Faculty of Education - Theses
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ItemTeachers and technology: experiences and perceptions of professional development( 2001)This study investigated professional development to support teachers' use of information and communication technologies in one primary school setting. It explored teachers' attitudes and feelings towards information and communication technologies and their perceptions about professional development to support them in this area. The ways in which this group of teachers are currently utilising information and communication technologies to assist teaching and learning processes were also investigated. Current practice and professional development experiences were explored to discover links, and to investigate participants' perceptions of effective types of professional development to support their use of information and communication technologies. Other support such as access, technical assistance and support from management were also explored to discover their impact on teachers' use of information and communication technologies. An exploratory case study approach was taken and both qualitative and quantitative methods utilised to cater for the richness of the context. Data were collected from three sources; documents relating to professional development for information and communication technologies, a survey of teachers' technology skills and use, and a semi-structured interview. Data management and analysis were computer assisted. The study aimed to discover the types of professional development and the modes of presentation of this professional development that would be most effective in assisting this group of teachers with their use of information and communication technologies. This 'human dimension' is the key to appropriate use of technology, as illustrated by a working party for the Directorate of School Education: �The Working Party considers that attention should be directed to the human dimension, which promises to provide the key to more successful implementation of information technology in schools. It believes the issue should be addressed through structured professional development programs based on information technology and an understanding of such matters as learning, change and the factors that affect school culture.� Directorate of School Education, Victoria (1994, p. 2)
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ItemInclusion competencies of primary public school teachers in Iloilo city, Philippines: training needs( 2004)This study was undertaken to investigate the competencies necessary for primary public school teachers in Iloilo City, Philippines to work effectively in inclusive classrooms. The aim of the study was to find out the current competencies of the teachers, their perception of the importance of the competencies, their likely training needs and the relationship of the measures of their background variables with their training needs. To determine the training needs of the teachers, a needs assessment approach adapted from Witkin and Altschuld (1995) and Kauffman, Rojas, and Mayer (1993) was employed. A four-part self-assessment questionnaire - Scale of knowledge and Skills for instruction and Management of Students with Disabilities - Philippines Context (SKSIMSD-PC) was used to collect the data from 606 general classroom teachers. T-tests and analysis of variance were utilized to determine the significance of differences between the means. Correlation coefficient were also used to explore inter-relationship between variables. The major findings of this study were: 1. Almost all knowledge and skill competencies were rated by the teachers as significantly of high importance for them to be able to work effectively with children with disabilities in the regular classroom. 2. Teacher participants perceived themselves as moderately competent to teach in an inclusive classroom despite their extremely limited training and low level of exposure to children with disabilities. 3. Generally, a low to low-moderate level of training need was indicated by teachers on the competencies in which they perceived themselves as least competent. In . particular, their priority training needs are in the following competencies. (i) ways in which technology (assistive technology) can assist with planning and managing the teaching and learning environment; (ii) techniques for modifying instructional methods specific to the needs of the child (e.g., providing specific and appropriate accommodations); and (iii) administering, interpreting and using assessment data (from medical, psychological, and diagnostic reports) for instructional planning and, using verbal and nonverbal communication techniques (e.g. communication picture, sign language). 4. The teachers' pre-service and in-service training variables were found to be significantly negatively correlated with the six categories of training needs. There were no statistically significant correlations between training needs and the rest of the teachers' background variables. Most .of these correlations tended to be negative rather than positive. From these results it was argued that training in inclusion practices was a high priority for teachers in Iloilo City, Philippines.
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ItemBeginning languages other than English (LOTE) primary teachers: their professional development needs( 1990)The study concentrates on the investigation of the professional development needs of beginning Languages Other Than English (LOTE) teachers in Victorian government primary schools. It seeks to formulate system responses which would meet those needs. The literature on the professional education of teachers makes distinctions between induction, training and professional development. During the induction phase a process of professional socialisation is entered into and is an important aspect of this phase. A questionnaire was developed to explore the professional development needs of these teachers from two perspectives: firstly, to define their needs and secondly to identify system responses which would meet those needs. The questionnaire, administered to all LOTE primary teachers currently employed in government schools achieved a response rate of 62%. The background data identify three types of beginning LOTE primary teachers who considered other LOTE teachers in the school, principals and LOTE consultants to be the major source of assistance for them in their first year. Highly supported and appreciated induction activities are: programs designed for the LOTE primary beginning teacher and the informal assistance given by other LOTE teachers at the school. In terms of the identification of professional development needs of LOTE teachers in their first year, responses indicate that the need for information took precedence over the need for opportunities for skill development. This reflects the difference between meeting short term and long term needs. Responses from the questionnaire enabled the development of a list of needs ranked in order of importance. This was then matched with the sources of assistance which were identified by respondents and a checklist was devised. The checklist attempts to guide those interested in the professional development of beginning LOTE primary teachers towards identifying their needs. It also highlights the importance, of a co-ordinated approach by both school-based and non-school-based personnel towards the professional education of beginning LOTE primary teachers.