Thematische Bibliographien / Teacher profiles

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Auswahl der wissenschaftlichen Literatur zum Thema „Teacher profiles“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 2. Februar 2022

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Zeitschriftenartikel zum Thema "Teacher profiles"

Oonk, Carla, Judith T. M. Gulikers, Perry J. den Brok, Renate Wesselink, Pieter-Jelle Beers und Martin Mulder. „Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles“. Higher Education 80, Nr. 4 (02.04.2020): 701–18. http://dx.doi.org/10.1007/s10734-020-00510-9.

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Abstract Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tasks and competencies. The resulting RLE teacher profile comprises nine roles, nineteen tasks and 21 competencies. The new profile echoes scattered indications for teacher responsibilities as identified in previous studies on teaching and learning in university-society collaborative learning settings. The study argues that the role of broker, including boundary crossing competence, and the competency ‘stimulating a collaborative learning attitude’, might be added to existing higher education teacher competence profiles. Adding this university-society engaged perspective to existing teacher competence profiles will support higher education institutions in developing their university-society collaborative responsibilities and subsequent teacher professionalisation trajectories.

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Pozas, Marcela, und Verena Letzel. „Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles“. Open Education Studies 3, Nr. 1 (01.01.2021): 163–75. http://dx.doi.org/10.1515/edu-2020-0151.

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Abstract Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.

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Ferradás, María del Mar, Carlos Freire, Alba García-Bértoa, José Carlos Núñez und Susana Rodríguez. „Teacher Profiles of Psychological Capital and Their Relationship with Burnout“. Sustainability 11, Nr. 18 (18.09.2019): 5096. http://dx.doi.org/10.3390/su11185096.

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This study adopts a person-centered approach to identify the possible existence of different teacher profiles of psychological capital, according to the way in which its four components combine (efficacy, hope, optimism, and resilience). The study aimed to examine whether the identified profiles differed in their levels of burnout. In total, 1379 non-university teachers participated in the study. A latent profile analysis was performed using MPlus 7.11 software. Seven teaching profiles of psychological capital were identified, differing both quantitatively and qualitatively. The differences between the profiles in burnout were estimated using SPSS 26 software. Teachers with a profile of low psychological capital (i.e., low confidence of successfully completing challenging tasks—efficacy; lack of energy for establishing personal goals and working towards achieving them —hope; little tendency to make positive causal attributions and develop expectations of success—optimism; and low capacity to recover or emerge stronger from adverse situations—resilience) exhibited significantly higher levels of burnout. The lowest levels of burnout were found in the profile of high psychological capital (i.e., higher in efficacy, hope, optimism, and resilience). These results suggest that teachers who can muster the four components of psychological capital are more protected against burnout.

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Herman, Keith C., Jal’et Hickmon-Rosa und Wendy M. Reinke. „Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes“. Journal of Positive Behavior Interventions 20, Nr. 2 (06.10.2017): 90–100. http://dx.doi.org/10.1177/1098300717732066.

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Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.

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Al Ayubi, Sholihudin, und Wildah Nurul Islami. „Aktualisasi Profil Guru Nahdlatul Ulama Inspiratif dalam Menghadapi Tantangan Revolusi Industri 4.0“. Syaikhuna: Jurnal Pendidikan dan Pranata Islam 11, Nr. 1 (28.03.2020): 48–63. http://dx.doi.org/10.36835/syaikhuna.v11i1.3841.

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Abstract: Inspirational teacher is a teacher who becomes a "mirror" for other teachers and has positive values in themselves for students and the surrounding environment. Among the current problems of NU teachers is how to deal with the development of information and communication technology with an inspiring role. The formulation of the problem in this study is "What is the form of actualizing the profile of inspiring NU teachers in facing the industrial revolution 4.0?" This study aims to analyze the actualization of the profile of inspiring NU teachers in facing the challenges of the industrial revolution 4.0. This research is a qualitative research using a conceptual approach. Data collection methods using documentation and data analysis methods using qualitative descriptive analysis. The steps for actualizing the inspirational NU teacher profile include: 1. Examining the role of teachers and the challenges of the industrial revolution 4.0, 2. The importance of reflecting on the figure of KH. Hasyim Asy'ari was an inspiring figure of NU's ulama and teacher in the past but the results of his thoughts are still relevant to be applied in millennial times. Among the actualization forms of inspiring NU teacher profiles include three criteria namely ASWAJA's character, actively innovating, and actively literating.

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Rushton, Stephen, Jackson Morgan und Michael Richard. „Teacher's Myers-Briggs personality profiles: Identifying effective teacher personality traits“. Teaching and Teacher Education 23, Nr. 4 (Mai 2007): 432–41. http://dx.doi.org/10.1016/j.tate.2006.12.011.

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Underwood, Brian. „Professional Profiles and the Serving Teacher“. British Journal of In-Service Education 22, Nr. 3 (Januar 1996): 275–83. http://dx.doi.org/10.1080/0305763960220303.

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Rots, Isabel, und Antonia Aelterman. „Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment“. European Educational Research Journal 7, Nr. 4 (01.01.2008): 523–34. http://dx.doi.org/10.2304/eerj.2008.7.4.523.

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Although several studies have confirmed the importance of teaching commitment for beginning teachers' retention in the profession, research on the factors that enhance the teaching commitment of teacher education graduates is scarce. The purpose of the current study is thus to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. Four categories of predicting variables were distinguished: (1) personal characteristics (sex, personality); (2) initial motivation for teaching; (3) teacher education (type of teacher training, graduation degree, preparedness for teaching, faculty support and mentor support); and (4) integration into teaching (teacher efficacy and professional orientation). The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor ‘conscientiousness’, the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy. As such, the findings of this study have important implications for teacher education since the results confirm the importance of teacher education for the teaching commitment of graduates.

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Kavenagh, Mark, Elizabeth Freeman und Mary Ainley. „Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship“. Australian Educational and Developmental Psychologist 29, Nr. 1 (Juli 2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

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Keller, Melanie M., Eva S. Becker, Anne C. Frenzel und Jamie L. Taxer. „When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions“. AERA Open 4, Nr. 2 (April 2018): 233285841878296. http://dx.doi.org/10.1177/2332858418782967.

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It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.

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Dissertationen zum Thema "Teacher profiles"

Zeelie, Shani Antoinette. „Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Wiley, Caroline. „Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202704.

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The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking questions regarding specific student performance/behavior on a sample of graded course tasks. No available study has focused on individual students in such a way. The overarching focus of the study is to examine actual students' data in relationship to their respective teacher's beliefs and practices.The purpose of this study is to examine the degree to which four sources of evidence: (1) course descriptions and policies (teacher); (2) grading beliefs (vignettes); (3) perceived grading practices (Likert-scale); (4) student characteristics (student) converge from a qualitative perspective.Fifteen high school teachers from four school districts completed an online grading questionnaire. The Wiley Grading Questionnaire (WGQ) consists of two main parts: (1) course policies and student characteristics; and (2) general grading beliefs. Part I requires teachers' gradebooks and syllabi. Part II measures teacher beliefs and perceived grading practices using Brookhart's (1993) grading vignettes, a 19-item 6-point Likert-scale survey adapted from McMillan (2001), and a combination of open-ended and forced-choice items on the WGQ.Teachers considered non-achievement variables more in their grading decisions in response to the vignettes than they reported in the other sources of evidence. Non-achievement factor considerations were more evident in the effort scenarios; namely a low-ability/low-achiever bias. The vignettes provided the highest level of abstraction, but they largely categorized teachers as either excluding non-achievement factors or including them for certain types of students, usually the low ability or low achiever. Further descriptions and implications are discussed.

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Currie, Cailin Tricia. „Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support“. PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4229.

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Research has demonstrated that academic engagement is an important resource for students, promoting their learning and achievement. Less well documented is the possibility that students' classroom engagement may also be a valuable resource for their teachers, capable of influencing how teachers treat their students over time. The current study sought to examine the relationship between student motivation and teacher behavior to better understand how teachers perceive and respond to their students' classroom motivation and whether these motivational states contain diagnostic information about the types of supports students may need in order to be engaged, enthusiastic learners. The observable manifestations of motivation, engagement and disaffection, may contain valuable information about students' inner experiences that educators can use to optimize their teaching. Thus, the goal of the current study was to examine the reciprocal effects of student motivation on teachers' provision of support by using a longitudinal design, a more comprehensive assessment of behavioral and emotional engagement and disaffection, and a person-centered approach to investigate whether potential factors influencing the quality of students' classroom engagement can help inform more targeted intervention efforts. Data from 1018 3rd through 6th grade students and their teachers were used to create two sets of teacher-reported student motivation profiles, namely, a theory-driven and an empirically-derived set of profiles. Using both sets of profiles, the current study failed to provide evidence that student engagement and disaffection profiles influenced changes in the quality of support students' received from their teachers over the school year. The current study also examined whether knowledge of the motivation profile into which a student falls can tell us something meaningful about their unobservable, inner experiences or self-system processes (SSP's) such that we can use their profile to "diagnose" motivational issues stemming from these student inner experiences. Results indicated that, with one exception, students in different profiles did not report differential levels of the three SSP's; rather, if students in a given profile had low levels of one self-system process, they had low levels of all three. Finally, for two of the ten student motivation profiles, (At Risk and Checked-out) students in the high teacher support subgroup and the low teacher support subgroup experienced differential changes in their self-reported engagement from fall to spring such that the students who received the "treatment" (high levels of teacher support) started and ended higher than those who received low levels of teacher support, but also showed steeper declines over the year, because students with low teacher support started low and remained low (but did not lose any more ground) across the year. Discussion focuses on the utility and potential drawbacks of using person-centered approaches to examining student motivation and potential causes for the lack of supported hypotheses. Implications discuss the need for further research and how we can help teachers gain a more nuanced and differential view of their students' motivated actions and emotions in the classroom.

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Charles, Joan T. „Teacher-directed student use of the Internet for curricular activities: Profiles of frequent and infrequent use“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3095/.

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The purpose of this study was to develop profiles that described teachers with infrequent and frequent teacher-directed student use of the Internet for curricular purposes. Responses to the teachers' self-reported needs, beliefs, demographics, Internet skill levels, and other information were examined as the basis for the study. The study was descriptive in nature, utilized correlation and causal-comparative methods, and employed a convenience sample. The population consisted of 3,187 public school teachers from Nebraska and four service regions in upstate New York. Data related to the research questions were gathered using an online survey. After minimum access was determined, frequencies, percentages, t tests, and correlations were used to examine the data. Teachers with infrequent (<15 mins. /week) teacher-directed student use of the Internet comprised 63% of the sample. Teachers from elementary and high school levels were almost equally represented in the infrequent use group. The majority of the high school level teachers were assigned to language arts, mathematics or science courses. Teachers in the frequent (>. 90 mins. /week) use group were predominately (75%) high school level, with the majority teaching computer and business subjects. Significant differences were found between the use groups regarding beliefs about the Internet's effect on students and schools and feelings about designing lessons that included the Internet or technology. Within the infrequent use group, significant correlations were found between comparative Internet skill levels and (a) hours of technology-related professional development and (b) willingness to use the Internet for professional development. Further study should be given to the question of how these differences and correlations may affect the amount of teacher-directed student use of the Internet. The profiles developed in this study provide a starting point to assist regional, district, and school-level personnel in assessing local needs and focusing resources on developing strategies to increase teacher-directed student use of the Internet.

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Bassi, Madu Musa. „Multilingual teacher-talk in Secondary school classrooms in Yola, North-East Nigeria: Exploring the interface of language and knowledge using legitimation code theory and terminology theory“. University of the Western Cape, 2021. http://hdl.handle.net/11394/8498.

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Philosophiae Doctor - PhD
It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswitching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. Thirdly, where the effects of multilingual teacher talk on students‟ understanding or knowledge are at all captured in studies, such effects have either been based on researcher intuition or have not been the object of sustained empirical demonstration. Fourthly, many studies have assumed merely that it is the configuration of languages that produces claimed effects of multilingual teacher talk, and attention has hardly been paid to repetition of content or to knowledge structure. Fifthly, it is not often the case that studies or findings are presented in a nuanced form that takes into account the possible effect of different subject types, school types or levels of study. Sixthly, and overall, many studies making claims on the effect of teacher‟s code-switching or trans-languaging on students‟ knowledge do not theoretically engage with knowledge, beyond the distinction between presentational and explanatory forms of knowledge, thus illustrating what Maton (2013) regards as “knowledge-blindness” (that is, the paradox of limited engagement with knowledge structures in pedagogical research making knowledge claims). As a result, little is known about how specific units of knowledge are encoded according to categories in a theory of knowledge, how knowledge encodings interface with languages, and how composite knowledge structures-language profiles can be visualised. This study draws on Legitimation Code Theory Semantic and Terminology Theory in order to investigate the interface of language and knowledge in multilingual teacher-talk in science and business studies classrooms in Yola, North-Eastern Nigeria. This focus should make it possible to answer questions such as the following which, though important, have not often been posed on account of the limited engagement in the research on classroom multilingualism with theories of knowledge: a) to what extent is it appropriate to claim that there is a functional allocation of language in multilingual teacher-talk (in which language „a‟ is used for so-called presentational knowledge, and language „b‟ for explanatory knowledge)?; b) what kinds of encodings of knowledge occur in a set of science and business studies lessons?; c) given documented visual patterns of knowledge dynamics emerging from recent research in the sociology of knowledge (e.g. semantic waves, semantic flatlines both high and low, downward shift and upward shift), (Maton: 2013, 2014a, 2014b), what knowledge profiles are observable and how does language use in multilingual teacher-talk map onto these patterns?; d) how are any observed differences in the composite knowledge-language profiles to be explained?; and e) what effects do various language-knowledge profiles have on students‟ understanding of the lesson and on their demonstration of their knowledge? Data for the study was derived from transcripts of audio-recorded multilingual teacher-talk in two subjects (integrated science and business studies) as taught in grades seven and nine in four secondary schools (two private and two public schools) in Yola, North-East Nigeria. Findings show, among others, that it is not always the case that the official classroom language (English) is used for introductory discourses, and the non-official classroom languages are used for explanatory discourses. Findings further reveal that it is not primarily the functional allocation of languages that explains perceptions or empirical claims of enhanced student understanding. We also observed that the number of content iterations, combined with knowledge structures, is an important factor that enhances or explains the performance of students. While this research has paid a lot of attention to teacher talk in the classrooms in two sites in Yola, North-East, Nigeria, where the use of Hausa and Fulfulde languages by the students is mainly in the spoken form, it would be interesting for future research to replicate this type of study in an environment where the non-official language of the classroom is perhaps used more frequently in reading and writing.

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Asiedu, K. „The psychological profile of biological and physical science oriented pupils at 16+ : With special reference to factors that influence attitudes towards science, subject preference, choice, teacher liking, social influence, career aspirations and personal“. Thesis, Brunel University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234127.

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Hammami, Abdelhakim. „ESL teacher profiles of ICT integration in their classroom practices and assessment activities : a portrait viewed through the lens of some Quebec teachers’ social representations“. Thèse, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9812.

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Abstract : Information and communication technologies (ICTs, henceforth) have become ubiquitous in our society. The plethora of devices competing with the computer, from iPads to the Interactive whiteboard, just to name a few, has provided teachers and students alike with the ability to communicate and access information with unprecedented accessibility and speed. It is only logical that schools reflect these changes given that their purpose is to prepare students for the future. Surprisingly enough, research indicates that ICT integration into teaching activities is still marginal. Many elementary and secondary schoolteachers are not making effective use of ICTs in their teaching activities as well as in their assessment practices. The purpose of the current study is a) to describe Quebec ESL teachers’ profiles of using ICTs in their daily teaching activities; b) to describe teachers’ ICT integration and assessment practices; and c) to describe teachers’ social representations regarding the utility and relevance of ICT use in their daily teaching activities and assessment practices. In order to attain our objectives, we based our theoretical framework, principally, on the social representations (SR, henceforth) theory and we defined most related constructs which were deemed fundamental to the current thesis. We also collected data from 28 ESL elementary and secondary school teachers working in public and private sectors. The interview guide used to that end included a range of items to elicit teachers’ SR in terms of ICT daily use in teaching activities as well as in assessment practices. In addition, we carried out our data analyses from a textual statistics perspective, a particular mode of content analysis, in order to extract the indicators underlying teachers’ representations of the teachers. The findings suggest that although almost all participants use a wide range of ICT tools in their practices, ICT implementation is seemingly not exploited to its fullest potential and, correspondingly, is likely to produce limited effects on students’ learning. Moreover, none of the interviewees claim that they use ICTs in their assessment practices and they still hold to the traditional paper-based assessment (PBA, henceforth) approach of assessing students’ learning. Teachers’ common discourse reveals a gap between the positive standpoint with regards to ICT integration, on the one hand, and the actual uses of instructional technology, on the other. These results are useful for better understanding the way ESL teachers in Quebec currently view their use of ICTs, particularly for evaluation purposes. In fact, they provide a starting place for reconsidering the implementation of ICTs in elementary and secondary schools. They may also be useful to open up avenues for the development of a future research program in this regard.
Résumé : Les technologies d’information et de communication (TIC) sont devenues omniprésentes dans notre société. L’abondante panoplie de dispositifs rivalisant avec l’ordinateur, allant de l’iPad au Tableau blanc interactif, pour n’en nommer que quelques-uns, a permis aux enseignantes et enseignants ainsi qu’aux élèves de communiquer et d’obtenir de l’information avec une vitesse et une accessibilité jamais égalées jusqu’à aujourd’hui. De ce fait, il serait attendu que les pratiques éducatives traditionnelles, qui ne semblent plus compatibles avec les attentes des élèves et les besoins de main-d’œuvre d’aujourd’hui soient modifiées (Ahmed et Nasser, 2015). Malheureusement, la recherche indique que les réalités d’intégration des TIC sont toujours loin de la rhétorique. Plusieurs enseignantes et enseignants d’écoles primaires et secondaires n’utilisent pas les TIC d’une façon efficace et ce, autant dans leurs activités d’enseignement que dans leurs pratiques évaluatives. La présente étude, de type exploratoire-descriptif, vise à 1) décrire les profils des enseignantes et enseignants d’anglais langue seconde (ALS) utilisant les TIC dans leurs activités quotidiennes d’enseignement et leurs pratiques évaluatives; 2) décrire les pratiques d'intégration des TIC dans les activités d’enseignement et les pratiques d'évaluation de ces enseignantes et enseignants; et 3) décrire les représentations sociales (RS) des enseignantes et enseignants concernant l'utilité et la pertinence de l'utilisation des TIC dans leurs activités quotidiennes d'enseignement et leurs pratiques d'évaluation. Pour atteindre nos objectifs, nous basons principalement notre cadre théorique sur la théorie de la RS et nous définissons les concepts et les construits les plus étroitement associés qui sont considérés comme fondamentaux pour la thèse actuelle. Nous avons recueilli nos données auprès d’un échantillon de 28 enseignantes et enseignants d’ALS du primaire et du secondaire qui travaillent dans les secteurs publics et privés. Le guide d'entretien utilisé à cette fin comprend un nombre d’items visant à favoriser l’élucidation des RS des enseignants en matière de l’usage quotidien des TIC dans les activités d'enseignement ainsi que des pratiques d'évaluation. De plus, nous avons réalisé nos analyses dans une perspective de statistique textuelle, un mode particulier d’analyse de contenu, afin d’extraire les indicateurs sous-jacents aux représentations des enseignants. Les résultats suggèrent que, bien que presque tous les participants utilisent un large éventail d'outils de TIC dans leurs pratiques, il s’avère que la mise en œuvre des TIC n’est pas exploitée à son plein potentiel et, en conséquence, est susceptible de produire des effets limités sur l'apprentissage des élèves. En outre, aucun des interviewés affirment qu'ils utilisent les TIC dans leurs pratiques d'évaluation et ils tiennent encore à l'approche traditionnelle du papier-crayon dans l'évaluation de l'apprentissage des élèves. Le discours commun des enseignantes et enseignants révèle un écart entre le point de vue positif en ce qui concerne l'intégration des TIC, d'une part, et les utilisations réelles de la technologie pédagogique, de l'autre part. Ces résultats sont utiles pour mieux comprendre la façon dont les enseignantes et les enseignants d'anglais langue seconde au Québec perçoivent leur utilisation des TIC, en particulier à des fins d'évaluation. En effet, ils fournissent un point de départ pour reconsidérer la mise en œuvre des TIC dans les écoles primaires et secondaires. Ils pourraient également être utiles pour élaborer des pistes pour le développement d’un futur programme de recherche à cet égard.

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Barnes, Hayley. „Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79391.

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In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach.

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Ståhlberg, Jonathan. „Vocabulary Profiles of Authentic Texts used by Upper Secondary English teachers : A lexical analysis of authentic texts used in EFL classrooms“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101171.

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The purpose of this essay is to investigate whether the vocabulary in authentic texts used by upper secondary English teachers teaching the course English 7 reach the expectations set by the Swedish National Agency for Education and the CEFR. This was done by analysing 26 texts contributed from five teachers with vocabulary profile web tools such as Text Inspector and Compleat Lexical Tutor. The analysis focused on word frequency and the CEFR levels.. The word frequency results showed that the vocabulary difficulty of teachers’ texts deviated slightly of being too simple or difficult for English 7 students, while the CEFR results showed that the vocabulary difficulty was too advanced for English 7 students. Although the results deviated from one another, the vocabulary difficulty of the teachers’ texts was often similar to each other. Furthermore, the results showed that the vocabulary difficulty often variated between text genres. The study, therefore, reasoned that the English 7 teachers enact their agency by selecting texts that they not only believe are suitable for their students but also will be suitable for students with different language proficiencies. The study concluded that English 7 teachers select texts of similar vocabulary difficulty and that English 7 students read authentic texts that contain advanced vocabulary that goes beyond the expectations of the CEFR. The study also suggested that further research should investigate how the CEFR should be interpreted and that similar studies should include a closer engagement with the teachers to obtain their views on how and why they select particular authentic texts.

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Marinho, Rita de Cássia de Almeida. „Perfil e trajetória acadêmica de estudantes reingressantes : reflexões sobre a licenciatura“. [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/322229.

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Orientador: Soely Aparecida Jorge Polydoro
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-20T12:46:56Z (GMT). No. of bitstreams: 1 Marinho_RitadeCassiadeAlmeida_M.pdf: 3345417 bytes, checksum: 342de73609b1fc364a714a6d65c36718 (MD5) Previous issue date: 2011
Resumo: As mudanças ocorridas na sociedade refletiram na expansão do ensino superior. Esta expansão, aliada às políticas governamentais para a educação brasileira, tem provocado diferentes efeitos nos campos político e pedagógico da formação dos estudantes, especialmente da formação docente. Constata-se uma menor procura por cursos de Licenciaturas, o que também sofre influência da baixa valorização da carreira e condições de trabalho. Uma vez que há diversificação no público que acede ao ensino superior, torna-se relevante o maior conhecimento a respeito da comunidade discente e seu percurso acadêmico. Para esta pesquisa foi selecionada uma modalidade específica de estudante de uma universidade pública situada no interior do estado de São Paulo: o aluno reingressante. São identificados como reingressantes, os estudantes que retornam à instituição para realizar outra habilitação ou ênfase do curso concluído. Diante destas especificações, o presente estudo teve por objetivo compreender o reingresso ao ensino superior, por meio da análise do perfil e da trajetória acadêmica de estudantes reingressantes em um mesmo curso do ensino superior, que tiveram a Licenciatura em seu percurso acadêmico no período compreendido de 2004 a 2009. Configura-se em uma pesquisa do tipo descritiva, de natureza documental e longitudinal. Os dados permitiram verificar a presença 1537 estudantes reingressantes que atendiam aos atributos estabelecidos pelo estudo, das quatro áreas do conhecimento (Ciências Exatas, Tecnológicas e da Terra; Ciências Biológicas e Profissões da Saúde; Ciências Humanas e Artes), dos quais realizaram até sete movimentos em sua trajetória acadêmica e que tiveram como curso de entrada preferencialmente o Bacharelado. Os estudantes das áreas de Ciências Exatas, Tecnológicas e da Terra e Ciências Biológicas e Profissões da Saúde foram os que mais realizaram movimentos em sua trajetória acadêmica. Os da área de Artes foram os que realizaram menos movimentos. Ao todo, os estudantes reingressantes passaram por 37 modalidades de Bacharelado, 10 de Licenciatura e uma de Tecnologia. Ao longo da trajetória acadêmica dos alunos foi percebida uma diminuição do número de alunos e também um decrescente índice de conclusão de curso. Os movimentos apresentaram tanto uma complementação da formação em novas carreiras, como o compromisso com a modalidade ao retornar à mesma após evasão anterior. O vínculo com a instituição mostrou-se presente ao se identificar a presença de Disciplinas Isoladas inseridas em sua trajetória. Foram identificadas variações na distância temporal entre a conclusão da modalidade anterior e o ingresso na modalidade posterior, na inclusão de outros cursos, no número de movimentos e direções apresentadas na trajetória e na condição acadêmica dos alunos dos diferentes cursos. Quanto à escolha pela Licenciatura, houve uma reduzida procura inicial, bem como baixo índice de conclusão. Os resultados obtidos indicam novas situações a serem investigadas, a fim de se buscar a percepção do reingressante sobre as variáveis motivacionais e de contexto que interferem neste percurso, destacando o papel do reingresso e a escolha da Licenciatura
Abstract: The changes occurred in the society resulted in the expansion of higher education. This expansion, combined with government policies for the Brazilian education has led to different effects in the political and pedagogical training of students, especially teacher education. There is a lower demand for undergraduate courses, which also is influenced by the low valuation of his career and working conditions. Since there is diversification in the public that access to higher education, becomes the most relevant knowledge about the student community and its academic career. For this research we selected a specific type of student of a public university located in the state of Sao Paulo: the student re-entry. Are identified like re-entry students, who return to the institution to hold another qualification or emphasis of the course completed. Given these specifications, this study had like a main objective, to understand the re-entry to higher education, using for this, the analysis of the profile and the academic career of re-entry students in one course of higher education, who had a degree in his academic career in the period of 2004 to 2009. Set in a search of the descriptive type of nature documentary and longitudinally. The data helped confirm the presence of 1537 re-entry students who meet the attributes set by the study, the four areas of knowledge (Exact Sciences, Technology and of the Earth: Biological Science and health professions; Human Science and Arts), which made up seven movements in their academic progress and which were input preferably Bachelor. The students of the Exact Sciences like Technology and Earth; Biological Scienc and Health Professions were mostly performed movements in their academic life. The Arts area were those who had less movement. In all, the re-entry students passed for 37 kinds of Bachelors Degree, 10 of graduation and 1 of Technology. During the academic life of the students, was noted a decrease of the number of students and a decreasing quantity in the completion of course. The movements show a completion of training in new careers, like an engagement with the course, when it returned to study after last evasion. The link with the institution was proven at identify the presence of Isolated Disciplines inserted in the trajectory. It was identified different gaps between the completion of the previous mode and the entering the posterior mode, in the including of other courses, in the number of movements and directions showed in the trajectory and in the academic condition of the students in the different courses. As the choice for graduate, there was an initial decrease found, like a lower quantity of completion. The results indicate new situations that need to be observed, to the future to have a perception of re-entry about the motivational variables and of context that interfere in this trajectory, with emphasis in the re-entry and the choice of the Graduate
Mestrado
Psicologia Educacional
Mestre em Educação

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Bücher zum Thema "Teacher profiles"

Mwansa, Dickson. Community schools: Strengths and weaknesses, pupil and teacher profiles. Lusaka: Zambia Community Schools Secretariat and UNICEF, 1998.

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L, Zimpher Nancy, Hrsg. Profiles of preservice teacher education: Inquiry into the nature of programs. Albany: State University of New York Press, 1989.

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Talent abounds: Profiles of master teachers and peak performers. Boulder. CO: Paradigm Publishers, 2008.

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Baker, George A. Teaching as leading: Profiles of excellence in the open-door college. Washington, D.C: The Community College Press, 1990.

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A, Baker George. Teaching as leading: Profiles of excellence in the open-door college. Washington, D. C: American Association of Community and Junior Colleges, 1990.

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Feistritzer, C. Emily. Profile of Troops to Teachers. Olympia, WA: Troops to Teachers, 1998.

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Achenbach, Thomas M. Manual for the Teacher's Report Form and teacher version of the Child Behavior Profile. Burlington, VT: T.M. Achenbach, 1986.

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Fred, Quelle, und Bloom Ira, Hrsg. Profile of teachers in the U.S. Washington, D.C. (1901 Pennsylvania Ave., N.W., Suite 707, Washington 20006): National Center for Education Information, 1986.

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T, Chester David, und National Center for Education Information (Washington, D.C.), Hrsg. Profile of teachers in the U.S. Washington, D.C. (4401A Connecticut Ave., N.W., #212, Washington 20008): National Center for Education Information, 1996.

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Western Australia. Education Department. Human Resource Policy & Planning. Age profile: Issues paper. East Perth, W.A: The Dept., 2000.

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Buchteile zum Thema "Teacher profiles"

Stoffers, Ana-Maria, und Ira Diethelm. „Teacher Profiles for Planning Informatics Lessons“. In Informatics in Schools. Teaching and Learning Perspectives, 150–60. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09958-3_14.

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Nonthakarn, Chariya, Rathachai Chawuthai und Vilas Wuwongse. „An Application Profile for Linked Teacher Profiles and Teaching Resources“. In The Emergence of Digital Libraries – Research and Practices, 138–48. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12823-8_15.

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O’Connell, Sarah, Barry O’Sullivan und Eugene C. Freuder. „Teacher and Learner Profiles for Constraint Acquisition“. In Principles and Practice of Constraint Programming – CP 2003, 989. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-45193-8_113.

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Schmidt, William, und Leland Cogan. „Greater Expectations in Lower Secondary Mathematics Teacher Preparation: An Examination of Future Teachers’ Opportunity to Learn Profiles“. In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn, 393–414. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6437-8_18.

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Ketonen, Elina, und Kirsti Lonka. „How are Situational Academic Emotions Related to Teacher Students’ General Learning Profiles?“ In Interaction in Educational Domains, 103–14. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-395-9_9.

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Blömeke, Sigrid, und Gabriele Kaiser. „Homogeneity or Heterogeneity? Profiles of Opportunities to Learn in Primary Teacher Education and Their Relationship to Cultural Context and Outcomes“. In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn, 299–325. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6437-8_14.

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Sergis, Stylianos E., und Demetrios G. Sampson. „From Teachers’ to Schools’ ICT Competence Profiles“. In Digital Systems for Open Access to Formal and Informal Learning, 307–27. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-02264-2_19.

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Dias, Sofia B., José A. Diniz und Leontios J. Hadjileontiadis. „Rethinking Blended Instruction: Academic Community and Teachers’ Profiles“. In Intelligent Systems Reference Library, 117–32. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02078-5_8.

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Manizade, Agida G., und Dragana Martinovic. „Creating Profiles of Geometry Teachers’ Pedagogical Content Knowledge“. In International Perspectives on the Teaching and Learning of Geometry in Secondary Schools, 127–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77476-3_8.

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Liang, Sihua. „Appendix Two: The Schools and the Teachers’ Profiles“. In Language Attitudes and Identities in Multilingual China, 193–98. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12619-7_13.

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Konferenzberichte zum Thema "Teacher profiles"

Trnova, Eva, und Josef Trna. „DEVELOPMENT OF SCIENCE TEACHER CREATIVITY AND IBSE“. In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.95.

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Teacher creativity is essential for development of students’ creativity. Creation of methods for development of teacher creativity, as a part of teacher education, is a necessity. Within project PROFILES (Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science) we discovered that an effective method of development of science teacher creativity is a training of teachers in implementation of IBSE. Styles of teacher creativity were studied using Kirton’s Adaptation-Innovation Inventory. Levels of creativity were identified by a case study. Key words: creativity, development, IBSE, science education, teacher education.

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Cura, Daniela, Hernán Czemerinski, Verónica Alelí Marino, Martín Guillermo Scasso und Fernando Schapachnik. „A teacher training program in argentina analysed by profiles“. In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421664.

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Setyosari, Punaji, Saida Ulfa, Yerry Soepriyanto, Taufik Ikhsan Slamet, Dedi Kuswandi und Wong Su Luan. „Investigating Students’ Profiles and Perception of Using TPACK Framework of Primary Teacher Education Program“. In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.058.

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Šūmane, Ilze, und Līga Āboltiņa. „Students’ Readiness to Implement Inclusive Education in Preschools“. In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.

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Giorgi, Giorgio, und María del Carmen Bravo Llatas. „Clinically relevant medicine label-based exercises: a friendly bridge between medicinal chemistry and pharmacotherapeutics“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8100.

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Aims. To make the students of Medicinal Chemistry (MC) course for doctor of pharmacy (PharmD) understand how strongly connected the chemical properties of drugs are to their clinical profiles and therapeutics, and determine students’ satisfaction degree. Design. Students in the spring 2013 section of the MC course were taught in a traditional teacher-centered manner. Students in the spring 2015 and 2016 ones had additional guided clinically relevant medicine label-based exercises. They worked in structured self-selected teams and chemically explained the clinical aspects of the selected drugs during oral communication sessions. They were given a 1 to 4 Likert-type scale satisfaction questionnaire, the data were collected and statistically treated. Results. The project was useful to show the connection between the chemical aspects of drugs and their clinical profiles (mean=3.33±0.65) and globally satisfactory (mean=3.07±0.47). The additional didactic material helped the students in the spring 2016 make the most of the MC course (mean=3.38±0.74, p=0.002). Conclusions. Medicine label-based exercises seem to be helpful to understand the connection between medicinal chemistry and pharmacotherapeutics. Feedback from students is generally quite favourable. The approach taken will continue to be modified and expanded.

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Valgasova, I. N., M. O. Zotova und Zh R. Tegetaeva. „Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile“. In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.

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The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differentiated approach into educational practice, but for its implementation an in-depth study of the individual typological and behavioral characteristics of students in pedagogical training areas is necessary. Since the modern high demands on the personal qualities and professional activities of teachers on the part of students and their parents, colleagues and heads of educational institutions are serious external incentives in the teacher’s work on himself. It is obvious that the success of pedagogical activity, in many respects depends on the ability of the future teacher to regulate his professional activities and personal characteristics. The aim of the study was to identify the types of temperament in future teachers, the formation of self-regulation and the relationship between them. The results obtained allow us to more effectively implement a personality-oriented approach in accordance with the specifics of the educational and professional orientation of students. To solve the tasks and verify the consistency of the hypothesis, the study used a combination of informative, reliable, complementary research methods. The data obtained during testing were subjected to mathematical processing in the SPSS program, Pearson’s correlation analysis was used, which allowed us to identify the relationship between the type of nervous system and the level of self-regulation.

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Contreras, Saúl. „PEDAGOGICAL THINKING AND KNOWLEDGE OF CHILEAN SCIENCE TEACHERS. PROFILE OF FUTURE TEACHER“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0896.

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Calado, Jorge, Fernando Luís-Ferreira, Joao Sarraipa und Ricardo Jardim-Goncalves. „A Framework to Bridge Teachers, Student’s Affective State, and Improve Academic Performance“. In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72000.

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Some of the biggest problems tackling Higher Education Institutions (HEI) are student’s drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources that can bridge the communication gap between the faculty staff and the affective needs of these students. In this paper, we present a framework capable of collecting analytic data, from an array of emotions, affects and behaviours, acquired either by human observations, like a teacher in a classroom or a psychologist, or by electronic sensors and automatic analysis software, such as eye tracking devices, emotion detection through automatic facial expression recognition software, among others. This framework compiles the gathered data in an ontology, and will be able to extract patterns outliers via machine learning, enabling the profiling of the students in critical situations, such as disengagement, attention deficit, drop-out, and other sociological issues, setting real time alerts when these profiles are detected. The goal is that, by providing insightful real time cognitive data and allowing the profiling of the student’s problems, a faster personalized response to help the student is enabled, allowing academic performance improvements.

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Blândul, Valentin Cosmin. „Some Aspects Regarding Personality of Teachers who Attend Different Non-formal Continues Training Programs“. In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/06.

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Being an effective teacher today in Romania is one of the most noble but, at the same time, more complex professions. The beauty of teaching is given by helping children and young people acquire the knowledge they will need in life and to develop a harmonious and creative personality that will enable them to successfully integrate into the world in which they live. Therefore, attending different programs of continuous professional training is not only an obligation, but also a duty of a self-respecting professor, he respects his profession, but also his students. Forms of training and continuing vocational training providers are numerous, so that the teachers concerned have a variety of choices. That why, in the present paper, we will planning to analyze some of the opportunities Romanian teachers have to improve in their specialty and also a possible socio-professional profile of those interested in the field.

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Bosetti, Paolo, und Francesco Biral. „Rapid Development of a CNC Software Within Manufacturing Automation Courses“. In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68420.

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A significant part of a Manufacturing Automation course is devoted to CNC machine tools, their architecture, and the part programming languages (APT, ISO G-code and so on). Nevertheless, it is not trivial to provide the students with a complete understanding of the relationships between the machine dynamics, the path planning strategy, and the control systems. For this reason, a short laboratory course has been developed aimed at the programming of a simplified CNC software with the following functionalities: to parse a part program written in a subset of the ISO G-code; to process the instruction blocks and to generate trapezoidal velocity profiles; to convert the velocity profiles reference trajectory; to interpolate the reference trajectory at the servo loop control frequency. In order to shorten the development time, the following choices have been made. The parser only implements a small subset of the ISO G-code, which is point-to-point positioning (G00), linear interpolation (G01) and full stop (M30). The velocity profiles are calculated as acceleration-limited trapezoidal profiles with zero-feed velocity boundary conditions. Finally, the system is developed in Ruby, which is an object-oriented scripting language, easy to learn and well suited for rapid prototyping of complex software systems. This is why the project has been named RNC (Ruby Numerical Control). At the course start, the overall system architecture is explained and is translated in the set of Ruby classes that have to be developed, and classes interfaces are mandatorily determined. During the laboratory activity, students work in teams, and each team is encouraged to work separately on the development of each Ruby class. At the end of the development phase, the students can interface the RNC they wrote with a machine tool simulator (developed separately) and use the whole software system to test the accuracy of the tool-tip trajectories as a function of the system parameters (servo loop gains, motors torque, masses and dynamic performance of the virtual machine tool). Moreover, thanks to the object-based architecture of RNC and to the common, pre-determined class interfaces, the students can then swap and mix different implementations of the above reported functionalities, as well as enhanced versions provided by the teacher. With respect to other similar Mathlab/Simulink based solutions, the presented laboratory activity brings a more detailed insight into a CNC software still limiting the code complexity thanks to the Ruby language and it is only based on open-source tools.

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Berichte der Organisationen zum Thema "Teacher profiles"

Currie, Cailin. Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6113.

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Sokal, Laura, Jeff Babb und Lesley Eblie Trudel. Latent Profile Analysis of Manitoban Teachers' Burnout during the COVID-19 Pandemic. University of Winnipeg, März 2021. http://dx.doi.org/10.36939/ir.202103231319.

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Ventura, R., C. Roca-Cuberes und A. Corral-Rodríguez. Interactive Digital Communication: assessment of professionals, teachers and students in the area of communication on academic competences and professional profiles. Revista Latina de Comunicación Social, Februar 2018. http://dx.doi.org/10.4185/rlcs-2018-1258en.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.

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