The impact of a practice-based inquiry in-service teacher education model on teachers' understanding and classroom practice select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.advisor en_US
dc.contributor.author Pomuti, Hertha N. en_US
dc.date.accessioned 2014-02-07T14:07:50Z
dc.date.available 2014-02-07T14:07:50Z
dc.date.issued 20000900 en_US
dc.identifier.uri http://hdl.handle.net/11070/267
dc.description Includes bibliographical references en_US
dc.description.abstract Abstract provided by author: en_US
dc.description.abstract The core assumption of the model is that improvement in teachers' pedagogical and theoretical understanding of their practice leads to improvement in classroom practice. The model also assumes that improved pedagogical understanding and classroom practice results from teachers reflecting critically on educational theory and practice en_US
dc.description.abstract The study adopted qualitative and quantitative approaches and sought to establish (a) whether the relationship between teacher understanding and practice occurs as the PBI INSET model predicts it will occur, and (b) the extent to which teachers reflect critically on educational theory and practice en_US
dc.description.abstract In particular, the study assesses the impact of the two inquiry-based INSET courses on: (a) teachers' understanding, (b) classroom practice, and (c) reflection en_US
dc.description.abstract Instruments to measure the impact of the two courses on teachers' understanding and classroom practice have been constructed based on the criteria derived from the joint objectives of the two inquiry-based courses. The instrument for measuring the impact of the two courses on teacher reflection in terms of the PBI model has been constructed based on the reflective assessment framework of the two courses en_US
dc.description.abstract The study's findings weakly support the assumptions made by the PBI model. The findings indicate a moderate correlation between teachers' understanding and classroom practice, a low correlation between teachers' understanding and reflection, and no correlation between classroom practice and reflection en_US
dc.format.extent 123 p en_US
dc.language.iso eng en_US
dc.subject Teaching methods en_US
dc.subject Teacher training en_US
dc.title The impact of a practice-based inquiry in-service teacher education model on teachers' understanding and classroom practice en_US
dc.type Thesis en_US
dc.description.degree Cape Town en_US
dc.description.degree South Africa en_US
dc.description.degree University of Cape Town en_US
dc.description.degree Master in Educational administration, planning and social policy en_US
dc.masterFileNumber 2601 en_US


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