Thematische Bibliographien / Teachers

Auswahl der wissenschaftlichen Literatur zum Thema „Teachers“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 8. Juni 2024

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Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Zeitschriftenartikel zum Thema "Teachers":

1

Goodson, Ivor F. „Sponsoring the Teacher's Voice: teachers' lives and teacher development“. Cambridge Journal of Education 21, Nr. 1 (Januar 1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

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2

Saraeva, Tatiana P. „Teacher of Teachers“. Человек. Общество. Наука 3, Nr. 4 (2022): 71–75. http://dx.doi.org/10.53015/2686-8172_2022_3_4_71.

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3

McGregor, Gordon, Tom Russell und Fred Korthagen. „Teachers Who Teach Teachers: Reflections on Teacher Education“. British Journal of Educational Studies 44, Nr. 3 (September 1996): 341. http://dx.doi.org/10.2307/3122468.

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McNay, Margaret, Tom Russell und Fred Korthagen. „Teachers Who Teach Teachers: Reflections on Teacher Education“. Canadian Journal of Education / Revue canadienne de l'éducation 21, Nr. 3 (1996): 358. http://dx.doi.org/10.2307/1495044.

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5

Lina Lafta Jassim. „Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English“. International Journal on Integrated Education 3, Nr. 8 (13.08.2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
6

Lina Lafta Jassim. „Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English“. International Journal on Integrated Education 3, Nr. 8 (14.08.2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
7

Lina Lafta Jassim. „Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English“. International Journal on Integrated Education 3, Nr. 9 (06.09.2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
8

Feiman-Nemser, Sharon. „Teachers as Teacher Educators“. European Journal of Teacher Education 21, Nr. 1 (Januar 1998): 63–74. http://dx.doi.org/10.1080/0261976980210107.

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Tigner, Steven S. „Homer, Teacher of Teachers*“. Journal of Education 175, Nr. 3 (Oktober 1993): 43–64. http://dx.doi.org/10.1177/002205749317500304.

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Thornbury, S. „Teachers research teacher talk“. ELT Journal 50, Nr. 4 (01.10.1996): 279–89. http://dx.doi.org/10.1093/elt/50.4.279.

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Die Auswahlen zum Thema "Teachers" für konkrete Quellenarten können Sie auch interessieren:
Zeitschriftenartikel Dissertationen Bücher

Dissertationen zum Thema "Teachers":

1

Badali, Salvador John. „Seconded teachers as teacher educators“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/NQ34509.pdf.

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Erickson, Stacy Johnson. „An examination of the relationship between professional development and teacher turnover /“. view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
3

Bishop, Judith E. „Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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Player, Daniel W. „Monetary and non-monetary returns to ability in the market for public school teachers /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7505.

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Zhang, Jizhi. „Teacher Education and Beginning Teachers' Teaching Practices:An Observational Study of First-year Teachers“. Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195283.

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The purpose of this study was to examine whether first-year teachers' teaching practices improve across time and to identify whether school level (elementary, middle, and high) influences new teachers' teaching practices as measured by the observation instrument. Also, the study examined the relationships between first-year teachers' teaching practices, teacher education, school level, and school SES.The current research included two studies. Study One was carried out in the academic year 2003-2004, and Study Two in year 2004-2005. Both studies involved collecting teaching practices data through observations by trained researchers. Study One data were based upon observations of 113 first-year teachers and Study Two involved 139 first-year teachers. A correlational analysis was conducted to examine the relationship between first-year teachers' teaching practices and school SES. A mixed (2x3x2) Analysis of Variance model was employed to analyze how first-year teachers' teaching practices are influenced by types of teacher education, school level, and school SES.The study found that the majority of beginning teachers not only showed a desirable normative level of teaching practices, but also continued to teach at that level and made improvements as measured by the end of year teaching performance measure.Three main themes were found in this study: (1) Changes in first-year teaching practices across time were not correlated with school SES. (2) Elementary school teachers were observed to be more effective in Classroom Management practices. (3) There were significant interaction (time by teacher education and school level) effects on new teachers' teaching practices in Study Two. The results indicated that the study of teacher education requires a complex design. Different types of teacher preparation paths might suit in different contexts.
6

Kim, Taehyung. „Teachers' conceptual metaphors for mentoring“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189012812.

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Halladay, Patrick. „Mid-career changers an investigation of non-traditional entrants into teaching /“. Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. K-12 Education Administration, Dept. of Education Administration, 2008.
Title from PDF t.p. (viewed on July 8, 2009) Includes bibliographical references (p. 287-297). Also issued in print.
8

Corkery, Debra L. „Developmental practices for effective teacher evaluation /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.

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Kasperbauer, Holly Jo. „Student teachers' perceptions of important characteristics of cooperating teachers“. Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, “Do you plan to teach agricultural science when you graduate?” accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.
10

Pettway, Martha Lee Williams Spencer William Allen. „Novice teachers' assessment of their teacher education programs“. Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Bücher zum Thema "Teachers":

1

1941-, Russell Tom, und Korthagen, F. A. J., 1949-, Hrsg. Teachers who teach teachers: Reflections on teacher education. London: Falmer Press, 1995.

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2

Margo, Okazawa-Rey, Anderson James und Traver Rob, Hrsg. Teaching, teachers & teacher education. Cambridge, Mass: Harvard Educational Review, 1987.

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1939-, Watson Keith, Modgil Celia und Modgil Sohan, Hrsg. Teachers, teacher education, and training. London: Cassell, 1997.

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Council, British. Teacher training for overseas teachers. London: British Council, 1994.

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Shephard, Marie Tennent. Maria Montessori: Teacher of teachers. Minneapolis: Lerner Publications Co., 1996.

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1948-, Edge Julian, und Richards Keith 1952-, Hrsg. Teachers develop, teachers research: Papers on classroom research and teacher development. Oxford: Heinemann, 1993.

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S, Gross, Hrsg. Teachers! Teachers! Teachers!: A cartoon collection. Chicago, Ill: Contemporary Books, 1995.

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(Project), Understanding British Industry, Hrsg. Teacher placement service: Guidelines for teachers. Oxford: Understanding British Industry, 1989.

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Great Britain. Department of Trade and Industry. Enterprise and Education Unit. und Understanding British Industry (Project), Hrsg. Teacher placement service: Guidelines for teachers. Oxford: Understanding British Industry, 1992.

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Florida. Dept. of Education., Hrsg. Conferring with teachers about teacher performance. [Tallahassee, Fla.]: Florida Dept. of Education, 1987.

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Buchteile zum Thema "Teachers":

1

Wang, Margaret C., und Geneva D. Haertel. „Teachers: Teacher relationships.“ In Encyclopedia of psychology, Vol. 8., 18–21. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10523-010.

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Amarathithada, Varadune, Maaly Vorabouth und Richard Noonan. „Teachers and Teacher Education“. In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 163–90. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_7.

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Joyce, Bruce, und Emily Calhoun. „Teachers Coaching Teachers“. In Models of Teaching, 313–20. 10. Aufl. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003455370-27.

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Lefty, Lauren. „Teacher Education and Teachers’ Colleges“. In Springer International Handbooks of Education, 1–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-0942-6_23-1.

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Lefty, Lauren. „Teacher Education and Teachers’ Colleges“. In Springer International Handbooks of Education, 357–71. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-2362-0_23.

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6

Good, Thomas L., und DeWayne A. Mason. „Teachers: Assessment of teacher effectiveness.“ In Encyclopedia of psychology, Vol. 8., 14–18. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10523-009.

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7

Wilks, Susan. „Resourceful teachers and teacher resources“. In Philosophical Inquiry with Children, 96–108. Abingdon, Oxon; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9780429431821-11.

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Rodwell, Grant. „Teachers, universities and teacher preparation“. In Risk Society and School Educational Policy, 178–97. First edition. | Abingdon, Oxon ; New York : Routledge, 2018. | Series: Routledge research in education policy and politics: Routledge, 2018. http://dx.doi.org/10.4324/9780429444036-9.

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White, Allan Leslie, Barbara Jaworski, Cecilia Agudelo-Valderrama und Zahra Gooya. „Teachers Learning from Teachers“. In Third International Handbook of Mathematics Education, 393–430. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4684-2_13.

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Olorunda, Tolu. „Teachers“. In The Substance of Truth, 3–8. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-534-5_1.

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Konferenzberichte zum Thema "Teachers":

1

Gaggioli, Cristina, und Maria Ranieri. „TEACHERS TELLING TEACHERS: EXPLORING STUDENTS’ MEMORIES FOR TEACHER EDUCATION“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1284.

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R., Juan Jose Espinosa, Victor Sanchez G., Alberto Carlos Hernandez und Jose Luis del Rio. „Physics teachers and teacher’s training“. In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37562.

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3

Lai-Chong Law, Effie. „Augmented Reality Educational Applications: Let’s Find out What Students and Teachers Need!“ In Congreso Internacional de Ingeniería de Sistemas. Universidad de Lima, 2021. http://dx.doi.org/10.26439/ciis2021.5576.

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While the number of augmented reality educational applications (AREAs) has increased in the recent decade, the actual uptake of AREAs in real-life contexts has been low. Our systematic review showed that little attention was paid to the teacher’s perspective of AREAs. A handful of studies with teachers showed that the lack of equipment and inadequate support hindered the AREA uptake. However, these studies had a severe limitation: many of the participating teachers did not have any interaction experience with AR. Hence, we conducted a survey targeting teachers with actual experience of deploying AR in teaching. Results showed that teachers held positive views about the educational values of AR and wanted to use it more for teaching. To meet this goal, certain factors need to be improved: quality devices, teacher training, user experience of AREAs, and coverage of AR content. We derived teacher requirements to address the identified needs.
4

Masurska, Stefana, und Ina Vladova. „TEACHERS’ BEHAVIOR AND STUDENTS’ DISCIPLINE“. In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/106.

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ABSTRACT This study aimed to investigate students’ opinions (Grades VII, VIII, IX, X, and XI) regarding discipline in PE and sports lessons and whether it is influenced by the personality, professional qualities, and behavior of their PE teachers. We expected the results to provide information regarding students’ discipline from their point of view. The study subjects were 209 students from 4 schools in the cities of Sofia (n=70) and Smolyan (n=139), Bulgaria. Of these, 58. 4% (n=122) were girls and 41. 6% (n=87) were boys, with 28.7% having a female teacher and the remaining students (n=149) conducted their PE lessons with a male teacher. Survey forms and questionnaires were prepared for the students to realize the objective and collect empirical information on the problem. The first subscale contained ten items the surveyed students used to rate their PE teacher (α= .738). The subjects’ responses are reflected in a 5-point scale, The Likert Scale type, and indicate the frequency with which the students observe certain behaviors from the teachers. For each listed antecedent, there are two groups of dichotomous closed-ended questions based on alternative choices, YES and NO. The results were processed with mathematical and statistical methods of quantitative processing and analysis: frequency and variance and comparative analysis (Mann-Whitney) - for independent variables, according to a validated statistical procedure - using the statistical program “SPSS 21 for Windows”. Ensuring good discipline in lessons depends on the professional skills of sports educators. Statistically, significant differences were observed in some of the indicators. Good discipline is helped by the teacher’s rigor and good attitude towards the students. The teacher’s friendly attitude, understanding, and support towards the students help to maintain better discipline in the lessons.
5

Kampmane, Kristine, Andrejs Geske und Antra Ozola. „Teachers’ Professional Self-Efficacy for Collaboration: A Comparison Between European Countries“. In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.10.

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Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation with colleagues and students. Latvian, Lithuanian, Estonian, Danish, Norwegian, Swedish, and Finnish data from the OECD TALIS 2018 teacher questionnaires were used. o analyse which factors correlate with teachers’ professional self-efficacy, the authors of this article selected such variables as the type of school, the type of urbanization, the number of special education students in the class, full time or partial time employment, professional development courses and the professional development at university level. The authors found that there were no significant correlations between the type of school, the type of urbanization, and the number of special education students in the classroom, but there was a significant correlation between professional development courses and the professional development during the university study period. The teachers who worked full time job were more self-efficient than others. To study the impact of self-efficacy on collaboration, the authors of this article selected variables that represented teacher – student collaboration and teacher – teacher collaboration. The professional self-efficacy scale was partitioned into four efficacy levels and each level was analysed with answers from each variable. The group comparison and the linear regression analysis showed that teachers with higher self-efficacy levels cooperated more and better with students and colleagues. Thus, this research adds supplementary evidence to studies showing the importance of professional self-efficacy development.
6

Dávid Szabó, László. „TEACHER INTERACTION FROM THE PERSPECTIVE OF HIGH SCHOOL STUDENTS“. In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.11.

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Based on Leary’s interpersonal model (Interpersonal Circumplex), Wubbels elaborated the scheme of interpersonal behaviour that was completed by questionnaires (Questionnaire on Teacher Interaction (QTI)). Our research involved 110 high school students. The aim of our present research is to determine the teacher's interaction style from the high school students' perspective using the QTI measurement tool (Questionnaire on Teacher Interaction). The purpose of the research is to assess how students see the teacher's classroom activities and how the teachers see themselves and see whether there is a difference between the teacher's own point of views and the students' point of view. The questionnaire contains 48 items. This measurement tool can serve as a valuable source of information for teachers in comparing their own self-evaluation with the student's perspective, which can obviously help their professional development.
7

Ming, Li, Kuncharee Kakhai und Yuwen Meng. „PROBLEMS AND COUNTERMEASURES OF DOUBLE-QUALIFIED TEACHER COMPETENCE IN VOCATIONAL COLLEGES - TAKING GUANGXI REGION AS AN EXAMPLE“. In THE 2023 INTERNATIONAL CONFERENCE ON CREATIITY, MANAGEMENT, EDUCATION, TECHNOLOGY AND SCIENCES. EDUCATION STUDIO, 2023. http://dx.doi.org/10.62788/38fe1wk.

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With the rapid development of vocational education, how to improve the competence of double-qualified teachers in vocational colleges and improve the quality of vocational education is particularly important. In this study, 292 teachers from vocational colleges in Guangxi region are selected as research objects, and quantitative and qualitative research is carried out in seven aspects, such as teaching age, gender, education level, title, vocational qualification grade, double-qualified teacher qualification grade, and teaching profession, etc., to construct four dimensions of teacher's knowledge accomplishment, teaching ability, vocational skills, and personal traits, to analyze the current status of double-qualified teacher's competence in vocational colleges, to find out the limiting the current situation of double-qualified teacher competence in vocational colleges is analyzed to find out the reasons restricting the improvement of teachers' competence, and four countermeasures are put forward, namely, constructing a cooperative learning mode, integrating the training mode, broadening the channels of practicing competence exercise, and perfecting the teaching incentive mechanism. It provides new perspectives and methods for the study of double-qualified teachers in vocational colleges, and is conducive to providing theoretical references and policy guidance for teachers, colleges, and education authorities in the construction of the teaching force.
8

Lazdina, Solvita, und Evi Daga-Krumina. „Teachers’ Beliefs about Teaching and Learning: Why is It Still a Challenge?“ In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.17.

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Teachers’ beliefs influence their classroom activities and students’ involvement in learning more than knowledge or curriculum, beliefs can slow down the implementation of educational reforms, the introduction of new practices, or support it. Exploring beliefs is difficult, teachers may not be open in expressing existing beliefs, or they may be unsure of their own beliefs, replacing them with slogans that are socially acceptable narratives. The purpose of this study is to identify teachers’ beliefs that characterize student teaching, additionally evaluating how these beliefs affect teacher agency. The answers to these questions were obtained by implementing a case analysis – studying the narrative identity of all mathematics teachers of one school, while the research process is like ethnographic research, data is obtained by interviewing respondents and observing them in practical work. The belief identified as a result of the research is that the teacher’s main task is to prepare students for sufficiently high results in the mathematics exam, describing how the identity of a “good teacher” is formed, which brings with it agency – an active contribution to make it happen. The second identified belief – some students cannot study in the classroom together with the others, this demonstrates the absence of teacher agency, teachers’ responsibility for children whose learning is a challenge, these children are handed over to other agents – parents and private tutors.
9

Erdmanis, Rihards, und Ivans Jānis Mihailovs. „Teacher as a Subject of Law in Legal Education Relationship“. In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.

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In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has decreased over the past five years, at the same time, these schools form the largest number of teachers, i. e. 21,573 teachers (2020). There were only 2,424 (Official statistics of Latvia, 2021), teachers in vocational education institutions in 2020, and 11,430 teachers in preschool education in the 2019/2020 academic year (Ministry of Education and Science, 2020). That is why general education teachers are the focus of this study. The teacher is both a participant in the pedagogical process and a participant in legal relations. This means that teachers are an important subject of law, who fulfil their rights and obligations. The teacher, together with other subjects of law – the parents of the student, the head of the educational institution, support staff, etc. – are responsible for the result of the educational process. The teacher is involved in professional activities both in the field of children’s rights and in the field of labour, in constitutional and administrative law. Therefore, it is important to know the main rights, duties and responsibilities of a teacher and proposals for improving Latvia’s regulation of Education law.
10

Shapir, Barbara, Teresa Lewin und Samar Aldinah. „LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.

Berichte der Organisationen zum Thema "Teachers":

1

Sosanya-Tellez, Carla. Transformative Teacher Evaluation: Self Evaluation for High Performing Teachers. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.389.

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2

Kemper Patrick, Susan, Linda Darling-Hammond und Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, März 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching.
3

Edwards, Wesley, Cornelius Anderson, Alexis Miller und Kafarra Burden. Teacher-Principal Ethnoracial Matching Keeps New Teachers in their Classrooms. University of North Texas, September 2023. http://dx.doi.org/10.12794/untsw.2178704.

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4

Alifia, Ulfah, Rezanti Putri Pramana und Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), Mai 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
5

Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma und Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes (Jacob et al., 2018; Hill et al., 2012; Staiger and Rockoff, 2010). Other studies identify potentially effective teachers even before they become teachers. Those studies use information from teacher education programme admission criteria to predict teacher candidates’ success in the programme (Heinz, 2013; Casey and Child, 2011; Caskey et al., 2001). Among teacher selection criteria, studies identified predictors of subsequent performance including undergraduate grades, written tests, interviews, and teaching practice. In developing countries, studies on teacher selection are virtually non-existent. We found two studies that focus on the selection of teachers during hiring. Both use candidates’ screening tests results to predict student learning outcomes (Araujo et al., 2020; Cruz-Aguayo et al., 2017). However, we did not find studies in developing country contexts that focus on selection of teachers into education programmes or how the admission criteria relate to student learning outcomes. Whether focusing on selecting teachers during their education programme or as they go through the recruitment process, studies on teacher selection across countries have the same underlying question: Will the criteria be able to identify effective teachers? The idea of teacher selection to improve the quality of the teaching force is appealing. For instance, in high performing countries in PISA, like Japan and Korea, where there are many teacher colleges (Ingersoll, 2007) and the most prevalent teacher employment is civil-service, great attention is paid to the quality of selection into teacher education programmes (OECD, 2018). Teacher selection is arguably more critical in developing countries. In most developing countries, the entry into teacher education programmes lacks selectivity and teacher qualifications tend to be set lower compared to other professional jobs (Béteille and Evans, 2019). Across all developing countries, a larger number of teachers are employed and account for most of the education spending, but their effect on student outcomes is small (ADB, 2021; Crawfurd and Pugatch, 2021). This suggests the need for more attention to policies such as the selection of teachers and criteria used to identify those best suited to teach in the classroom. In Indonesia, where the teacher recruitment system lacks a strong mechanism to ensure quality (Huang et al., 2020) and the teacher in-service training has not been effective (Revina et al., 2020), a potential way to improve the pool of teachers is through enhanced selection of individuals who will become teachers. We specifically question whether we can predict a teacher’s performance using information available when they were a teacher candidate. Admission criteria for teacher education are presumably intended to identify candidates who have the greatest likelihood of being able to do well in the academic programme and ultimately in the classroom as a professional. The identification of criteria that predict teacher subsequent performance would give policy makers a stronger understanding of where programme improvement may be needed.
6

Nagler, Markus, Marc Piopiunik und Martin West. Weak Markets, Strong Teachers: Recession at Career Start and Teacher Effectiveness. Cambridge, MA: National Bureau of Economic Research, Juli 2015. http://dx.doi.org/10.3386/w21393.

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7

Beg, Sabrin, Adrienne Lucas, Waqas Halim und Umar Saif. Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not. Cambridge, MA: National Bureau of Economic Research, März 2019. http://dx.doi.org/10.3386/w25704.

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8

García, Emma, Wesley Wei, Susan Kemper Patrick, Melanie Leung-Gagné und Michael A. DiNapoli Jr. In Debt: Student Loan Burdens Among Teachers. Learning Policy Institute, Dezember 2023. http://dx.doi.org/10.54300/497.986.

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This report analyzes data from the National Teacher and Principal Survey from 2020–21. It describes the state of student loan borrowing and repayment among full-time, public school teachers and explores whether student loan burdens differ by teacher characteristics. The analyses also examine the extent to which student loan debt is associated with teachers’ well-being and employment decisions. The report concludes with recommendations that support the expansion of programs that alleviate or minimize the costs of comprehensive teacher preparation and credentialing; improve teaching conditions; and promote high-quality preparation, career advancement, and retention.
9

Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6309.

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10

Wood, W. Jesse, Ijun Lai, Neil Filosa, Scott Imberman, Nathan Jones und Katharine Strunk. Are Effective Teachers for Students with Disabilities Effective Teachers for All? Cambridge, MA: National Bureau of Economic Research, Juli 2022. http://dx.doi.org/10.3386/w30212.

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