination as well as a study of literature on the following: -the professional development of the Science teacher; -participation in curriculum development and innovation; -teacher assessment; -career stress experienced in the workplace by the Scienceteacher; and -the influence of persons in management positions in formal education on the professional expertise and development of the Science teacher. The professional development of the teacher depends on pre-service, in-service and further training. Such training should effect a research awareness in teachers. There are fifteen fundamental aspects of reality underlying the professional development of the Science teacher. These aspects, viewed from a management perspective, ought to feature in an interdependent structure. The educational goal of a school should realise itself in subject aims. Realisation of this goal with regard to science demands professionally qualified and able Science teachers. One of the theories of professional concern for teachers is that teacher development could be realised at different levels and could be extended during in-service training. In-service training in the TED comprises orientation, regional and decentralized in-service training courses; staff development visits by superintendents of education (academic); in-service training at and by schools and/or independent teachers' centres. It would seem as if the training which teachers undergo at their schools is the most effective training with regard to their professional development, provided that such training is correctly conducted. It is the broad educational goal which determines the general direction of the education system. This goal acts as a guideline for the Science teacher. To effect an accountable subject curriculum the participation of professionally qualified and able teachers is a prerequisite. Teacher development with regard to curriculum matters is, therefore, also an imperative of educational management. Communication is the key word in curriculum development. Professionally qualified and able teachers are the teacher innovators who have the most impact because they can insure innovation in the classroom itself. Teacher assessment is a management imperative because assessment (even of oneself) is a prerequisite for professional development. Areas to be considered during the assessment of teacher conduct and ability are: -the teacher's command of subject content; -teaching methods; -classroom management; -administrative duties; -teacher-pupil relationships; and -the correlation between tuition and pupil achievement. Interpersonal relationships feature strongly in communication. Any disturbance within this relationship could cause stress. The elimination of potential sources of stress would facilitate the prevention of stress. It would seem as if the possibilities for coping with stressful situations could be categorized as personal, interpersonal, organisational and societal (community) sources. In the secondary school the defusion of stressful situations is the responsibility of each and every teacher. Therefore one of the imperatives of management should be to assist staff to acquire a professional equilibrium. Empirical research has shown that teachers experience in-service training at decentralized courses as useful, stimulating and enriching because such courses enhance their professional expertise. Where in-service training is conducted at schools themselves, the head of department and/or the subject head are regarded as key personnel. It has been determined that teachers view an educationally sound relationship with the superintendent of education (academic) as one in which the superintendent acts as: *a consultant; *a partner-in-education; *an identifier of problems encountered during teaching; and *a motivator towards higher productivity. It is obvious that the role of the superintendent of education (academic) will progressively have to become one of professional academic leadership. If the guidelines provided in this research project were to be implemented, teachers might develop along more professional lines. This, in turn, could lead to a revival of pupil interest in Physical Science.

What techniques can be used by the elementary school principal to help teachers to understand children better and to gain practical working knowledge of guidance practices, so that they may more adequately help individuals make more satisfactory life adjustments?

Over the last 30 years, colleges of education across the nation and around the world have examined and deliberated how best to prepare pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Implementing an ex post facto sequential explanatory mixed methods research methodology, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.

Technology experts suggest that one barrier in implementing technology has been a lack of appropriate training for teachers. Past efforts have been few in number, poor in quality, and uncoordinated. Some large school districts are developing comprehensive programs. However, few models exist and none are suitable for small school districts. The purposes of this study were: (1) to survey 53 small school districts in Texas to identify hardware and software configurations, patterns of recent technology staff development, and needs for future technology staff development; (2) to design a staff development program which addresses these technology needs; and (3) to evaluate the program in a small school district.

"This paper is written for the purpose of showing the in-service growth of a faculty through a planned program in the Blountstown High School during the period 1946-1949. A brief overview regarding location, economic status and recent developments will orient the reader"--Introduction. / Typescript. / "August, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts in Education under Plan II." / Advisor: R. L. Goulding, Professor Directing Paper. / Includes bibliographical references (leaves 21-22).