HIV prevention programs in schools are acknowledged as one of the best prospects for controlling the world HIV epidemic. Epidemiological evidence indicates that deaths world-wide from AIDS are yet to peak. Although HIV notifications and AIDS deaths in the total Australian population have decreased', there has been an increase in rates in the Australian Indigenous population. There is also some evidence of complacency in HIV prevention vigilance in Australia which indicates a need for continued focus on prevention programs. The knowledge levels, attitudes toward HIV risk, and risk-taking behaviours of young Australians place them at risk of exposure to HIV. Appropriate prevention programs can be delivered to these vulnerable young people through the school setting. Programs delivered in schools have been shown to have a positive effect and teachers are vital to the delivery of these education programs. Without appropriate training, however, teachers may not optimise the outcomes of these programs. While it would be desirable for teachers to be trained in HIV prevention education in pre-service training this has not been the case in Western Australia (WA). When there is not an opportunity for pre-service training, professional development programs can be implemented to provide additional training required by teachers. Traditionally this professional development has been provided through workshops. These face-to-face delivery methods, however, do not always adequately serve the needs of all teachers, and in particular the needs of teachers in rural and remote areas. In an attempt to address the needs of these teachers, alternate methods of professional development delivery may be appropriate. The aim of this study was to test an alternate method of delivery. / The study designed, disseminated and evaluated the implementation of a flexible learning professional development program for teachers of HIV education. The program was based on print-based distance learning, supported by a video and tutors. Five objectives were developed for the study. These objectives were: Objective One - To determine factors associated with teachers' enrolment in the Protect Yourself Program (PYP). Objective Two - To determine the association between factors related to entry characteristics, social integration, external attribution, academic integration and incompatibility and amount of PYP completed. Objective Three - To determine the association between amount of PYP completed and factors related to the teaching of HIV lessons. Objective Four - To examine the context in which intervention and comparison group teachers were operating for this study. Objective Five - To evaluate the process of teacher recruitment to PYP, satisfaction with the flexible learning methodology, satisfaction with the PYP materials and completion of PYP. A comprehensive theoretical framework was constructed to guide the development of the empirical study and the professional development program, as little evidence was found in the literature of similar empirically evaluated studies. This framework incorporated: Adult Learning Theory; the Model of Student Progress; the PRECEDEPROCEED Model; the Health Promoting Schools Framework; Diffusion of Innovation and the Communication Behaviour Change Model. The study was conducted in two parts. Firstly, an exploratory study was conducted which provided a basis upon which to implement the second, larger empirical study. / A quasi-experimental study design was implemented due to restrictions placed upon the study by the WA Department of Health, the funding agency. The study sample was made up of teachers from government and independent, primary and second schools in WA. In total, 126 teachers were recruited to the intervention group and enrolled in the professional development program, and 128 to the comparison group, who completed some of the evaluation instruments, but did not participate in a professional development program. The professional development intervention program incorporated four comprehensive work modules, which were delivered in print form. A video and tutorial support supplemented the print materials. To evaluate the professional development program, seven instruments were developed. From these instruments five categories of variables were created, namely demographic, contextual, teacher characteristics, process and dependent. These variables were developed as single item variables, scales or indices. Quantitative data were analysed using the Statistical Package for the Social Sciences and a combination of univariate, bivariate, and multivariate techniques (logistic regression and analysis of covariance) were conducted. Qualitative data were analysed for themes. A binary logistic regression was conducted to evaluate Objective One: to determine factors associated with teachers’ enrolment in PYP. The analysis identified four factors which were associated with enrolment in PYP. / The teachers most likely to enrol in PYP had no pre-service training in health education and did not consider themselves to be a specialist or coordinator of health education. The majority of program participants had been teaching health education for between three and seven years and displayed a high level of acceptance of the flexible learning methodology. Objective Two: to determine the association between factors related to entry characteristics, social integration, external attribution, academic integration and incompatibility and amount of PYP completed was evaluated using a nominal logistic regression analysis with the intervention group sample only. Completion of the PYP program by participants was related to circumstances which were often beyond the control of the program, such as events occurring in a teacher’s personal life. However, teachers who showed a preference for flexible learning were found to be more successful in completing the program. The effects of PYP were measured by Objective Three: to determine the association between amount of PYP completed and factors related to the teaching of HIV lessons. Three of the six factors considered by this objective returned a significant association with program dose. Teacher perceived access to HIV education resources was found to be positively related to the dose of materials a participant completed. / Participants who completed a high dose of the program considered HIV resources to be relatively easier to access than participants completing a low dose. Teachers who completed a high dose of PYP reported being more comfortable to teach HIV lessons than teachers completing a mid dose. In addition, intervention group teachers showed a significant change in comfort with their ability to teach HIV lessons and specified HIV topics to Years 8, 9, and 10 classes and intervention group teachers of Year 8 students thought the HIV topics were less important for this level of students. The final variable to show a significant change over time when dose of the program was considered was teacher sexual conservativeness. Both high and mid dose participants reported being less sexually conservative than low or no dose participants from pre to midtest. The context of the teachers participating in the PYP study was investigated through Objective Four: to examine the context in which intervention and Comparison group teachers were operating for this study. Two factors were found to be associated with gender, six with school location and eleven with level of teaching. These associations provided important contextual information for interpreting the findings of the study. Objective Five evaluated the process of teacher recruitment to PYP, satisfaction with the flexible learning methodology, satisfaction with the PYP materials and completion of PYP. The recruitment strategies implemented for PYP were effective in having teachers from government and independent schools in WA recruited to PYP. / However, more than 90% of the intervention group were from government schools. Schools encouraged more than one teacher from a school to enrol, with nine primary schools, four district high schools, one community high school, one secondary college, four senior high schools and one combined independent primary and high school enrolling more than one teacher in the program. The flexible learning methodology was reported to be suitable for the needs of teachers who enrolled in PYP, as they felt comfortable with the learning methodology and appreciated the opportunity to choose when and where they completed the program. The opportunity for face-to-face contact, however, was still preferred by some teachers. The materials within the program were considered to be appropriate and useful. The writing style and activities were well received and the efforts of the tutors were welcomed by the majority of the intervention group. One third of teachers who enrolled in PYP completed at least some of the materials, but less than 10% completed the entire program. The most frequent suggestions made for increasing program completion rates were to set dates for completion of the program modules and to allow time release to complete the program. At baseline, this research showed that teachers considered it important for their students to have access to HIV education, but many of these teachers did not feel comfortable providing HIV education for their students. / As positive effects were observed in the PYP program of impact of program dose on factors affecting the implementation of HIV education, it would appear that flexible learning professional development was a suitable alternative to face-to-face professional development. Teachers' acceptance of flexible learning professional development as an alternate methodology, however, appears to be in its infancy and will require more empirical research. Future research, study design improvements and intervention design improvements can be informed by the following recommendations. Future research Recommendation 1: There be more rigorous investigation of flexible learning as a methodology for provision of professional development for teachers of health education. Recommendation 2: The status of claiming credit for professional development toward postgraduate qualifications for teachers continue to be investigated. Recommendation 3 : Further research be undertaken to evaluate available technologies and their acceptance by teachers as a delivery method for flexible learning professional development. Study design improvements Recommendation 4: design limitations of the PYP study. Future research be designed to overcome the study Intervention design improvements Recommendation 5: The findings of the PYP study and suggestions made by PYP participants be used to improve future health education professional development programs.

Vårt syfte med denna studie är att beskriva hur förskollärare planerar och stimulerar barns lärande ute på förskolegården, samt vilken roll förskollärare har i de planerade respektive de fria aktiviteterna på förskolegården. För att få svar på våra frågeställningar har vi intervjuat sex förskollärare på fyra olika förskolor utan någon uttalad utomhusprofilering. Resultatet av studien visar att det måste finnas ett syfte med utevistelsen på förskolegården. Det behövs en jämn fördelning av förskollärarens arbetsuppgifter vad gäller tid för observation, planering och genomförande av pedagogiska aktiviteter. Förskollärarna i studien menar att de även behöver tid för andhämtning, vilket det främst ges utrymme till i förskolans utemiljö. Förskolegården ses som en bra pedagogisk miljö för barnen att leka fritt i, där vuxna också har möjlighet att observera barnen. Barnen väljer företrädelsevis att leka i den naturmiljö som finns tillgänglig på förskolegården. Däremot används inte denna miljö i den pedagogiskt planerade verksamheten i så stor utsträckning som den skulle kunna göra. Vår tolkning är att miljön utanför förskolans gränser ges högre pedagogiskt värde än den som finns inne på förskolegården.

The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children’s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were: What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool? Which role does the teacher believe that they should take regarding children’s learning? What differences and similarities can be identified in the teachers' perceptions? To carry out this study, I used a qualitative research method. I interviewed four preschool teachers, two from a Reggio Emilia inspired preschool and two from a traditionally operated preschool. The teachers’ approaches have been analyzed by a social constructionist view on the child, knowledge building, learning and the teacher's role. Dewey, Vygotskij and Freinet are the main theoreticians of the view on children and knowledge. Meanwhile modern researchers account for the theory regarding the role of teachers and the educational environment. The result of the study showed that all teachers had the same approach regarding children, knowledge, learning and their own role. My conclusion is that teachers' attitude permeates all activities and that it affects children's learning in the end. Although the pre-schools were conducted with different pedagogical approaches, this study revealed that there were no differences in teachers' ways of looking at the children, knowledge, learning and their own role in children’s learning.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-03-01T19:39:35Z No. of bitstreams: 1 luciliamariaaraujomota.pdf: 754062 bytes, checksum: fb2f49e95b66db16c348acb73b781cee (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T14:44:33Z (GMT) No. of bitstreams: 1 luciliamariaaraujomota.pdf: 754062 bytes, checksum: fb2f49e95b66db16c348acb73b781cee (MD5) / Made available in DSpace on 2016-03-03T14:44:33Z (GMT). No. of bitstreams: 1 luciliamariaaraujomota.pdf: 754062 bytes, checksum: fb2f49e95b66db16c348acb73b781cee (MD5) Previous issue date: 2013-01-17 / Esta pesquisa de cunho qualitativo se propõe a investigar o desenho e a implementação da Formação Continuada de Professores do Estado do Rio de Janeiro oferecida aos professores de Língua Portuguesa e Matemática, na modalidade semipresencial, ministrado pelo Cecierj a partir de 2011. Tal programa é uma das estratégias utilizadas pela SEEDUC/RJ para alcançar a melhoria na qualidade da educação e atingir uma das cinco melhores colocações no IDEB, no ranking estadual, até 2014. A pesquisa se constituiu de entrevistas semiestruturadas aos formuladores do programa e de questionário fechado a 50 professores participantes no âmbito da Regional Serrana I. A partir do suporte teórico pautado em autores como NOVOA, IMBERNÓN, TARDIF, FULLAN e HARGREAVES foi traçado um plano de ação para a otimização da política de formação. Para tanto, propõe-se não só o fortalecimento de toda a equipe pedagógica da escola como a adição dentre os formuladores do programa de um novo ator, a Diretoria Regional Pedagógica. / This qualitative research proposes to investigate the design and implementation of the Continued Teacher Formation of the State of Rio de Janeiro offered to Portuguese Language and Mathematics teachers on a semi present basis, by Cecierj from 2011 on. Such program is one of the strategies utilized by SEEDUC/RJ to improve the quality of education and to reach one of the five highest positions at the state ranking of IDEB by 2014. The research was constituted of semi structured interviews with those who created the program and of a survey applied to 50 teachers who took the course at Regional Serrana I. From the theoretical support of authors such as NOVOA, IMBERNON, TARDIF, FULLAN and HARGREAVES we were able to trace an plan of intervention to optimize the policy of formation. In order to achieve it, we propose not only a strengthening of the school pedagogical team, but also the addition of a new actor into the program, the Regional Pedagogical Coordination.

Abstract It has been claimed that teachers who possess a low level of self-efficacy may impede the learning process for students. When teachers do not possess a high self-efficacy, they may not believe strongly in their own ability to teach, which could in turn lead to unmotivated students in the second language classroom. The purpose of this research is to examine in what way the self-efficacy of Swedish L2 teachers of English influences their way of teaching in the second language classroom both in terms of how it affects their approach to teaching and how it affects the strategies and methods they choose touse in the classroom to strengthen their own students’ self-efficacy. The study uses a qualitative research method. Data was collected through questionnaires, classroom observations and follow-up questionnaires with five English teachers in Southern Sweden. Findings of the study suggest that teachers' with a high level of self-efficacy more positively influence their teaching approach than those who possess a low level of self-efficacy, which can impede their way of teaching. It was also found that the strategies teachers found useful for improving students’ self-efficacy were: language use, scaffolding and group work. This result could be important for further theoretical and pedagogical research for all in an educational position.

Syftet med vår studie var att få fördjupad kunskap om hur pedagogers bemötande, roll, samspel och deltagande kan se ut i barns lek på förskolan, samt hur detta kan se ut i relation till vilka lekar som konstrueras. Detta genom observationer i den dagliga verksamheten inomhus. Observationerna är utförda på två förskolor i två olika kommuner i mellersta Sverige där vi observerat fem pedagoger och deras bemötande i barns lek. Resultatet av studien visade att pedagogernas bemötande är av stor vikt för barns lek, bemötandet mot och rollen i leken varierade också beroende på vilken slags lek som lektes. Det visade även att pedagoger antar olika slags roller i barns lek, till exempel som medlekare eller konfliktlösare. / <p>2019-12-20</p>

The aim of my thesis is to study the role of teachers in schools where they help students achieve the objectives of the Swedish curriculum. The aim is also to see if there is a difference in how the school uses students’ experiences, knowledge and desires when planning their lessons, depending on whether they are working in a multicultural school or ethnically Swedish school. Part of the work also discusses the teachers and students experiences around the concept of multiculturalism. The method I have used is the qualitative interview study where I have chosen to interview two experienced teachers and twelve students. One teacher and six students in a multicultural school and then another teacher and six other students of an ethnically Swedish school. I have used various texts in literature, dissertations, articles and other research reviews to discuss the results. The results show that knowledge about the concept of multiculturalism in students in fifth grade is very low, however teachers are more familiar with the term and concept. It shows very clearly that teachers follow the curriculum to help students achieve the desired grades. Students at both schools are well aware off the syllabus available for each topic and why the students’ experiences and wishes cannot always be met during selection of teaching methods. However teachers put an effort into having the students’ experiences and wishes in mind when planning for the lessons.

Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Divorce is a common phenomenon throughout the world. According to the South African Population census in 1996 (Stats SA, 2001: 1.7) almost a tenth of the individuals that got married that year, had been separated or divorced. In the United States of America it is estimated that almost one out of every two couples eventually divorce (Dreman, 1999: 150). According to Pedro-Carroll, Sutton and Wyman (1999:467) many children may be at risk as a result of the negative consequences of marital disruption. These children challenge us, as educators, to support them in ways that will reduce risk factors and promote resilient outcomes for them. The statement by Pedro-Carroll et al. (1999:467) provides a rationale for this study, namely that children from divorced families may need support when experiencing the consequences of divorce. I argue that the school system, especially educators, play an important role in supporting children form divorced families. The school environment may serve as a source of support for children from divorced families, where educators are in a good position to be empathic to these children's problems and needs (Bray and Berger, 1992:73; Dreman, 1999:163). Therefore, I explored the phenomenon of educators' experiences of their role in supporting children from divorced families. The methods I made use of was firstly, semi-structured interviews to gain the educators' experiences individually. Two focus group sessions followed, where I also determined their experiences in a group dynamic. Through the produced and trascribed data I gained new insights into educators' experiences on this matter, by identifying themes from their experiences. One hundred and sixty one (161) themes were identified from the produced data. The findings were presented in four areas of experience, namely, educators' experiences in terms of:.the child; themselves; the school; and the parents. Some participants have experienced that generally children come across as uncertain and stressed, when their parents divorce, and that children may even feel that the divorce is his fault. It was also mentioned that children may exhibit psychosomatic symptoms due to the stress they experience. In terms of the educators' experiences of the school environment it was mentioned that the school provides structure for the children from divorced families. According to Wallerstein et al. (1980:277) the school can provide structure in a child's life at a time when the major structure of his life, the family, is crumbling. Mostly, educators have experienced that they do play an important role in supporting these children. Some even mentioned that they, as educators, have to sometimes fulfil a parental role for that child. According to Ligon and McDaniel (1970:76) educators are of inestimable help to children who bring their problems to them. I believe that the findings of this phenomenological study add credence to the research on educators as a supportive system for children from divorced families. / AFRIKAANSE OPSOMMING: Egskeiding is 'n algemene verskynsel deur die wêreld heen. Volgens die Suid- Afrikaans Populasie sensus in 1996 (Stats SA, 2001 :1.7), het ongeveer 'n tiende van die individue wat daardie jaar getroud is, geskei. In die Verenigde State van Amerika is daar beraam dat ongeveer een uit elke twee egpare uiteindelik skei (Dreman, 1999:150). Volgens Pedro-Carroll, Sutton en Wyman (1999:467) kan baie kinders moontlik onder risiko geplaas word as gevolg van die negatiewe gevolge van fn gebroke huwelik. Hierdie kinders daag ons, as opvoeders, uit om hulle op wyses te ondersteun wat risiko faktore sal verminder en veerkragtige uitkomste vir hulle sal bevorder. Die stelling gemaak deur Pedro-Carroll et al. (1999:467) voorsien die studie van fn gegronde beredenering, naamlik dat kinders van geskeide gesinne moontlik ondersteuning benodig wanneer hulle die gevolge van egskeiding ervaar. Ek beredeneer dat die skool sisteem, spesifiek onderwysers, fn belangrike rol speel in die ondersteuning van kinders uit geskeide gesinne. Die skoolomgewing kan moontlik dien as fn bron van ondersteuning vir kinders van geskeide gesinne, waar onderwysers in 'n goeie posisie is om empaties te wees teenoor hierdie kinders se probleme en behoeftes (Bray en Berger, 1992:73; Dreman, 1999:163). Vir hierdie rede het ek die fenomeen van onderwysers se ervarings van hul rol in die ondersteuning van kinders uit geskeide gesinne, ondersoek. Die metodes waarvan ek gebruik gemaak het was eerstens, semi-gestruktureerde onderhoude om die onderwysers se ervarings individueel in te win. Twee fokus groep sessies het gevolg, waarin ek ook hul ervarings bepaal het in 'n groepsdinamiek. Deur die geproduseerde en getranskribeerde data het ek tot nuwe insigte gekom rakende onderwysers se ervarings in hierdie verband, deur temas te identifiseer vanuit hulle ervarings. Een honderd een en sestig (161) temas is geïdentifiseer vanuit die geproduseerde data. Die bevindinge is voorgestel in vier areas van ervaring, naamlik, onderwysers se ervarings van: die kind; hulself; die skool; en die ouers. Sommige van die onderwysers het ervaar dat kinders oor die algemeen as onseker en gespanne voorkom wanneer hulouers skei. Die kind kan selfs voel dat die egskeiding sy skuld is. Daar is ook genoem dat kinders psigosomatiese simptome kan toon weens spanning wat hul moontlik ervaar. In terme van die onderwysers se ervarings van die skoolomgewing is genoem dat die skool struktuur voorsien aan kinders van geskeide gesinne. Volgens Wallerstein et al. (1980:277) kan die skool struktuur voorsien in 'n kind se lewe in 'n tyd waar die hoofstruktuur van sy lewe, sy gesin, verbrokkel. Die onderwysers het meestal ervaar dat hulle wel 'n belangrike rol speel in die ondersteuning van hierdie kinders. Sommige van die onderwysers het selfs genoem dat hulle somtyds 'n ouerlike rol vervul vir so 'n kind. Volgens Ligon en McDaniel (1970:76) is onderwysers van onskatbare hulp vir kinders wat hul probleme na hulle toe bring. Ek vertrou dat die bevindinge van hierdie fenomenologiese studie geloofwaardigheid byvoeg tot die navorsing van onderwysers as 'n ondersteuningsisteem vir kinders van geskeide gesinne.

The purpose of this study was to find out how preschool teachers consider to take care of childrens outdoor play in order to achive an increased language development among the children. Focus lays on both the things that happen in the outdoor enviroments as well as on how the preeschool teacher approach childrens play to promote the language development. The study was made through qualitative interviews and I interviewed five preeschool teachers on three different preeschools. The results shows that preeschool teachers sees both them selfs but also childrens peers as important rolemodels when it comes to the childrens language development. To participate in plays as an adult to challenge the children linguistic was not uncommon but also to create new children constellations was a part of the work in the outdoor enviroments. The results also shows that the preeschool teachers saw them selfs as just as important as the material to attract to new plays in the outdoor enviroment. The fact that the children developed their language constantly through play was something all the preeschool teachers agreed on.

Teachers have to cope with two main changes. Firstly, they have experienced global technological change and the introduction of new technologies into the education system. Secondly, they have to cope with a new generation of pupils (Generation Z). This thesis argues that these changes necessitate a change in the role of the teacher. This research examines how teachers react to these changes. The main research question is “How do teachers conceive their role when they teach Generation Z pupils in a technological learning environment?”. The research focuses on a case study of a school on the northern periphery of the State of Israel. The research focused on the teachers of the “computer notebook” classes. The school supplies every pupil and every teacher a standard personal laptop while the teachers have been integrating the technology and applications into their lessons for the last twenty years. The data was collected by means of questionnaires (20); personal interviews (24); observations (8); and an analysis of relevant documents. The research compares the category of the “traditional teacher” with that of the “technological teacher”. It finds that (a) teachers view the the two roles of traditional and technological teacher as distinct; (b) they recognise a wide variety of technological changes that influence the education system; and (c) they believe that the present pupil generation (Generation Z) requires a new approach to study in contrast with previous generations of pupils. The research shows that in response to the changes described above, the teachers have changed their perspective through the use of the new technologies and define their role in three dimensions (pedagogical, interpersonal, and technological) and indicate that there are 11 skills and abilities required for the technological teacher. However, the research also found that despite the extensive experience of the teachers in using the new technologies, there is no confidence in realising the full potential inherent in these tools. In particular, the opportunity for cooperative learning which is offered by online technologies is not always exploited efficiently. Moreover, the research found that the challenges and barriers in the application of the new pedagogy in the technological learning environment. The contribution of this research is both theoretical and practical. The theoretical contribution of the research is in the characterisation of the pedagogical, interpersonal and technological dimensions that constitute the role of the “technological teacher”. The practical contribution of the research is detailed in the series of recommendations made in relation to the development of schools and the training and continuing professional development of teachers.