LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Languages: English
Types: Doctoral thesis
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION

This thesis represents the study of teachers' perceptions and experiences of the\ud teaching of Personal Capabilities (PCs) through the Science curriculum. It\ud documents the process by which teachers were successfully enabled to\ud incorporate the teaching of PCs through the Science curriculum. An action\ud research methodology provided the basis for the development of the study\ud which benefited from flexible, collaborative partnerships between teachers and\ud the researcher. Facilitation and support prompted action and continuous\ud reflection on research interventions, their outcomes and influence on pedagogy,\ud student development and learning. Emphasis on regular teacher-researcher\ud interactions during curriculum innovation had significant implications on\ud teachers' professional development, and was critical in affecting pedagogic\ud change. Collaborative partnerships emerged as a powerful tool for\ud understanding the teaching and learning of PCs.

\ud

Semi-structured interviews and questionnaires, classroom observations,\ud reflective logbook entries and discussions formed the main sources of data,\ud represented in case studies which provide contextualised representations of\ud teacher activity.

\ud

Using ten operationally-defined PCs, it is shown that stUdents' development can\ud be enhanced through the Science curriculum. A process model including:\ud knowing, self-assessing, action planning, acting and reviewing, illustrates the\ud teachers' and stUdents' actions during PC development. Strategies for\ud facilitating students' PC improvement are illustrative of the teachers' modified\ud pedagogic approaches to subject teaching, which encourage self-awareness\ud and prompt behavioural change.

\ud

Findings from this study suggest further research and provide recommendations\ud for policy makers, teachers and educational researchers, highlighting the\ud constraining nature of current National Curriculum (NC) assessment strategies.

  • No references.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article