Relevant bibliographies by topics / First year teachers Victoria Attitudes

Academic literature on the topic 'First year teachers Victoria Attitudes'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "First year teachers Victoria Attitudes"

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Tangalakis, Kathy, Kate Kelly, Natalie KonYu, and Dianne Hall. "The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics." Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 160–75. http://dx.doi.org/10.53761/1.19.1.10.

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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.
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Thomas, Laura, Melissa Tuytens, Geert Devos, Geert Kelchtermans, and Ruben Vanderlinde. "Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession." Educational Management Administration & Leadership 48, no. 1 (June 13, 2018): 106–32. http://dx.doi.org/10.1177/1741143218781064.

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Teacher attrition is a global concern that is particularly prevalent among beginning teachers. Teachers’ intrinsic motivation to teach, affective organisational commitment and job satisfaction are considered job attitudes that stop them from dropping out of the profession. This study explores the interplay between factors at the school level (i.e. transformational leadership of the principal, professional collegial support) and the teacher level (i.e. self-efficacy) influencing these job attitudes. A sample of 292 first-year primary-school teachers participated. The results of the path analysis demonstrated that transformational leadership of the principal is directly related to teachers’ job attitudes in a positive way. Moreover, transformational leadership of the principal is also indirectly related to these attitudes, via both professional collegial support and teachers’ self-efficacy. Implications for the supportive role of the principal in the teachers’ first year in the profession are discussed.
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Rahmadhani, Desri, Zetra Hainul Putra, and Eddy Noviana. "A Comparative Study of First and Third Year Prospective Elementary Teachers’ Attitude Towards Technology-Based Mathematics Assessment." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (June 1, 2021): 462–72. http://dx.doi.org/10.35445/alishlah.v13i1.488.

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This study aims to determine how prospective elementary teachers' attitudes about technology-based mathematics assessment determine whether there are attitude differences between first and third-year prospective elementary teachers about technology-based mathematics assessment. This research is a comparative study with quantitative methods. The research data was conducted through an online survey, namely a questionnaire using Google Form. The populations of this study were 236 prospective elementary teachers with a sample size of 70 prospective elementary teachers. We use the proportion stratified random sampling technique to select the sample of this study. The results showed that the prospective elementary teachers have good attitudes toward technology-based mathematics assessment. This study also shows no difference between first and third-year prospective elementary teachers' attitudes towards the technology-based mathematics assessment.
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Виноградова and Natalya Vinogradova. "The First School Year As the Hardest One." Primary Education 2, no. 5 (October 17, 2014): 3–9. http://dx.doi.org/10.12737/5973.

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Issues on how to help first-grader pupils to adjust to school life are discussed, as well as first-graders’ psychological characteristics. Recommendations are provided for teachers on how to nurture sustainable cognitive interest in seven-year-old children, to develop motivation to learning and to form positive emotional attitudes to school.
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Soytürk, Mümine, and Özden Tepeköylü Öztürk. "An Investigation of the Attitudes and Competence Perceptions of First- and Fourth-Year Pre-service Physical Education Teachers Regarding Teaching." Journal of Education and Training Studies 7, no. 4 (March 14, 2019): 154. http://dx.doi.org/10.11114/jets.v7i4.4141.

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The aim of this study was to investigate the attitudes and competence perceptions of first- and fourth-year preservice physical education teachers regarding teaching. A total of 262 preservice physical education teachers, of whom 126 (%48,1) were in the first year and 136 (%51,9) were in the fourth year ( (age)=21,06±2,15) participated in the study. The “Attitude Toward Teaching Scale” (ATTS) and “Preservice Teachers’ Self-Efficacy Perception Scale” (PTSEPS) were used as the data collection tools, and a “Personal Information Form” (PIF) was used to obtain the independent variables of the study. The T-test and Pearson correlation test were used in the data analysis. As a result of the analyses, it was observed that the attitudes of the first-year students towards teaching were more positive than those of the fourth-year students. Competence perceptions were found as high in the fourth grade. According to the gender factor, significant difference was observed in both attitudes towards teaching and perceptions of competence between first- and fourth-year. When the relationships between the two dependent variables were examined, it was determined that there was a moderate positive correlation between the attitudes and competence perceptions of both the first-year students and the fourth-year students with regard to teaching. In order for preservice teachers to maintain a positive attitude towards teaching, it is considered that they should be supported with curricular training programs during the student period, and through in-service training throughout their professional lives after graduation.
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Sahin, Alpaslan, Namik Top, and Erhan Delen. "Teachers’ First-Year Experience with Chromebook Laptops and Their Attitudes Towards Technology Integration." Technology, Knowledge and Learning 21, no. 3 (February 17, 2016): 361–78. http://dx.doi.org/10.1007/s10758-016-9277-9.

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Mirliss, Danielle. "Preparing Future Teachers." International Journal of Gaming and Computer-Mediated Simulations 6, no. 2 (April 2014): 15–29. http://dx.doi.org/10.4018/ijgcms.2014040102.

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This study explored the use of virtual world role-play activities to increase pre-service teachers' sense of teaching efficacy and attitudes toward inclusion. These constructs are also important for teacher identity development since they influence teacher dispositions, effort, professional development and beliefs in intrinsic obligations. The activity was embedded in an undergraduate course for first-year Education majors that focused on supporting diverse learners. Pre-service teachers played the roles of various diverse learners including students with physical, behavioral, socio-economic, emotional and mental challenges. Data were collected at three points during the semester in order to assess changes in efficacy and attitudes. Open ended questions also provided insight into the experience of identity experimentation. Results suggest that perspective taking activities using virtual worlds can provide powerful experiences to support identity development.
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Çalık, Muammer, Neslihan Ültay, Ali Kolomuç, and Ayşe Aytar. "A cross-age study of science student teachers' chemistry attitudes." Chemistry Education Research and Practice 16, no. 2 (2015): 228–36. http://dx.doi.org/10.1039/c4rp00133h.

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The aim of this study is to investigate the effects of some variables (gender and year of study) on science student teachers' (SSTs) chemistry attitudes. An adapted version of Chemistry Attitudes and Experiences Questionnaire was administered to 983 SSTs drawn from four different universities in the region of Eastern Black Sea, Turkey. Significant differences between genders' mean scores of the CAEQ indicate that the females somewhat develop stronger positive attitudes towards chemistry than do the males. Furthermore, because the first year of the study generally had the highest mean scores of the three subscales of the CAEQ, it can be deduced that tertiary education lacks improving the SSTs' positive chemistry attitudes to a satisfied level and/or a large effect size. Hence, its attitudinal quality should be intimately inquired.
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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.

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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.
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Yoon, So Yoon, Heidi Diefes-Dux, and Johannes Strobel. "First-Year Effects Of An Engineering Professional Development Program On Elementary Teachers." American Journal of Engineering Education (AJEE) 4, no. 1 (May 24, 2013): 67–84. http://dx.doi.org/10.19030/ajee.v4i1.7859.

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The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students’ engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers’ knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers’ knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers’ perceptions regarding engineering integration and their practice differed by school and teacher characteristics.
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Dissertations / Theses on the topic "First year teachers Victoria Attitudes"

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Cheng, Nga-yee Irene, and 鄭雅儀. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroomstrategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957067.

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Shelton, Charles Verner Kennedy Larry DeWitt. "The perceptions and attitudes of first-year elementary teachers toward their teacher preparation programs." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803738.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 8, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 67-73) and abstract. Also available in print.
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Groves, Katherine A. (Katherine Alice). "A Comparison of Teachers' Sense of Efficacy of Traditionally and Alternatively Certified First Year Teachers." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278702/.

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The purpose of this study was to compare the self-efficacy of two groups of first year teachers working in a large urban school district in North Texas. Twenty-eight of the participants were certified teachers. Ten participants held college degrees unrelated to teaching and were undergoing an alternative certification process. The Teacher Efficacy Scale was administered at the beginning and the end of the school year. Data from this scale was analyzed to determine if there were differences between the regular certification teachers and the alternative certification teachers at the beginning and the end of the school year, and to determine if their sense of efficacy changed over the course of the school year.
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Cheng, Nga-yee Irene. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroom strategies." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833091.

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Wong, Lai-king Hester, and 黃麗琼. "Beginning teachers in a prevocational school: their teaching problems and coping strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195831X.

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Hansuvadha, Natalie. "Best practice is challenging practice : beginning teachers' attitudes in early childhood special education /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7912.

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Addiego, Emily Spady. "The First Year: Development of Preservice Teacher Beliefs About Teaching and Learning During Year One of an MA TESOL Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/985.

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This qualitative, longitudinal study followed four first-year MA TESOL students through their initial year in a teacher training program with the goal of determining whether their overall beliefs about teaching and learning changed over time as a result of program curriculum and other outside factors. An analysis of semi-structured interviews with each participant, conducted one to two times per quarter, revealed that participants' beliefs appeared to evolve as a result of coursework and teaching practice. Participants' identities as teachers also showed signs of evolution and development. The participants attributed the majority of their development to hands-on teaching practice, though there was evidence that they began to integrate more theoretical aspects of program curriculum by the end of the year. However, the participants also demonstrated a lack of interest in theoretical and research-related coursework that persisted throughout their first year. Participants' lack of interest and stress brought on by unfamiliar material may have limited the amount of integration of research and theory into their practice. Findings suggest a mismatch between program goals and student goals, with students being focused on teaching practice and the program being focused on both the practical and theoretical aspects of the curriculum.
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Puckett, James L. "The effects of integrated educational technology and science methods course on first year elementary teachers' educational technology attitudes and usage /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840028.

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Michaud, Meredith Esther. "Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3079.

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Information literacy is widely acknowledged as important for student success in higher education. Information literacy is the ability to sort through a large amount of available information, decide what is useful and believable, and apply it in an effective and ethical way. Faculty members have expectations regarding information literacy for students in the first year of college, while students have information literacy practices that may or may not match those expectations. In my study, I examined the alignment of faculty member information literacy expectations and student information literacy practices, focusing on freshman students and faculty members who teach freshman students in a required general education course at a public university in the northwestern United States. Using an exploratory sequential mixed methods research design, I began my study with qualitative interviews of students and faculty members, used data from the interviews to develop a survey instrument, conducted a pilot study with the survey instrument, and used the survey instrument to administer an online quantitative survey to 106 students and 10 faculty members. The survey consisted of 42 items pertaining to student practices and faculty expectations as identified by student and faculty member interview participants. Survey data showed the percentage of faculty members expecting a practice was generally higher than the percentage of students carrying out that practice. Overall, the study findings revealed a gap between faculty expectations and student practices.
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Fok, Oi-yiu Eleanor, and 霍藹姚. "Beginning teachers' opinions of induction practices in Hong Kong aidedschools: implications for schoolmanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955654.

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Books on the topic "First year teachers Victoria Attitudes"

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Sharon, Donna. The Renfrew Quality Education Project: Teachers' views after the first year. [Toronto]: TVOntario, Office of Development Research, 1987.

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Pickard, Garth N. Beginning teachers' expectations of the teaching profession. Regina, Saskatchewan: Research Centre, Saskatchewan School Trustees Association, 1989.

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Enseigner dans le secondaire: Les nouveaux professeurs face aux difficultés du métier. Paris: La Dispute, 2009.

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Ḳupferberg, ʻIrit. Śiaḥ ba-ḥinukh: Eruʻim ḥinukhiyim ki-śedeh meḥḳar. Tel Aviv: Mekhon Mofet, 2006.

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Who will Teach for America? Washington, D.C: Farragut Pub. Co., 1993.

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Blakey, Janis. Sources of elementary teachers' perspectives and decisions: Implications for preservice and inservice education : final report. Edmonton, Alta: Alberta Education, 1992.

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P, Lipka Richard, and Brinthaupt Thomas M. 1958-, eds. The role of self in teacher development. Albany: State University of New York Press, 1999.

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Kevin, Ryan, ed. The Roller coaster year: Essays by and for beginning teachers. New York, NY: HarperCollins, 1991.

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Staddon, Beverley Anne. Beginning teachers: Support systems during the first year. 1991.

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Mortine, Mark A. Foreign language teachers' perceptions of their first year students' performance. 1988.

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Book chapters on the topic "First year teachers Victoria Attitudes"

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Grimsley, Christina R. "How Students in a First-Year Composition Course Respond to the Flipped Classroom." In Implementation and Critical Assessment of the Flipped Classroom Experience, 99–118. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7464-6.ch006.

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This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.
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Thieman, Gayle Y. "Challenges and Opportunities in the First Year of a 1:1 iPad Initiative in a High-Poverty, Highly Diverse Urban High School." In Advances in Early Childhood and K-12 Education, 250–79. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6383-1.ch013.

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The digital divide between technology-mediated instruction for students in low versus high socio-economic schools is a serious equity issue with repercussions for student learning. While there is a growing body of research on blended learning and 1:1 mobile devices, there seems to be little research on the potential of iPads to reduce disparity of access and impact student learning in high poverty schools. This chapter reports first year results of a 1:1 iPad project on teachers' attitudes and experiences and on high school students' technology access and use. Using iPads resulted in blended learning opportunities for some but not all students. Those who had an individually assigned iPad to use at school and home reported significantly higher satisfaction and proficiency with technology. These students also reported significantly greater use of online iPad applications and technology activities for instruction both during class and outside of school.
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Krsmanović, Ivana M., and Vesna M. Petrović. "The use of MS Teams in ESP instruction during the COVID-19 pandemic: students’ attitudes towards the e-learning environment." In CALL and professionalisation: short papers from EUROCALL 2021, 189–93. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1331.

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With the outbreak of COVID-19, universities worldwide were forced to quickly transition to online emergency teaching in order to secure the well-being of students and teachers. The paper analyses students’ attitudes towards the use of the Microsoft Teams platform in the instruction of English for Specific Purposes (ESP) at the Faculty of Technical Sciences Čačak during the winter semester 2020. The study focuses on students’ engagement with e-learning, their motivation, and overall satisfaction with ESP instruction during pandemic conditions. The study was conducted with first-year students of engineering (N=79) using an online survey as an exploratory, qualitative research instrument. The findings of the research revealed that students have positive attitudes towards the use of Microsoft Teams in ESP instruction as the e-learning environment. The results suggest that all the available features of the tool are perceived as beneficial and easy to adapt to, with the recorded sessions of online lectures and online testing rated the most useful segments of the online ESP instruction.
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Ronco, Alicia Mateos, and Mar Marín Sánchez. "E-Learning Methodologies in Higher Education." In Developing and Utilizing E-Learning Applications, 175–86. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-791-2.ch010.

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The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning processes. This chapter describes the authors’ experience in designing E-learning methodologies for the teaching of accountancy in the Business Administration Degree Course at the Polytechnic University of Valencia. The chapter’s methodology designed for teaching accounting, is based on PBL (Problem Based Learning), compiled with Internet based technologies. The authors analyze its use and evolution in two accounting subjects in the first and the fourth year of the degree. The conclusions obtained from the statistical treatment of the results show that there is a direct correlation between the use of an active E-learning model and obtaining satisfactory exam results in the subject.
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Conference papers on the topic "First year teachers Victoria Attitudes"

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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.

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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Simon, Eitan, and Aviva Hazel Dan. "The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges ." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.

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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:
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Stračárová, Nikola. "A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-55.

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The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatian county in 2016 and the South Moravian Region in 2017. The research is qualitative, an open-question questionnaire was made, and a non-structured interview was made when visiting schools. We set the following hypothe-ses. We assume that teachers of selected schools of the Split-Dalmatia County evaluate Inclusion more negatively than teachers of selected primary schools in the South Moravian Region. This hypothesis is not confirmed. We expect that Inclusion will take place in selected elementary schools in the South Moravian Region more than in selected elementary schools in Split-Dalmatia County. This hypothesis is not confirmed. This research is based on the methodology and data from the diploma thesis of Nikola Stračárová 2017 (Stračárová, 2017).
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Mangwegape, Bridget. "TEACHING SETSWANA PROVERBS AT THE INSTITUTION OF HIGHER LEARNING IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end118.

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The paper sought to investigate how first year University student’s-teachers understand and instil appreciation of the beauty of Setswana language. Since the proverbs are carriers of cultural values, practices, rituals, and traditional poetry, they are rich in meaning, they can be used to teach moral values for the sake of teaching character building among the students and teaching Setswana at the same time. Proverbs contain values of wisdom, discipline, fairness, preparedness, destiny, happiness, and efforts. Proverbs are short sayings that contain some wisdom or observation about life and or role-play and to use a few of the proverbs to reinforce the meaning, using proverbs as a pedagogical strategy, the researcher has observed that student teachers find it difficult to learn and teach learners at school. Students-teacher’s think and feel about how they conceptualize proverbs, how they define their knowledge and use of Setswana proverbs. The lecturer observed how the nature of proverbs are linked to the culture embedded in the language. In Setswana language there is a proverb that says, “Ngwana sejo o a tlhakanelwa” (A child is a food around which we all gather) which implies that the upbringing of a child is a communal responsibility and not an individual responsibility. Put in simple terms, a child is a child to all parents or adults, since a child’s success is not a family’s success but the success of the community. In doing so, the paper will explore on how student-teachers could make use of proverbs to keep the class interested in learning Setswana proverbs. As a means of gathering qualitative data, a questionnaire was designed and administered to student-teachers and semi-structured interviews were conducted with student teachers. The findings revealed that despite those students-teachers’ positive attitudes towards proverb instruction, they did not view their knowledge of Setswana proverbs as well as the teaching of proverbs. The paper displays that proverbs constitute an important repository of valid materials that can provide student-teachers with new instructional ideas and strategies in teaching Setswana proverbs and to teach different content, which includes Ubuntu and vocabulary and good behaviour. Proverbs must be taught and used by teachers and learners in their daily communication in class and outside the classroom in order to improve their language proficiency.
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Aizenberg, Merav, and Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.

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Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown. Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching. Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study. Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially. Impact on Society: It is important that kindergarten teachers initiate distance learning with the children and parents on an ongoing basis, not only during emergencies and crises, on various topics, for example, the online activities program focusing on the seasons of the year. Parents can write texts with their children and all kindergarten children can see them; they can document trees in various situations—the falling of leaves and blossoming—and share with all the kindergarten children and their parents in a dedicated forum; watch a show online with the all the children and their parents; send videos and allow responses on the common forum to the kindergarten staff, children, and parents. In addition, in the process of preservice teacher training, students must acquire social-emotional skills and cultivate a sense of resilience, empathy, self-efficacy, growth mindset patterns, decision-making ability, self-awareness, self-management, social awareness, interaction management, and responsibility. Future Research: The sample included 32 preservice teachers in early education, in the final year of their training, and examined the practices chosen by the preservice teachers during the first COVID-19 lockdown. Further studies, following subsequent closures, may show a better adaptation to distance teaching because of the experience gained in the meantime. Future studies should examine the distance teaching practices that teachers have used in practice during the closure periods, and what factors advanced and hindered distance learning.
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Stojanović, Buba. "Značaj porodice za razvijanje govorne kulture dece predškolskog i učenika mlađeg školskog uzrasta u izmenjenim uslovima rada." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.651s.

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Speech, as a social category, stems from the child's need to be in contact with others and communicate with them. In that way, child learns about active communication and interaction, expresses his thoughts, feelings, attitudes and needs. Nurturing the speech culture of the youngest is one of the main objectives of preschool institutions; before that, of families, and especially school. Great attention is paid to teaching children/students how to express themselves and communicate, starting from preschool age with the systematic effort by preschool teachers, and later, in school, teachers continue with this effort, along with, of course, the family as the first and unavoidable link in that chain. The quality of communication and interaction between the child/student and other participants largely determines the speech, but also the overall development of personality and the improvement of the culture of linguistic expression. The altered learning conditions in which the education process has been taking place for more than a year now have significantly impaired the quality of communication in preschool and school. At one time, the interaction, which was otherwise reduced, was non-existent at all; the duration of school lessons has been shortened, the wearing of masks has been introduced, as a result of which breathing is difficult, and thus speech fatigue occurs, which seriously threatens to jeopardize the still underdeveloped speaking abilities of children/students in the lower grades of primary school. This paper will discuss the importance of family for the development of speech culture of preschool and primary school children, the need and opportunities for enhanced cooperation with preschool/school in altered learning conditions in order to create more frequent scenarios for children/students to speak more at home through creative tasks including active reading, retelling, talking and describing in order to successfully develop the speaking skills of children/students outside the preschool/school.
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Weerathai, Thanakorn. "THE EFFECTS OF ASYNCHRONOUS ONLINE PEER-TEACHER FEEDBACK IN A THAI EFL PUBLIC SPEAKING CLASS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end102.

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"The teaching and learning of English speaking has recently posed several challenges due to the coronavirus pandemic. One of the challenges is that it is nearly impossible to conduct the teaching and learning in the physical classroom, affecting how students are given immediate feedback to. Teachers have to find different methods and techniques to use in their speaking classes during this situation, for example, giving live virtual presentations, pre-recording video clips and uploading them to online classrooms, giving online comments and feedback, and so on. In this mixed-methods study, the purposes were to investigate the effects of giving asynchronous online peer and teacher feedback to students after they had uploaded their three types of speech video clips, i.e., informative, persuasive, and entertaining, to the Google Classroom and to explore the students’ attitudes toward the two types of feedback. Participants were 25 fourth-year undergraduate students, majoring in English for International Communication at a university in northeastern region of Thailand. It was found that although the second speech video clip scores were higher than the first speech video clip scores, students still had difficulties in providing sufficient and specific peer feedback on the areas of organization and research citations, impacting growth in their speaking skills. Moreover, findings from the semi-structured interviews revealed that students viewed the two types of feedback positively. It helped them to gradually develop thinking and critiquing skills, and they also demonstrated increased confidence in speaking after they had received both types of feedback. This study proposes opportunities for discussion, i.e., providing sufficient peer feedback training and meaningful writing assignments, to hone students critiquing skills, especially on the areas of organization and research citations."
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