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Teacher development as enhancing descriptive intelligibility


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Yaxley, BG 1987 , 'Teacher development as enhancing descriptive intelligibility', PhD thesis, University of Tasmania.

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The purpose of this study is to develop a general
approach to planning, conducting and evaluating teacher
development programmes. It is based on a case study of
a teacher development programme for which the central
problem is describing effective teaching and learning,
intelligibly. Teacher development, defined as the
enhancement of this intelligibility, is essential to
improving teacher effectiveness.
The problem of planning, conducting and evaluating
this programme is considered in terms of the following
constituent problems:
(i) Planning and conducting the programme (P1);
(ii) Developing the reading content for the programme
(iii)Monitoring and assessing the changes in
intelligibility of the programme participants'
descriptions of effective teaching and learning
(iv) Evaluating the effectiveness of the programme
Assuming a holistic epistemology, the implications
of applying both a touchstone approach to theory
development and Kelly's (1955) Personal Construct
Theory to the solution of the above problems are
considered. This yields two sets of implications
for each of the constituent problems. By applying
a touchstone approach to these sets of
implications, a theoretical and procedural basis
for the study of these problems, and hence for the planning, conduct and evaluation of the teacher development programme, is obtained.
This basis is used to develop the reading content
for the programme, plan and conduct the programme
and to evaluate the effectiveness of the programme
in meeting its purposes. These evaluations are
used to establish the procedures used as a general
approach to teacher development programmes. In
this case, teacher development means the
enhancement of the intelligibility of descriptions
of solutions to the problem being studied through
this programme.

Item Type: Thesis - PhD
Authors/Creators:Yaxley, BG
Keywords: Teaching, Teachers, Learning
Copyright Holders: The Author
Copyright Information:

Copyright 1987 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (Ph.D.)--University of Tasmania, 1989. Includes bibliographical references

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