• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    An evaluation of a teacher development contract: an administrative project submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University

    Icon
    View/Open Full Text
    01_front.pdf (896.5Kb)
    02_whole.pdf (17.67Mb)
    Export to EndNote
    Abstract
    This project reports an evaluation of a teacher development contract that was concerned with science teachers in primary and secondary schools in the Thames-Coromandel area. Teachers in the region were invited to become part of a group of twenty teachers, who met in a series of thirteen meetings and also participated in a series of classroom based visits. The teacher development programme was based on a Learning in Science Project (Teacher Development) course that was established as part of research into teacher professional development in science. The work was informed by a constructivist framework of teaching and learning. Data was collected by pre- and post-course survey documents, observations made during classroom visits with the course participants and reflective writing exercises undertaken during the course. Data collection was negotiated with the participants and was voluntary. The enthusiastic involvement of the course members suggests that teaching in a manner that takes into account students' thinking creates a positive learning environment in the classroom. Results showing significant changes in teacher behaviours suggested that the different teaching approach presented was attractive to classroom teachers. Classroom observations supported the results of the surveys. It was evident that along with these changes in classroom practice, teachers' views and theories concerning science teaching and learning developed in ways consistent with features of a constructivist approach to teaching and learning. Teachers expressed their support for what they saw as a new approach to teaching science and felt more confident with dealing with science topics. This was especially evident with the primary teachers on the course. The teacher development programme in science, junior primary to form five, appeared to be successful in achieving its aims. These aims were to help teachers develop their ideas regarding the importance of on-going professional development, to help teachers learn about research findings on how students learn science and to develop their classroom practice to take into account students' thinking.
    Date
    1993
    Author
    Pearson, John Devonald
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/12243
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1