The impact of a practice-based inquiry in-service teacher education model on teachers' understanding and classroom practice

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dc.contributor.advisoren_US
dc.contributor.authorPomuti, Hertha N.en_US
dc.date.accessioned2014-02-07T14:07:50Z
dc.date.available2014-02-07T14:07:50Z
dc.date.issued2000en_US
dc.descriptionIncludes bibliographical referencesen_US
dc.description.abstracten_US
dc.description.abstractThe 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 practiceen_US
dc.description.abstractThe 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 practiceen_US
dc.description.abstractIn particular, the study assesses the impact of the two inquiry-based INSET courses on: (a) teachers' understanding, (b) classroom practice, and (c) reflectionen_US
dc.description.abstractInstruments 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 coursesen_US
dc.description.abstractThe 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 reflectionen_US
dc.description.degreeCape Townen_US
dc.description.degreeSouth Africaen_US
dc.description.degreeUniversity of Cape Townen_US
dc.description.degreeMaster in Educational administration, planning and social policyen_US
dc.format.extent123 pen_US
dc.identifier.urihttp://hdl.handle.net/11070/267
dc.language.isoengen_US
dc.masterFileNumber2601en_US
dc.subjectTeaching methodsen_US
dc.subjectTeacher trainingen_US
dc.titleThe impact of a practice-based inquiry in-service teacher education model on teachers' understanding and classroom practiceen_US
dc.typeThesisen_US
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