Faculty of Education - Theses
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ItemA study of an innovative approach to teacher education in Pakistan( 1997)This is a study of a private teacher education institute, Notre Dame Institute of Education (NDIE), which is affiliated with Karachi University, Pakistan. It describes the distinctive elements of one of its programmes, the Bachelor of Education (B. Ed), compares them with B. Ed courses offered at other affiliated colleges and identifies the perceived impact of NDIE on teacher education in Pakistan. A qualitative approach, in the form of a case study, was adopted for the research. Data was collected by means of interviews, observation and the analysis of historical documents. A pilot study assisted with the identification of key themes and potential avenues of information. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. The NDIE B. Ed course differs from traditional B. Ed courses. Within the present context of teacher education in Pakistan, the study showed that the course was innovative in terms of its curriculum content; teaching and assessment methods; provision and use of educational resources; approach to school experience and teaching practice and the collegial nature of staff/student relationships. The respondents perceived the institute to be making a positive impact with respect to the implementation of change or innovation in teacher education, teacher socialization and educational leadership and formation within the Catholic Church in Pakistan. The importance of both the personal and professional development components of teacher education courses in raising the self esteem and confidence of teachers was indicated by the study's findings. The data provided by the respondents indicated that innovation is possible within the constraints of a traditional teacher training course and identifies the importance of establishing networks to support and maintain change initiatives and develop educational leadership.
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ItemTransforming professional development goals( 1996)The overall purpose of this study was to investigate the nature of goals as understood by the participants involved in the various stages of implementation of a professional development program, and the ways in which the goals were transformed as the program was implemented. In this thesis, "stage" is used in the sense of sequence, rather than development. The participants in the study were members of each of four stages of implementation of a professional development program, designed to support curricular reform, for teachers of mathematics. The development and implementation of the program were categorised into four stages. These can be identified with the actions of the participants: program initiators; program developers; workshop presenters and the teachers who would ultimately implement classroom content described in the program. The investigation involved description and analysis of the language used by the participants and how it communicated the character of their understanding of the goals. It is assumed that a participant's awareness of the goals influences the way the program is implemented. Data were collected from a range of documents used in the program, during interviews, via questionnaires and through observations of training sessions. For each stage of implementation, the main goals were summarised. Of particular interest was the way in which the goals were changed; as evidenced by the changes in meaning of key words and phrases. These changes were evident with respect to several key groupings into which the goals were classified by the researcher. The choice of words and phrases by participants at each stage revealed the nature of their goals. It was found that the goals of the initiators were usually to do with the altering of teacher practice. The developers' goals, while also concerned with altering teacher practice, were less directed. The goals as understood by the presenters were to do with promotion of a change in attitude in teachers (rather than practice), while the teachers' understanding of the goals were to do with relating the proposed change to their practice. In general participants at each stage had an understanding of the goals of the program that made sense to them, were achievable, and conformed to their perceived role in the program. For a given grouping of goals, there was a great diversity of both key words and phrases, and in meaning of goals as they were articulated at each stage. At times there was little change in the words used, and yet a large corresponding change in meaning. For other key groupings there was a great change in the words and phrases, with little alteration in the essence of the goal. Overall the character of the changes in goals, as understood by the participants at each stage of the professional development program, related to their perspective according to their role. This emergent character appears to be able to be generalised to all professional development programs This point of view ranges from that of a policy perspective, where policy solicits a change in teacher practice, to a practice perspective where the adaption of policy is sought in order to tie it with existing practice. The implications of this study are discussed concerning the effect that the transforming of goals in curriculum initiatives and professional development programs might have on the success of implementing changed teacher practice.
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ItemThe experience of Gordon's effectiveness training model and the discovery of "mirroring": a personal narrative( 1994)Gordon's effectiveness training (ET) model of communication, as experienced by the author, is presented as a personal narrative in the form of a condensed and edited journal. Teacher effectiveness, in terms of having effective communication dynamics with learners, is examined through a review of past research, the author's ET experience, and reflection. The effects of the teacher/learner relationship upon the learner's motivation to learn are discussed. The ET journal includes descriptive experiences, class notes, reflection, extracts, of tape transcripts, and verbal exchanges, in order to reflect understandings, changes in thinking, changes in attitude, changes in communication dynamics, and the results of these changes. As a result of the ET experience, and in collaboration with the course instructor, the author devised a series of worksheets for training use (offered as appendices) with modifications to the original ET model. Modifications include: the addition of the skill of mirroring, as an alternative to praise and blame; and, the concepts of rage stage, and memory trigger, as necessary adjuncts to Method III, that is "win-win", problem solving. These modifications are regarded as essential to the successful implementation and maintenance of ET skills. Effectiveness training is promoted as a valid and useful tool in developing effective communication skills for teachers in order to enhance their ability to motivate learning.
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ItemReflective practice in the early childhood practicum( 1999)There is much evidence in the current literature to indicate a movement towards a restructuring of teacher education, which emphasises reflection (Campbell-Evans & Maloney, 1996). University courses in teacher education are moving away from the technical model of teacher evaluation towards a reflective approach to teaching and learning which focuses on assisting pre-service teachers to develop reflective practices (Fairbanks & Meritt, 1998). The early childhood practicum is increasingly seen as an opportunity for students to engage in critical reflection with journal writing, frequently used as a tool for reflection. This project studied the practicum journals of nine final year Melbourne University Bachelor of Early Childhood Studies students. Analysis and interpretation of the reflective journals focused on two aspects. The first aspect related to the issues, which the students reflected about. The second aspect related to the cognitive processes the students engaged in when reflecting. The investigation found that students reflected in complex ways on complex issues throughout the practicum. The process of reflection, however, did not empower students to reflect in their own way about their own concerns. The study found that for this group of early childhood students, it was the location of power in student - supervisor relations that functioned to empower students to reflect in their own way about their own concerns or to disempower students by silencing them.