Journal articles on the topic 'College teachers Australia Attitudes'

Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.

This study explored pre-service teachers’ attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education–Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to interact with and teach children with disabilities during their school practicum; they also needed more preparation and knowledge about the educational policies related to these children. Not all the candidate teachers felt confident in their knowledge and skills when dealing with these children. The sentiments of the candidate teachers were generally positive and compassionate to children with disabilities. The attitudes of the candidate teachers were generally positive as well, but there were some apprehensions in regard to including children who show aggressive behavior toward others or those who require communicative technologies in regular classes. The participants had many concerns related to certain aspects of including students with disabilities in the regular classrooms. The findings indicated that there is no significant difference among the study sample in terms of their attitudes, concerns, or sentiments toward inclusion according to the academic year variable (orientation, Year 1, Year 2, Year 3, and Year 4) and the specialization variable (no specialization, Cycle 1). There was also a significant negative relationship between level of confidence in teaching students with disabilities and the sentiment aspect, and also with the concerns. There was a significant negative relationship between knowledge of the local policy that relates to children with disabilities and the sentiment aspect.

It is important to determine the proficiency perceptions and attitudes of the teachers towards Technologies of learning about the tablets in order to integrate the mobile learning technologies and to use the tablet PCs in the educational environments in an efficient way. Therefore, proficiency perceptions and attitudes of the teachers towards the Tablet PC-Supported Education have great importance. There are scales for assessing the proficiency perceptions and attitudes of the teachers in tablet-supported education. There have been found findings about the Proficiency Perceptions and Attitudes of 264 teachers working in the College of Near East towards the Tablet-Supported Education. In this assertion, we mentionabout an appropriate scale, test and application. For the tests of validity and reliability, the data has been obtained from 264 teachers working in the College of Near East within the school years 2013-2014. AT the end of this, 2 extents (Extent 1: Proficiency perceptions of the teachers about tablet usage, Extent 2: Teachers’ attitudes towards Tablet-supported education) have been detected in the scale. Cronbach alpha (α) value belonging to the scale’s sub-extents was found as .949 for the proficiency perceptions of the teachers about tablet usage, and as .934 for the teachers’ attitudes towards the Tablet-supported education. Cronbach alpha (α) value of the general scale was found as .953.

Adopting a reward strategy for inducing college faculty to teach online courses is expected to cause a positive shift of their attitudes. Based upon dissonance theory, a smaller reward will lead to greater attitude change, and this effect will be more pronounced in individualists. The results of an experimental study showed that individualist teachers exhibited greater attitude change under low reward than under high reward, but the reward effect was not prominent in collectivist teachers. Implications for enhancing college teachers' attitudes toward teaching online courses are discussed.

Two independent groups, one consisting of college-level studio music teachers (n = 127) and the other of music majors (n = 134), completed a written survey containing 10 questions about attitudes and expectations for practicing music. The questionnaire was designed to address four major areas of interest: (1) attitudes about specific music skills, (2) expectations concerning use of practice time, (3) expectations for routines and strategies for practicing, and (4) attitudes toward practice in general. Results indicated that teachers expected more weekly practice time to be taking place than was actually reported by students. Additionally, most teachers expected that students should follow a specific practice routine, but 55% of students indicated that they do not do so; and although nearly all teachers in the survey stated that they discussed practice strategies with students, 67% of students reported that practice strategies were not discussed in their studio lessons. Finally, teachers and students had widely differing views regarding their feelings about practice in general.

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.

Recent government reviews of higher education in Australia have highlighted the need for comprehensive reform across the tertiary education and training sector. Teacher education has traditionally been offered in isolation from schools. Innovative partnerships between universities, schools, employing bodies, and other educational institutions are now encouraged. This study evaluates the impact and effectiveness of one university-school partnership between an Australian university and a large secondary college in Canberra, Australia. The partnership, titled the Down South initiative, embeds secondary teacher education within a College learning environment to bring together academics, secondary college students and teachers, and pre-service teachers for learning and research. The paper provides evidence of the effectiveness of the partnership in strengthening pre-service teachers’ professional identity, knowledge and practice and by contributing to mutually reciprocal outcomes for all.

<p>This study investigated English teachers' use of learners' L1 (Arabic) in college classrooms in Kuwait. The purpose of the study was three-fold: (1) to describe the functions for which L1 was employed by the teachers, (2) to explore the affective, sociolinguistic, and psycholinguistic factors that may have led teachers to use L1 in L2 teaching, and (3) to measure the teachers’ attitudes toward using L1 in teaching English as a foreign language (EFL). 60 EFL teachers at the Language Center in a college in Kuwait agreed to participate in the study. Data collection methods included recorded interviews and a grounded survey that was derived from the data of the interviews. Data analysis methods utilized Ethnograph 6.0, a software program, in order to search for common patterns of L1 use in the teachers’ interviews. Analysis of the survey utilized the Microsoft Excel Software Program to generate the means, percentages, and standard deviations for each of the survey items. The survey results indicated that the teachers used L1 in L2 classrooms as a teaching tool and for classroom management. The participating teachers also indicated that affective, sociolinguistic, and psycholinguistic factors have contributed to their L1 use in L2 teaching. However, the results also showed that the participating teachers exhibited mostly negative attitudes toward L1 use in L2 teaching. This contradiction between classroom practice and attitudes entailed implications for language teacher education programs to better equip EFL bound graduates with appropriate teaching strategies and classroom techniques to use L1 in appropriate ways in the EFL classroom.</p>

Students in Psychology, English, and Natural Science were invited to submit questions for information deemed by them pertinent to success in a course. A 13-category classification of the 1030 items collected from 194 students showed dominance of personal and teacher-related questions. Mean number of questions for upper classmen were consistently lower than those for lower classmen, this being interpreted as a normative and developmental tendency. Types of questions were restricted to cultural norms that centered on personal traits, interests, attitudes, opinions, and work of the target person, rather than on interpersonal relationships, morality, sex, and personal concerns. Analysis of class-size effects indicated that students attending a large class asked significantly more questions than those attending a small class in one of the four categories assessed, grading practices. Lower classmen tended to ask more questions about acceptable classroom behavior than upper classmen.

Objective of Study: The objective of this study is to have an insight on student’s attitudes regarding histology’s clinical relevance in public and private sector medical college. Methodology: A cross sectional survey for attitude analysis towards histology’s clinical importance was carried out among 200 third year medical students from private and public sector medical college. Thurdstone and Chave attitude analysis questionnaire was employed to find the attitude score. Results: Students of both public and private sector medical college show scepticism towards the clinical importance of histology. There was no marked difference in the attitudes of students of public and private sector medical college. Most data remained on the borderline of the attitude scale employed. Conclusion: This study provided useful information for the teachers that students do not appreciate the clinical importance of histology much. Teachers need to devise strategies and to work on the students helping them comprehend the importance of histology.

This study explored the relationships among teachers’ and students’ attitudes toward error correction, teachers’ actual corrective moves and their effects in college English classrooms in China. The major findings are as follows. Firstly, comparatively speaking, teachers are more negative toward errors and error correction than students. Secondly, Teachers and students have different views of how errors should be corrected. Finally, negotiation of form, favored by both teachers and students, has the best effects among all error correction types; explicit correction, welcomed by students but disliked by teachers, is less effective than negotiation of form but more effective than recast, which is favored by teachers but distasted by students.

The purpose of this paper was to assess college teachers’ attitudes towards reflective practice and knowing their beliefs about promoting reflective practice to improve institutional and professional growth. The study was mixed-method in nature. The population was comprised of 203 college teachers and a sample of 132 teachers was randomly selected by using a sample selection table. An adapted Reflective Attitude Questionnaire (RAQ) constructed by Young (1989) consisting of 15 Likert items was used to assess the attitude of the college teachers. Semi structure interviews were also taken from the 10 college teachers to know their beliefs about how reflective practice could be promoted for teachers’ professional growth and institutional development. The RAQ had an alpha reliability of .90 which meant the instrument was reliable. Content validity was observed to verify the interview statements suggested by experts. Findings disclosed that teachers considered reflective practice useful for their teaching performance and professional growth. However, college principals did not facilitate reflection among teachers that impeded teachers' professional development as well as institutional growth.

This paper reports a qualitative case study of college-level English as a foreign language teachers’ attitudes towards oral corrective feedback. Our goal is to characterize such attitudes considering a model which integrates cognitive, affective and conative components as well as different aspects of oral corrective feedback. Six English instructors working in English language teaching at a university in southern Mexico were interviewed. Directed qualitative content analysis shows that (1) participants prefer implicit corrective feedback strategies, and (2) considerations of students’ feelings guide their overall attitudes toward corrective feedback. The participants seem unaware of most corrective feedback strategies and consideration of students’ cognition is absent in the composition of their corrective feedback attitudes. This finding suggests a need for more theory-based corrective feedback training and practice.

Attitudes refer to the inside tendency and thoughts that reflect when a person is displayed to some phenomenon. The main objectives of the present research are to: discover EFL students' attitudes towards teaching profession, and find out if there is a statistical significant difference in attitudes between students at the college of Education "Ibn Rushd" and students at the college of Education for women in Baghdad University? and to discover, if there is a statistical significant difference in attitudes between males and females? The sample is 90 students are selected from in-service training teachers \ fourth stage at college of education Ibn_Rushd and college of education for women. The researcher uses an attitude scale as a tool which consists of a 20 item "likert scale" consists of six subscales. Each one has a statement that pertains to a particular aspect of possibility and assessing teacher’s vocational attitudes. The results show that EFL female students' as well as males do have real tendency toward teaching profession, the Mean values shows that no significant difference between the two colleges (college of education for women & college of Ibn Rushd) about their attitude which means both of them show favourable attitude toward teaching profession.

The present study investigated associations between dimensions of personality characteristics and eating attitudes in Japanese college women. 91 college women with a mean age of 20.7 yr. ( SD ! 2.3 yr.), attending a School of Nursing or a School for Kindergarten Teachers, voluntarily responded to the Japanese version of the Temperament and Character Inventory and the Eating Attitudes Test. A significant positive correlation was found between the scores on the Temperament and Character Inventory subscale of Harm Avoidance and the Eating Attitudes Test total scores (Spearman ρ = .24, p ! .02) and the scores on the Eating Attitudes Test subscale of Food Preoccupation (Spearman ρ = .33, p ! .002). The scores on the Temperament and Character Inventory subscale of Self-directedness showed significant negative correlations with the Eating Attitudes Test total scores (Spearman ρ = –.35, p ! .001) and the scores on the Eating Attitudes Test subscales of Dieting (Spearman ρ = –.29, p ! .005) and Food Preoccupation (Spearman ρ = –.43, p = .0001). The present results suggest that Japanese college women who score high on Harm Avoidance and low on Self-directedness may be more likely to develop inappropriate eating attitudes.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. 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Examining early childhood teachers’ attitudes and responses to superhero play. Australasian Journal of Early Childhood, 45(2), 170–182. https://doi.org/10.1177/1836939120918486 Yin, R. K. (2018). Case Study Research and Applications Design and Methods (Eliza Wells (Ed.); Sixth Edit). SAGE Publications. Yoshikawa, H., Wuermli, A. J., Britto, P. R., Dreyer, B., Leckman, J. F., Lye, S. J., Ponguta, L. A., Richter, L. M., & Stein, A. (2020). Effects of the Global Coronavirus Disease-2019 Pandemic on Early Childhood Development: Short- and Long-Term Risks and Mitigating Program and Policy Actions. The Journal of Pediatrics, 223(1), 188–193. https://doi.org/10.1016/j.jpeds.2020.05.020 Zhu, X., & Liu, J. (2020). Education in and After Covid-19 : Immediate Responses and Long-Term Visions. Postdigital Science and Education. https://doi.org/https://doi.org/10.1007/s42438-020-00126-3

Purpose The purpose of this paper is to measure teacher change in attitudes and beliefs among college teachers and school teachers who participated in Lesson Study projects. The authors investigate the answers to the question “Does the collective design of a single lesson contribute to noteworthy and lasting teacher change and student achievement?” Design/methodology/approach The authors surveyed a group of college and school teachers on several aspects central to the Lesson Study mission. The authors performed a formal statistical analysis of the survey results. The authors also utilized the analysis of student performance data of the same group of schoolteachers. These teachers come from a school district in the western USA and conducted Lesson Study as professional development. Findings The findings show significant and lasting change in attitudes and beliefs of teachers as a result of their Lesson Study experience. In addition, evidence suggests a strong connection between collaboration and teacher change. The authors also present evidence of the noteworthy influence that teachers who participated in Lesson Study had on a historically under-performing student population. Practical implications The findings show evidence of lasting and beneficial effects of teacher collaboration. The authors believe that our research is appealing to a vast audience and should inspire teachers toward collaboration. Originality/value The study contributes to the growing body of research on professional development of teachers by demonstrating the positive effects of Lesson Study on teachers in both college and school environments.

Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.

To examine possible trends in teachers' attitudes, Felt competence, and need for support for inclusion in special education, a questionnaire was given to 108 teachers from three school districts. While respondents expressed positive attitudes, each district differed by the amount of involvement in inclusion programs. Teachers' competence ratings were highest on items related to working with colleagues and parents, knowledge of students' characteristics, and strategies in evaluation. The teachers' most important needs involved class size, administrative support, extra personnel, and preparation time. Items related to education, on the job training (inservice), and college coursework were rated lowest. There was a significant difference in attitude between those teachers who had previous experience with disabilities and those who did not. In addition, a strong positive relationship was found between attitudes and felt competence. Implications of these findings are discussed.

The purpose of the study was to compare HIV/AIDS knowledge and attitudes of nurses and teachers in training. A questionnaire was administered to a cross section of 200 nurses and teachers in training at Kumasi. Respondents were asked to provide information on HIV/AIDS knowledge and attitudes. The data obtained were presented and analysed using the Statistical Product and Service Solutions (SPSS) version 16.0. Study results indicated that the majority of the respondents had a high level of HIV/AIDS knowledge, acceptance and positive attitude towards HIV/AIDS issues and patients. Nurses in training had higher HIV/AIDS mean knowledge score ((x=14.55) than teachers in training (x= 14.23). However, independent samples t-test analysis showed insignificant difference between knowledge scores of nurses and teachers in training (t (198=.95, significance level=0.05, sig. (2-tailed)=.33). Also, the nurses in training had higher HIV/AIDS mean attitude score (x= 14.54) than teachers in training (x=14.34). However, independent sample t-test showed insignificant difference between attitude scores of nurses and teachers in training (t (198) =.60, significance level = 0.05, sig (2-tailed) =.54). There was no statistically significant bivariate correlation between knowledge and attitude scores of respondents (r(198)=0.01, significance level=0.05,sig.(2-tailed)=.89). The study recommends that future HIV/AIDS prevention strategies and campaigns in schools and colleges should focus not only on HIV/AIDS knowledge but also on developing and maintaining safe sexual behavior and positive attitudes towards HIV/AIDS issues and patients.

Students who enter college with a solid grounding in, and positive attitudes toward, evolutionary science are better prepared for and achieve at higher levels in university-level biology courses. We found highly significant, positive relationships between student knowledge of evolution and attitudes toward evolution, as well as between introductory biology course achievement and both precourse acceptance of evolution and precourse knowledge of evolution, among students at a medium-sized private northeastern university. Teachers who scant the teaching of evolution or who do not foster good attitudes toward evolution are compromising their students’ potential for success in science at the college level.

155 students who did not attend the anti-Vietnam War moratorium and 20 who did attend, indicated their degree of liking for 5 groups chosen to represent authority, namely, parents, police, college professors, college administrators, and high school teachers; and their liking for 5 groups chosen as representing opposition to authority, namely, Negroes, demonstrators, campus militants, black militants, and criminals. As expected, the non-attenders liked the first groups more and the second groups less (p < .001) than did the attenders. Liking for the first 5 groups correlated. 75 with liking for the second 5 groups (p < .001). The results show that tolerance for 1 group does not predict o generally tolerant, warm, or impunitive attitude and vice versa.

Drug attitude and use assessment of 598 undergraduate students revealed attitudinal differences between anticipated occupation groups and drug use patterns that paralleled prior studies which used college student samples. Results are discussed as they pertain to the education of those planning to enter the teaching profession.

In this study, attitudes of pre-service teachers (PSTs) towards statistics and towards probability were examined. A sample of 184 level 300 students of the Evangelical Presbyterian (E. P.) College of Education, Bimbilla who undertook the Statistics and Probability II course for the second semester of 2020/2021 academic year was used to conduct the study. The sample was selected through purposive and simple random techniques from level 300 students who either pursue mathematics as a major or as a minor subject. Two sets of questionnaires, one for attitudes towards statistics and the other for attitudes towards probability were administered to the selected respondents. The results revealed that pre-service teachers have positive attitude towards statistics than probability. Also, a greater percentage of the Pre-service Teachers consider statistics and probability very useful and necessary courses that will prepare them for the job market. Again, Pearson correlation coefficient revealed a moderate positive association between Pre-service Teachers attitudes towards statistics and towards probability.

A national random sample of women working in early childhood education was drawn from the membership of the National Association for the Education of Young Children to assess their attitudes toward the suitability, professional practice, and administrative capabilities of men in early childhood education. Past work experience with a male preschool teacher was a consistent indicator of a lack of stereotyped attitudes toward men in the early childhood field. Also, college professors and researchers were less stereotyped in their attitudes concerning the suitability of male preschool teachers than were either classroom teachers, other persons with direct child contact, or administrators. Implications for changing attitudes toward males in early childhood education are discussed in relation to these findings.

The COVID-19 pandemic worldwide evidenced the need to revise and strengthen the current perspective of the role of technology in non-technology-based classes. The current situation requires the revision of practices and basic knowledge of computer literacy and use. Traditionally, technology in the process of language learning has been considered anecdotical. As a result, many teachers do not have the necessary skills to implement proper technology-supported classes. Being that the case at Universidad de Alcalá (Spain), we looked at the students’ needs in integrating a number of different applications in the classroom in order to provide them with additional technological skills. Twenty-two pre-service teachers enrolled in the College of Education prepared a whole package of applications for computer and mobile phones by working cooperatively. This paper looks at their attitudes towards technology learning and implementation. A Likert-scale questionnaire was developed to assess their attitudes. Results indicated that students do not evidence as much interest as expected despite their limited ability to implement the package.

This report, a part of a larger study, describes a case study investigating university educators who struggled in empowering student-teachers that aimed to promote critical writing awareness. This study aimed at revealing phenomenon of edmodo-based e-portfolio as an alternative authentic assessment for empowering student teachers in the covid-19 outbreak in Indonesia. Twenty-five out of seventy-eight student teachers in teacher college in Indonesia voluntarily participated in the study. For the data, the student teachers were observed during their writing completion to assess their writing as well as their critical arguments. At the end of the first writing project, they were interviewed to reveal their attitudes towards the projects. Three main findings were reported, i.e. their writing skill improvement, attitudes, and critical writing. Overall, the findings show that edmodo-based portfolio provides graphic of students’ writing performance as authentic writing assessment and perceives positive attitudes from the student teachers. In addition, students’ critical writing awareness is also developed

The study investigated the effects of technology-integrated guided inquiry (TGIBL), guided inquiry (GIBL), and traditional (TRAD) strategies on pre-service mathematics teachers’ attitudes towards geometry in college of teacher educations. The study employed nonequivalent quasi-experimental design with two experimental groups and control group. A three-stage sampling method was used. The experimental groups were exposed to TGIBL (n=48) and GIBL (n=38), while comparison group (n=30) with TRAD approach. The geometry attitude scale (GAS) questionnaire was the instrument employed to collect data from 116 PSMT. A one-way analysis of covariance, multiple comparison test and paired sample t-test were used to analyze data. The results of the study revealed that pre-service mathematics teachers who were exposed to the TGIBL had gained positive attitudes towards learning geometry than their counterparts exposed to the GIBL and TRAD, respectively. Moreover, the group taught with GIBL also shown to have a statistically significant difference with TRAD on attitude. Similarly, paired sample t-test also favored post-test score. Based on the results, TGIBL and GIBL approach should be embraced in the college of teacher educations to reinforce favorable attitudes towards learning geometry among pre-service mathematics teachers.

AbstractThis qualitative study investigated the factors that affected the motivation and receptivity of English as a second language of female students who enrolled in the English Language center of the Foundation Program in the Community College of Qatar in the academic year 2015/2016. Besides, the study attempted to identify the mechanisms that are used by families, teachers, college administrators, and classmates that motivate or demotivate the students. Finally, the study tried to identify how the classroom environment impacted students’ motivation. Semi-structured interviews were conducted with 8 students in different ESL levels in which the participants were asked different questions related to the impact of five dimensions on the respondents’ motivation to learn English. These dimensions are concerned about family impact, teachers’ impact, administrators’ impact, classmates’ impact, and impact of the respondents’ willingness and goals to learn the target language. The questions were validated by a jury of five specialists in teaching and educational psychology prior to the interviews. The interviews were recorded, transliterated, and analyzed manually and by Atlas.it software. Codes and categories were established based on the interviews. Frequencies of words, verbs and adjectives used by the respondents in their talk, were calculated. Results showed that students’ were affected by all the above-mentioned dimensions at different proportions. The results also depicted the importance of the necessity to provide help, encouragement and emotional support to students by their socio-cultural relationships with their families, teachers, administrators and classmates.

With a view to stimulating discussion on the subject of trainee's attitudes towards, and experience of teaching, at an informal meeting of members of the Association of University Teachers of Psychiatry held in Leicester last year, a survey of Trent Region Psychiatric Senior Registrars, as well as delegates to the first College Trainees' Conference (held at Warwick University), was undertaken.

There has been a growing need as preservice teachers develop competencies regarding convergence. Focused on a discussion of blended learning before the COVID-19 pandemic versus online learning in the epidemic, we aimed to explore whether preservice teachers’ attitudes toward convergence can be influenced by the learning environment. Participants were a total of three hundred preservice teachers who attended the science teaching method courses training their TPACK at a teachers college in South Korea during the 2018 to 2020 academic years (194 in the blended learning group and 106 in the online learning group). Survey data on five subcomponents of attitudes toward convergence were collected at the start and end of the courses and analyzed using ANOVA and ANCOVA. As result, preservice teachers’ responses to the attitudes toward convergence in the pretests have a significant difference, whereas the overall scores in the posttests revealed no significant difference in the modalities of learning environments. Consequently, the preservice teachers engaged in the courses enhanced positive attitudes toward convergence regardless of delivery methods either blended learning or online learning. This paper provides evidence that the two teaching modalities of curriculum studies have the potential to foster preservice teachers’ attitudes toward convergence. This study supports that the blended and online learning formats of the course were feasible to induce short-term improvements in bias affective domains under the learning environments of science teaching method courses.

In this paper, students, and teachers' attitudes towards shifting to an entirely online learning environment were assessed due to COVID-19. The main objective of the study was to investigate the students’ and teachers' attitudes towards Online learning during the COVID-19 situation in Bangladeshi Government Colleges. Findings revealed that cost and time-effectiveness, safety, convenience, and improved participation were the most frequently cited positive aspects of the online learning experience, while distraction and reduced focus, heavy workload, problems with technology and the internet, lack of ICT knowledge, and poor network infrastructure, limited availability of educational resources, low attendance of learners, uncooperative learners and insufficient support from instructors and colleagues were the most recurrent negative aspects. The qualitative and quantitative research method was adopted, with semi-structured interviews conducted via Zoom with 10 College teachers and Focus group discussion conducted via Zoom with 18 and survey 100 college students via Google platform from three Bangladesh renowned Government College from Hons 1st year to masters’ level located in Rajshahi divisional district town of the country. A sample of these essays was analyzed using open coding. The findings of the study help instructors and institutions understand students’ and Teachers' attitudes regarding online teaching & learning under abnormal circumstances. Several recommendations informed by the interpretation of the participants’ feedback are offered to assist instructors, administrators, and policymakers improve future online learning experiences. After conducting the whole study, it can be said that though have some problems adapting to online classes in three regarding BGCs colleges affiliated to the National University of Bangladesh, they are slowly becoming accustomed to it.

Research confirms law students and lawyers in the US, Australia and more recently in the UK are prone to symptoms related to stress and anxiety disproportionately to other professions. In response, the legal profession and legal academy in Australia and the UK have created Wellness Networks to encourage and facilitate research and disseminate ideas and strategies that might help law students and lawyers to thrive. This project builds on that research through a series of surveys of law teachers in the UK and Australia on the presumption that law teachers are in a strong position to influence their students not only about legal matters, but on developing attitudes and practices that will help them to survive and thrive as lawyers. The comparative analysis reveals several differences, but also many similarities with law teachers in both countries reporting negative effects from neoliberal pressures on legal education programs that impact their wellbeing, performance as teachers and ability to adequately respond to student concerns.

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

The literature review resources on applying Transformative Learning Theory (TLT) in China’s college English teaching are very scarce. This paper aims to contribute to more literature in the field English teaching in college. The study adopted a qualitative design and utilized open-ended interview with eight college English teachers in China. The participants were purposefully selected. Findings from the interview showed that most of the college English teachers did not know about TLT and the measuring method of the transformative learning. The complexity of the TLT and teachers’ paradigm prevented the teachers from using TLT in their college English teaching. The difficulty of altering the student’s perspectives and beliefs was also obvious. Therefore, the present researchers proposed five countermeasures to apply TLT in China’s college English teaching and learning: i) introducing more works of the TLT and measuring methods, ii) building up inter-disciplinary research groups to explore the application of TLT, iii) introducing and exploring the measuring methods of transformative learning, iv) exploring the use of the TLT to solve practical teaching problems, and v) developing open-minded attitudes towards research methods. If college English teachers and administrators of the higher education can be enlightened with the these suggestions, it is hoped there will be more application of the TLT in China’s college English teaching in the future.

This article reviews survey findings about the recruitment, preparation, placement and retention of 315 elementary, secondary English, and math teachers prepared to enter New Jersey public schools in fall 1987, either having just completed New Jersey college-based education programs (CB) or entering through the New Jersey alternate route (AR) program. Teachers were surveyed through their sixth year of teaching. The AR program increased the number of teachers for urban and rural schools and diversified the teaching pool. AR teachers held more traditional views than those prepared in CB programs, but neither program recruited teachers with a consistently higher quality profile. Programmatic aspects (i.e., fusing of AR recruitment, preparation, and placement phases) correlated with some differing attitudes of teachers toward teaching and their programs, and qualitatively different experiences in preparing to teach. During the first two years, AR teachers were more likely to teach in urban schools, but differences diminished over the next four years. Three-year retention rates were highest for elementary and CB math teachers and lowest for AR math teachers. Six-year retention rates were highest for CB math teachers and lowest for AR math and English teachers. AR retention rates were higher for males, while CB retention rates were higher for minorities. Attitudes related to retention indicate program, subject matter, and elementary/secondary differences.

With the fast development of modern information technology, mobile terminals and their applications, an increasingly number of teachers come to realize it may be probable to improve teaching quality by using mobile terminals. However, there is no solid data so far in literature that support the effectiveness of MALT (Mobile Assisted Language Teaching). Therefore, this article is dedicated to prove its effectiveness on vocational college English teaching using Moso Teach as a platform. It is found that MALT has effectively improved teaching quality. The students who used Moso Teach more have achieved greater progress. But poor students are not active in using the mobile teaching platform. As a result, it is suggested that teachers should integrate MALT in their English teaching on condition that teaching is carefully designed, and teachers should try to help poor students change their attitudes toward using mobile teaching platforms.

Stigma is an important barrier to seeking psychological services worldwide. Two types of stigma exist: public stigma and self-stigma. Scholars have argued that public stigma leads to self-stigma, and then self-stigma is the primary predictor of attitudes toward seeking psychological services. However, this assertion is largely limited to U.S. samples. The goal of this research was to provide a first step in understanding the relationship between public stigma, self-stigma, and attitudes toward seeking psychological services in international contexts ( N = 3,276; Australia, Brazil, Canada, Hong Kong, Portugal, Romania, Taiwan, Turkey, United Arab Emirates, and United States). Using structural equation modeling, we found that self-stigma mediated the relationship between public stigma and attitudes toward seeking services among college students in each country and region. However, differences in path strengths emphasize the need to pay attention to the role of public and self-stigma on attitudes toward seeking psychological services throughout the world.

Emphasis on pupil-focused education frequently influences how instructors view students' achievements in subjects with a loss of lifelong vision development. An instructor who has his personal teaching techniques and further his attitude and conduct, offers his university students a healthy intellectual attitude and a clean new worldview by means of leaving memorable lines in them. This is a preparatory look to discover how 'attitudes of instructors affect the personality and performance of students'. On this experience this research has offered instructional perception and versatility in trainer-scholar relationships beyond the confined classroom and lecture rooms. The sample of the studies group incorporates a total of 100 students from diverse departments of the University of Sargodha Sub Campus Bhakkar. The data was collected by online survey. The most crucial findings was that the 'attitudes' of suitable instructors have a high quality effect on college students'' persona 'and performance in life.

Background/Context The Individuals with Disabilities Education Act (IDEA, 2004) requires that all students with disabilities (SWD) receive a free, appropriate public education designed to meet their unique needs to prepare them for post-school education and employment (American Psychological Association, 2018). In the past two decades, momentum has grown for a supplementary idea: that schools be held accountable for SWD achieving grade-level standards. Thus standards-based reform for SWD is often caught between ideals of standardization and principles of differentiation. Purpose and Research Questions The purpose of this study was to examine the extent to which district administrators, principals, general educators, and special educators differ in their policy perceptions of the newest college- and career-readiness standards (CCRS) for SWD versus other learners. Our research questions were: To what extent do teachers of SWD report delivering similar or different instructional content compared to general education teachers? What types of instructional supports do teachers provide, what types of professional development do teachers receive, and how do these differ by teacher type? How do policy perceptions differ between teachers of SWD and general education teachers? How do district administrators, principals, and teachers differ in their policy perceptions of the CCRS as they relate to SWD? Research Design In three states (Texas, Ohio, and Kentucky), we surveyed a stratified sample of teachers, principals, and district administrators on the implementation of their state's standards and directed them to respond for SWD who participate in the regular accountability system. Conclusions/Recommendations Results indicate an environment where SWD continue to receive less grade-level content and, in Texas and Ohio, are served by personnel who do not believe that the standards are appropriate. Kentucky demonstrated greater consistencies between general education and SWD instruction and policy environments. Findings raise questions about whether CCRS are being implemented for all students.

In the present study, the attitudes of teachers and students regarding different teachers' characteristics were investigated. The questionnaire, written by the investigator, consists of 25 statements and three open-ended questions. The statements relate to four categories: knowledge, didactic ability, personal characteristics, and sociability. The sample consists of 140 students from the department of behavioral sciences, 31 teachers of gifted students, as well as 52 teaching regular classes. The sample as a whole attributed great importance to expertise in the field and to didactic ability. The sample attributed slightly less significance to the ability to create a pleasant atmosphere in class, creativity, the ability to transform the student into an independent learner, the ability to individualize and differentiate the teaching, and flexibility. In general, the students attributed less importance to all the categories. The teachers of gifted students attributed more significance to the personal characteristics of the teacher, while the teachers in the regular classes attrributed more to discipline.

Physical Education in universities is designed to teach during the school can accept multi-faceted physical education, to develop exercise habits to achieve the goal of lifetime sports. The effectiveness of the current University of Physical Education Teachers by personal factors: features and functions, including physical education teachers, expertise and interests, experience and age, and value orientation of teachers, curriculum, teacher attitudes, beliefs, habits and behavior styles, personality traits; and the enthusiasm of students, attitude, intention; there are school factors, school characteristics, facilities and other factors. These factors plaguing college sports curriculum construction and development, this study intended through the analysis of these factors to find enough of measures to promote Physical Education College further deepening of reform.

<span>Findings from the study of pre-service teachers’ (PSTs) attitudes to climate change education, knowledge of climate change and potential inclusion in their future teachings are reported in this paper. Using adopted and self-made questionnaire, a sample of 180 pre-service teachers participated in a survey study in the College of Education, University of Nueva Caceres, divided into freshmen and senior year to examine developments in their attitudes to environmental education and their knowledge of climate change. Results showed that their attitudes towards climate change education were low and their climate change science knowledge had not changed. Data on preservice teachers’ sources of information for climate change, their views on essential climate change topics for their future students and their perceptions of gaps in their own training in relation to climate change education were also examined in order to substantiate the survey data. Results show that there is a need to triangulate climate change education not only in the program outcomes but also to the student and faculty development programs. Further results are discussed in this paper.</span>

Discovering the attitudes of instructors concerning a textbook is an essential procedure for a proper evaluation of that book and the success of the teaching- learning process. Therefore, the current study has been conducted especially to evaluate an English language course being taught in colleges of Education in Tikrit University, particularly, College of Education for Humanities and College of Education for Pure Sciences. It is to figure out the views and attitudes of teachers concerning the English language textbook which is newly adopted for the Iraqi non-departmental students entitled: " New Headway(Plus) Upper-Intermediate, Student’s Book". A checklist is used as an instrument to collect the required data from a sample of ten EFL teachers who teach Headway in the two colleges. The obtained results show that the evaluated course book is acceptable from the teachers‟ views. However, a number of obstacles need to be treated in order to grasp higher EFL advantage for non-departmental students. The study ends with a number of conclusions and recommendations

Despite the numerous benefits presented within Critical Media Literacy (CML) in understanding societies, cultures, and even our values globally, the lack of teacher preparation, including English language teachers, in teaching (CML) skills remains noteworthy. Such education could arm teachers with sufficient media literacy competence to pass on to students’ capabilities in democratic self-expression and social progress. The research gap that exists, therefore, leads to this qualitative research study where the aim is to explore how a group of five College EFL teachers in a Middle Eastern institution in Oman relate to critical media awareness. This is by deconstructing a US film entitled ‘Freedom Writers’ (2007) to discuss issues related to social injustice, prejudice, and violence in society. The method used to collect data was semi-structured interviews. The interview questions, guided by a semiotic Inquiry Graphics (IG) approach, aimed to capture those EFL teachers’ interpretations, values, and beliefs relevant to CML and their subsequent intentions to teach CML in their future English classrooms. The findings suggest that although the teachers demonstrated positive attitudes and increased awareness of CML, they lacked confidence in applying it and needed to expand their perceptions of CML further. Generally, they viewed CML as being helpful for students in its ability to develop their criticality and citizenship. However, the teachers stressed the harsh realities of a packed curriculum and restrictive program requirements that may obstruct any comprehensive implementation of CML education at a university level, an issue that merits further consideration.

Many studies in different EFL contexts have shown positive impacts of extensive reading (ER) on learners’ language abilities, reading proficiency, motivation, and attitude toward reading. With the aim of investigating the appropriateness and effectiveness of ER in a context where there is no strong culture for reading, this study surveyed students’ attitudes towards ER, their perceptions on the benefits they gain from ER, and the challenges they encountered during its implementation. Utilizing interview, it also examined teachers’ perspectives on the possibilities and trajectories of ER within the institution after its first implementation. The study sample consisted of 365 randomly selected male Saudi college-level EFL students who answered the questionnaire and 5 teachers who separately responded to the unstructured interview. Results revealed that students have positive attitudes towards ER. They believe that ER is very useful, interesting, enriching, and empowering that it can make them better readers and learners. Results also revealed that ER provides various linguistic benefits. However, there can be challenges such as time constraints, lack of resources, and linguistic and cultural barriers. Analysis of the interview with teachers revealed that there can be many possibilities to improve ER implementation. The study concluded with its limitations and important recommendations.