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1
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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Lovšin Kozina, Francka. "Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching." Center for Educational Policy Studies Journal 6, no. 3 (September 30, 2016): 101–16. http://dx.doi.org/10.26529/cepsj.67.
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This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to thepre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-serviceteachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results alsorevealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.
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Sarıkaya, Bünyamin. "Preservice Turkish Teachers’ Attitudes Towards Anatolian Dialects." International Journal of Education and Literacy Studies 7, no. 1 (January 31, 2019): 42. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.42.
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The term dialect refers to a variation of a language that is peculiar to a specific place, city or region, and therefore, can be regarded as the richness of that language. This study aimed to investigate preservice teachers’ attitudes towards Anatolian dialects. A screening model was used. Study sample consisted of 143 first-, second-, third and fourth-grade students of the Department of Turkish Language Teaching of the Faculty of Education of Muş Alparslan University in the fall semester of 2018-2019 academic year. Data were collected using the “Attitude Scale towards Anatolian Dialects” (ASTAD) developed by Pehlivan (2012). It is a Likert-type scale consisting of 22 items and 4 subscales. Data were analyzed using the Statistical Package for Social Sciences (SPSS) for Windows 22.0 at a significance level of 0.05. Results showed that participants had a moderate level of attitude towards Anatolian dialects. Participants’ attitudes towards Anatolian dialects significantly differed by bilingualism and grade while gender, mother’s and fathers’ educational levels, and socioeconomic status had no significant effect. Based on the results, it is recommended that activities, seminars and conferences be held to inform teachers and preservice teachers about what to do when they encounter students speaking local dialects. Parents and students should also be taught that local dialects are the richness of languages but that they should not use them in school environment.
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Soysal, Ercan, Cahit Gölge, Cahit Gölge, Recep Süslü, and Veysi Bozkurt. "Fatih Projesini kullanan öğretmenlerin projeye karşı tutumlarının değişim yönünün değerlendirilmesi." International Journal of Innovative Research in Education 4, no. 1 (August 21, 2017): 28. http://dx.doi.org/10.18844/ijire.v4i1.2310.
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Abstract The purpose of this study is the determination of the direction of the change of teachers who used Fatih project for at least one academic year of Education and training in the process within project-related assessment. For this study, a literature research was first conducted. For the evaluation of the first period of the project, the required data is obtained from the researches related to Fatih project between 2012 and 2015 years and the results are obtained from this data. During the initial phase of the Fatih project, the information about teachers’ attitudes and reviews on Fatih project has been collected from thesis, articles, and advertisements. For this purpose, whole project-related publications that are in the website of YOK are take into account. In order to evaluate teachers’ reviews, exception method is used. The Working Group includes 118 teachers who are actively working on 14 high school in Batman during 2015-2016 academic year. For data collection tools, questionnaires and interviews are used.
Abstract The purpose of this study is the determination of the direction of the change of teachers who used Fatih project for at least one academic year of Education and training in the process within project-related assessment. For this study, a literature research was first conducted. For the evaluation of the first period of the project, the required data is obtained from the researches related to Fatih project between 2012 and 2015 years and the results are obtained from this data. During the initial phase of the Fatih project, the information about teachers’ attitudes and reviews on Fatih project has been collected from thesis, articles, and advertisements. For this purpose, whole project-related publications that are in the website of YOK are take into account. In order to evaluate teachers’ reviews, exception method is used. The Working Group includes 118 teachers who are actively working on 14 high school in Batman during 2015-2016 academic year. For data collection tools, questionnaires and interviews are used. Each researcher interviews with thirty teachers and has carried out the implementation of the survey. The teachers are questioned to compare their project attitudes on the current time and their project attitudes on the start of the project. In this research, we study on the acceptance of Fatih projects by the teachers and the levels benefits from this project. The result of this study indicate that the teachers have been developed themselves according to the requirements of Fatih project and the teachers adopt to the process of educational change in order for getting more advantage from the project. Keywords: Fatih project, change, technological acceptance
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Smajla, Tilen. "The suitability of foreign language teaching in childhood according to the CLIL approach: the foreign language teachers' attitudes." English Language Teaching Educational Journal 4, no. 1 (April 30, 2021): 1. http://dx.doi.org/10.12928/eltej.v4i1.3702.
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This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the importance of the education process of teachers-to-be, for any teacher working at an early level should have completed a BA in class teaching and should have acquired a degree in the methodology of early language teaching. Most teachers who used the CLIL approach in the first year of its introduction (school year 2014–2015), refrained from it in the second year, or only used some elements of the CLIL approach, for they felt that it was impossible to follow the guidelines of the “hard” CLIL. Consequently, they only used some elements or strategies of the CLIL approach, which some authors call “soft” CLIL. Although some teachers claimed to have encountered numerous obstacles in teaching according to CLIL, they nevertheless considered it to be a suitable approach in the FL 1 classroom.A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety.
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Temperley, Nicholas. "William Sterndale Bennett: Imitator or Original?" Nineteenth-Century Music Review 13, no. 2 (December 2016): 173–93. http://dx.doi.org/10.1017/s147940981600063x.
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Sterndale Bennett has often been characterized as an imitator of Mendelssohn. While it is true and unsurprising that there are similarities in the two composers’ musical language, actual imitation is difficult to substantiate. Bennett’s reputation as a composer has passed through several phases in the last 200 years. It was high in his lifetime in Germany as well as in Britain, when resemblance to Mendelssohn was counted as a positive asset, but later assailed by promoters of the ‘English Musical Renaissance’, who needed a preceding dark age and tended to dismiss early Victorians as copiers of Mendelssohn. Recent writers have shown a more positive attitude to the Victorian period in general. Bennett’s individuality has in fact been fully recognized from the first by such widely differing commentators as Mendelssohn himself, Robert Schumann, Henry Heathcote Statham, Frederick Ouseley, Charles Gounod, Charles Stanford, Geoffrey Bush, Peter Horton and Larry Todd. His style was founded on the Austro-German classical tradition and the London Pianoforte School headed by Clementi and Cramer, through his teacher Cipriani Potter, as is confirmed by early sources. This article surveys some of Bennett’s most characteristic piano pieces, and ends by analysing notably original features of his harmonic style that owe nothing to Mendelssohn, such as the inverted pedal note, evaded resolution of dissonance, and harmonic anticipation.
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Al-Khatib, Dr Khaled Mohammed. "Teaching Practices that Develop Positive Attitudes towards Mathematics among Joint First Year Students at the Saudi Electronic University." International Journal of Early Childhood Special Education 13, no. 2 (December 2, 2021): 968–81. http://dx.doi.org/10.9756/int-jecse/v13i2.211140.
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This study seeks to identify attitudes towards mathematics and teaching practices that develop positive attitudes towards mathematics among students of the joint first year at the Saudi Electronic University, from the students’ perspective. The validity and reliability of the instruments were confirmed. The scale of attitudes toward mathematics was applied to (489) In addition to that, (202) were interviewed to identify the teaching practices that develop positive attitudes towards mathematics. The study has found that the attitudes of joint first year students towards mathematics was neutral. It also found that all teaching practices included in the interview had a high approval rate by the students. The study recommendations highlighted the importance of professional development for teachers to master these teaching practices and encourage them to utilize them in their teaching.
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Kitchen, Margaret Clare, Maree Jeurissen, and Susan Gray. "Primary School Teachers' Uptake of Professional Readings: Understanding the Factors Affecting Teachers' Learning." Teachers' Work 12, no. 1 (December 3, 2015): 63–77. http://dx.doi.org/10.24135/teacherswork.v12i1.48.
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Professional reading is a core source of input in teacher professional development. This article describes 47 primary school teachers' reports of their professional reading both in their schools and during the first year of a university TESOL (Teaching English to Speakers of Other languages) in-service qualification. One third of these teachers are bilingual. Both motivation and engagement are explored and vignettes of two bilingual teachers illustrate these factors. The findings show the frequency of participation in professional learning through professional readings is beneficial but low, however teacher professional reading attitudes are dynamic, the variables being relevancy and agency.
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Bramble, David J. "‘Teaching the teachers' — a survey of trainees’ teaching experience." Psychiatric Bulletin 15, no. 12 (December 1991): 751–52. http://dx.doi.org/10.1192/pb.15.12.751.
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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.
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Eğilmez, Özgür, Hatice Onuray Eğilmez, and Doruk Engür. "Attitudes of Pre-Service Music Teachers Towards Value Education In Turkey." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 11. http://dx.doi.org/10.11591/ijere.v1i1.10980.
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<p>In the music education curriculum, which is implemented from 2017-2018 academic year, the directive for teaching values was prepared for the first time. In this context, the research was conducted by comparing the attitudes of pre-service music teachers towards values education in terms of some variables, which will be included in the courses of value education according to the new music education curriculum. Data collected using the values education attitude scale were analysed using t-test, Kruskal-Wallis H test, and Spearman’s correlation coefficient. Results showed that attitude scores did not change according to gender or level of parents’ education but had a significant difference according to the year students were in. Scale scores were not correlated with the amount of parents’ income or students’ GPAs. This study is crucial as it tries to determine the attitudes of pre-service music teachers who are assigned as music teachers in a few years and will conduct music lessons according to the Ministry of National Education music curriculum. Moreover, it aims to shed light on the determination of targets for values education in the training of pre-service music teachers in the institutions that train music teachers with the help of the results that this study offers.</p>
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Egilmez, Ozgur, Hatice Onuray Egilmez, and Doruk Engur. "Attitudes of Pre-Service Music Teachers towards Value Education in Turkey." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 11. http://dx.doi.org/10.11591/ijere.v7i1.10980.
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In the music education curriculum, which is implemented from 2017-2018 academic year, the directive for teaching values was prepared for the first time. In this context, the research was conducted by comparing the attitudes of pre-service music teachers towards values education in terms of some variables, which will be included in the courses of value education according to the new music education curriculum. Data collected using the values education attitude scale were analysed using t-test, Kruskal-Wallis H test, and Spearman's correlation coefficient. Results showed that attitude scores did not change according to gender or level of parents’ education but had a significant difference according to the year students were in. Scale scores were not correlated with the amount of parents' income or students’ GPAs. This study is crucial as it tries to determine the attitudes of pre-service music teachers who are assigned as music teachers in a few years and will conduct music lessons according to the Ministry of National Education music curriculum. Moreover, it aims to shed light on the determination of targets for values education in the training of pre-service music teachers in the institutions that train music teachers with the help of the results that this study offers.
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Zhdanov, Sergei P., Muslimat G. Akhmedova, Natalia L. Sokolova, Elena E. Grishnova, Svetlana V. Efimushkina, and Lyudmila M. Smirnova. "Exploring preservice science teachers' attitudes toward environmental technologies." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 1 (January 9, 2023): em2219. http://dx.doi.org/10.29333/ejmste/12825.
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Understanding attitudes toward environmental technologies appears essential because of the need for profound societal changes associated with using new technologies to protect the environment. However, a lack of research investigating the attitudes of preservice science teachers toward environmental technologies exists in the current research literature. Therefore, this study aimed to examine preservice teachers' attitudes toward environmental technologies. A total of 196 students enrolled in a large Russian public university formed the participants of this research. Researchers used a scale for data collection. We administered the scale to the participants in the spring semester of the 2022 year. This scale included three sub-dimensions and 24 items. We analyzed pre-service teachers' attitudes in age, branch, and gender. The results showed that the developed scale consisted of three dimensions: positive, benefit, and negative. The results demonstrated that the participants in this research demonstrated moderate and low mean scores regarding the positive aspects of environmental technologies. The participants also demonstrated very positive attitudes regarding the benefits of environmental technologies. Regarding the negative aspects of environmental technologies, the participants had the lowest mean scores compared to the other items of the first two factors. The results also revealed some significant differences in participants’ age, branch, and gender. In conclusion, we discuss educational implications for promoting the environmental attitudes of preservice teachers about environmental technologies.
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Zumwalt, Karen, Gary Natriello, Judy Randi, Alison Rutter, and Richard Sawyer. "Recruitment, Preparation, Placement, and Retention of Alternate Route and College-Prepared Teachers: An Early Study of a New Jersey Initiative." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–32. http://dx.doi.org/10.1177/016146811711901408.
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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.
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Adithepsathit, Urairat, and Jirada Wudthayagorn. "Beliefs about English Language Learning, Attitudes and Motivation of Undergraduate Students of Prince of Songkla University, Surat Thani Campus." Suranaree Journal of Social Science 12, no. 2 (December 26, 2018): 24–46. http://dx.doi.org/10.55766/kpok7373.
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Previous research studies confirm that students with positive beliefs about language learning, good attitudes and high motivation are likely to be successful language learners.Likewise, fostering and maintaining positive beliefs, good attitudes and motivation are important because the students can be propelled to their furthest language learningpotential. However, less is known what Thai EFL university students’ beliefs, attitudes and motivation are like and whether or not they have changed over time. This researchaimed to fill in this gap by using a cross-sectional research design to investigate these psychological variables among first-year to fourth-year undergraduate students ofPrince of Songkla University. The findings revealed that a marked change of beliefs, attitudes and motivation can be clearly observed as fluctuated over time. The meanscores showed that the third-year students possessed the strongest beliefs, the most positive attitudes, and the highest motivation. One-Way ANOVA displayed statisticallysignificant differences of beliefs, attitudes and motivation among the students of all four years, (F(3, 228) = 9.51, p < .05), (F(3, 228) = 8.00, p <.05), and (F(3, 228) = 6.17, p <.05),respectively. The Scheffe post hoc test also confirmed the differences among specific groups of students, that is, beliefs, attitudes and motivation of the third-year studentswere higher than those of the first- and the fourth-year ones in a statistically significant way. It is interesting to note that the first-year students seemed not ready when comparedto the third-year students whose beliefs, attitudes, and motivation were relatively highly positive. Language teachers should therefore shape and foster positive beliefs, attitudes,and motivation with regards to language learning in the first-year students. Additionally, curriculum developers and administrators are challenged to reconsider English languagestudy plan so as to introduce English language courses to the time when students are psychologically ready to study.
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Ke Lomi, Aplonia Nelci, and Concilianus Laos Mbato. "Struggles and Strategies in Constructing Professional Identity: The First-Year Teaching Experiences of Indonesian EFL Novice Teachers." Journal of English Education and Teaching 4, no. 1 (March 3, 2020): 1–19. http://dx.doi.org/10.33369/jeet.4.1.1-19.
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Several studies have recorded the increasing number of teachers who left the profession in the first year of teaching in recent years. The main cause is the difficulties over the first year of teaching and the unsatisfactory construction and growth of professional identity. This qualitative study attempted to reveal the struggles faced during their first year of teaching by EFL novice teachers working in Nusa Tenggara Timur, Indonesia and how they coped with those struggles regarding their development of professional identity. The struggles are split into internal and external struggles based on the result. The internal struggles are linked to how teachers controlled their emotions self-efficacy, and ability to teach, their jobs and their personal opinions. The external challenges related to the management of the classroom, the abilities, and attitudes of the students, the lack of resources and facilities in the school, the relationships with their colleagues and their salaries. This research is intended to provide more insight into the realities of teachers working in an underdeveloped province like East Nusa Tenggara, in particular how they establish their professional identity in a lack of facilities and learning resources.Keywords: East Nusa Tenggara; Novice Teachers; Professional Identity; Struggles and Strategies
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Putra, Zetra Hainul, Desri Rahmadhani, Eddy Noviana, and Neni Hermita. "Prospective elementary teachers’ attitude toward technology-based mathematics assessment." Journal of Physics: Conference Series 2279, no. 1 (May 1, 2022): 012007. http://dx.doi.org/10.1088/1742-6596/2279/1/012007.
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Abstract This research is motivated by the rapid development of information communication and technology (ICT) in the era of the industrial revolution 4.0. Most teachers seem to be unfamiliar with the use of technology in teaching and learning mathematics. In the present study, we are interested in investigating prospective elementary teachers’ attitudes towards technology-based mathematics assessment. We surveyed 70 prospective elementary teachers from a teacher education study program in Riau province, Indonesia. The study results show that prospective elementary teachers have positive attitudes towards the technology-based mathematics assessment. More than 75% and 55% of third and first-year students agreed with technology usage in mathematics assessment. They provided several reasons underlying the agreeableness of technology-based mathematics assessment, such as innovation, practices, and need to be used in line with the current situation.
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Papaioannou, Athanasios G., and Basil N. Siskos. "Changes in Achievement Goals and Self-Concept in the Early Months of Junior High School." Psychological Reports 103, no. 3 (December 2008): 745–63. http://dx.doi.org/10.2466/pr0.103.3.745-763.
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Changes in goal orientations and self-concept in Greek language and physical education classes during the first months of junior high school in Greece were studied. Participants, 572 students in their first year of junior high school, responded to questionnaires assessing (a) goal orientations and satisfaction in physical education and Greek language classes, (b) multidimensional self-concept, (c) attitudes toward school and teachers, and (d) life satisfaction. The measures were collected in three sessions: at the beginning of the school year, 6 wk. later, and 14 wk. later. The third measurement followed the students' grades for the first term. Students showed significant decreases in mastery and social-approval goal orientations in both physical education and Greek language classes. They also showed negative attitudes toward teachers, perceptions of physical ability, and relationships with parents. Most differences emerged between Weeks 6 and 14. The learning environment and the assessment system in Greek junior high school seem to play an important role in the decrease of students' motivation and perceived competence.
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Abdulrahman Altalhi, Shatha. "Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes." Arab World English Journal, no. 265 (December 15, 2020): 1–70. http://dx.doi.org/10.24093/awej/th.265.
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This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students’ attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners’ attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.
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Pais-Roldán, Paula, María del Carmen Olmos-Gómez, Jesús Manuel Cuevas-Rincón, and Mónica Luque-Suárez. "Study on the Attitudes and Knowledge of Teachers and Future Teachers about Immediate Health Care Measures at School." European Journal of Investigation in Health, Psychology and Education 12, no. 7 (July 20, 2022): 854–69. http://dx.doi.org/10.3390/ejihpe12070062.
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The level and need for immediate health care measures training for teachers are of growing concern for two main reasons: on the one hand, these contents are part of the school curriculum and, on the other hand, teachers are the first adults to intervene in case of school injury. However, in Spain, first aid (FA) does not appear as obligatory content in the university training of teachers. The aim of the present study was to design and validate a questionnaire on the attitude of pre-school and primary school teachers towards first aid knowledge adapted to the school context and to analyze its psychometric properties. First of all, the psychometric values of the questionnaire were tested: through its validation and reliability. Subsequently, a correlation study was carried out as well as a logistic regression in order to know the knowledge and attitudes of teachers and future teachers about the importance of the Immediate Attention Measures at school. The sample consisted of 392 participants: active teachers (71%) and future teachers (29%, the latter being final year students) of the infant and primary stages from the northern, central and southern areas of Spain. The results show adequate psychometric values, establishing three factors: attitude towards general knowledge in FA and learning methodology; attitude towards wounds and CPR algorithm (most frequent and/or serious events); self-perception of knowledge or skill in FA. Pearson’s correlation test identified significant values (p < 0.01) and positive association between Factors 1 and 2 (r = 0.422) and between 1 and 3 (0.244). The conclusions of the results of the validation process of the questionnaire on the attitude of teachers and future teachers to knowledge for immediate health care measures training are valid and reliable to an acceptable degree. Regression study demonstrates the importance of including first aid training in teachers’ degrees.
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Rohaeti, Eli, Anti Kolonial Prodjosantoso, and Irwanto Irwanto. "RESEARCH-ORIENTED COLLABORATIVE INQUIRY LEARNING MODEL: IMPROVING STUDENTS’ SCIENTIFIC ATTITUDES IN GENERAL CHEMISTRY." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 108–20. http://dx.doi.org/10.33225/jbse/20.19.108.
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Promoting students’ attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers’ attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students’ scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students’ scientific attitudes compared to conventional teaching methods. Keywords: collaborative inquiry learning, general chemistry, pre-service chemistry teachers, research-oriented learning, scientific attitudes.
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Almisad, Budour. "The Degree of Achieving ISTE Standards among Pre-Service Teachers at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait from Their Point of Views." World Journal of Education 10, no. 1 (February 15, 2020): 69. http://dx.doi.org/10.5430/wje.v10n1p69.
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The aim of the study was twofold; first, to examine the degree of achieving International Society for Technology in Education (ISTE) standards among pre-service teachers at the college of basic education at the Public Authority for Applied Education and Training (PAAET) from their point of views and second, to examine differences in the pre-service teachers’ point of views of the degree of achieving ISTE standards based on their gender, age, major, academic year, their technological competence, their attitudes towards the use of technology, and their extent of technology use. A cross-sectional design was used; questionnaire instrument was designed and developed to collect data from the participants. The participants were student teachers enrolled in different classes in the summer semester in the academic year of 2018/2019 at the college of basic education at “the Public Authority for Applied Education and Training” (PAAET) in Kuwait. Two hundreds and eighty three pre-service teachers completed the questionnaire. The results showed that the participants expressed positive perceptions of achieving ISTE standards. The results showed insignificant variations in pre-service teachers’ perceptions of the achievement of ISTE standards based on their gender, age, major, and academic year. Furthermore, the results showed that pre-service teachers’ perceptions of the achievement of ISTE standards had significant relationships with pre-service teachers’ attitudes towards the use of technology, pre-service teachers’ perceptions of their technological competences, and pre-service teachers’ extent of using technology. Based on the findings, set of recommendations for practice and for future research were provided.
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C. Meniado, Joel. "Integrating Extensive Reading in a College Preparatory Year Program: Perceptions, Challenges, and Possibilities." International Journal of English Language Education 6, no. 2 (September 9, 2018): 50. http://dx.doi.org/10.5296/ijele.v6i2.13624.
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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.
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TURK, Cumhur. "The Correlation between Pre-Service Science Teachers’ Astronomy Achievement, Attitudes towards Astronomy and Spatial Thinking Skills." Journal of Education and Learning 5, no. 2 (March 22, 2016): 187. http://dx.doi.org/10.5539/jel.v5n2p187.
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<p>The purpose of this study was to examine the changes in pre-service Science teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking in terms of their years of study. Another purpose of the study was to find out whether there was correlation between pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking. The study was conducted with 280 pre-service teachers (freshmen, sophomores, juniors and seniors) studying at the education faculty of a university in Black Sea Region of Turkey. The data were collected through Astronomy Achievement Test, Astronomy Attitude Test and Purdue Spatial Visualization Test: Visualization of Rotations. One way factor analysis (One-Way Anova) technique for independent groups was used for data analysis in order to find out whether pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed in terms of their years of study. In order to find out whether there was correlation between pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking, simple linear correlation analysis was conducted and Pearson Moment Correlation Coefficient was checked. The results of the data analysis showed that pre-service teachers’ astronomy achievement, attitudes towards astronomy and skills for spatial thinking differed significantly in terms of their years of study. In addition, a low positive correlation was found between pre-service teachers’ astronomy achievement and attitudes towards astronomy while a high positive correlation was found between pre-service teachers’ astronomy achievement and their skills for spatial thinking. In line with these results, recommendations were made to increase the number of astronomy classes in education faculties and to teach astronomy not only in fourth year but also in the first three years.</p>
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Thang, Nguyen Tat. "ENGLISH-MAJORED STUDENTS’ ATTITUDES TOWARDS PRAGMATIC AWARENESS." VNU Journal of Foreign Studies 37, no. 1 (February 28, 2021): 120. http://dx.doi.org/10.25073/2525-2445/vnufs.4662.
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Good command of language, e.g. vocabulary, grammar, does not always guarantee success in communication. Learners of language need to be equipped with both language and the knowledge of how to use it, i.e. pragmatics. This paper investigates the attitudes of English-majored students at a university in Vietnam towards the knowledge of pragmatics of language learners. Data was collected via a questionnaire and the software SPSS version 20 was used for the analysis. The results showed that the majority of investigated students were aware of the role of pragmatics in their language classes. First year students and fourth year students differed in 3 issues: 1) whether good knowledge of language being enough for communication; 2) willingness to take a course on pragmatics; 3) teachers presenting the knowledge of how to use language officially in classes of language. This indicates that instruction about pragmatic knowledge should be taken into consideration in material design and in language classes.
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Issa, Jinan Hatem, and Hazri Jamil. "Factors Affecting Pre-service TESOL Teachers’ Attitudes towards Using CD-ROM Dictionary." Higher Education Studies 1, no. 2 (January 3, 2016): 129. http://dx.doi.org/10.5539/hes.v1n2p129.
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Rapid technological advances in communication technologies and computational power are altering the nature ofknowledge, skills, talents and the know-how of individuals. A CD-ROM dictionary is an interesting and effectiveteaching tool, which captures pre-service teachers’ interest and does much more than just translates especially withthe availability of a variety of resources to support language learning and teaching. This research reports on thestudy undertaken to determine whether some factors (gender and year of study) affect pre-service TESOL teachers’attitudes towards using CD-ROM dictionaries. The theoretical framework for the study is drawn from Diffusion ofinnovations’ theory by Rogers (1995) and TAM model by Davis (1986; 1989). A modified questionnaire isemployed to obtain the necessary information on pre-service TESOL teachers’ backgrounds, their attitudes towardsusing CD-ROM dictionaries, and certain factors. A total of (80) pre-service TESOL teacher at a Malaysian highereducational institution was purposively selected for the quantitative data. The findings exhibit that the respondents’gender does not affect their attitudes towards using CD-ROM dictionaries. However, a significant difference isrevealed, through employing one-way analysis of group variance (ANOVA), in the mean scores of pre-serviceTESOL teachers’ attitudes among the first, second and third year. Finally, it is concluded that the CD-ROMdictionary is a way of encoding all relevant information associated with lexical entries in a manner easily accessibleto users.
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Babich, I. M., A. A. Baratova, and Z. K. Shomanova. "EXPLORING PRE-SERVICE CHEMISTRY TEACHERS’ ATTITUDES TOWARDS LEARNING A SUBJECT IN ENGLISH IN KAZAKHSTAN." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 265–71. http://dx.doi.org/10.51889/2020-2.1728-5496.44.
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This quantitative and qualitative mixed study aims to provide a glimpse into pre-service Chemistry teachers' attitudes and perceptions concerning content and language integrated learning. Study employed 120 first, second-and third-year students of State Pedagogical University who study Chemistry in English (after Kazakh and Russian), which is their L3. The findings revealed that at the beginning of their academic path, students develop a more negative attitude towards learning the subject in English for several reasons, namely, the uncertainty of their roles, being content or a language teacher, lack of confidence in language and teaching methods employed. However, it was further revealed that by their 3rd year at university, students gain awareness of the importance of learning content through English. They believe that, despite the various challenges they face while studying the subject, better educational and employment opportunities become available for those subject teachers who deliver their lessons in English.
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Valeeva, Roza, Gulfiya Parfilova, Irina Demakova, Elena Adamyan, Faina Kremen, Sergey Kremen, Vadim Lesev, et al. "Motivation of Student Teachers’ Professional Career." Education & Self Development 17, no. 3 (September 30, 2022): 169–86. http://dx.doi.org/10.26907/esd.17.3.14.
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The negative consequences of an incorrectly chosen profession affect both the person himself/herself and his/her social environment. The right choice of profession helps to reduce staff turnover and increase labor productivity. This truth is directly related to the teaching profession. The problem of motivating a professional teaching career, as well as the problem of motivating human behavior and developed. There are practically no special studies that would trace the relationship between the motives for choosing a pedagogical career and the motivation for pedagogical activity among students at the initial stage of teacher education. The purpose of the study: to identify the career orientations preferences of first-year student teachers from various types of universities implementing teacher education programs: the capital’s pedagogical university, federal university, classical university, regional multidisciplinary university in the national region, regional pedagogical university and regional university of humanities and technology. E. Shein’s method of studying professional career motivation (adapted by V.E. Vinokurova and V.A. Chiker) was chosen as the research method. First year students of six Russian universities enrolled in the Pedagogical Education program participated in the study. The study presents the student teachers’ career orientations on the following scales: professional competence, management, autonomy, job stability, residence stability, service, challenge, lifestyle integration, entrepreneurship. Dispositions, value orientations and social attitudes of students that influence career orientations are also presented.
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Gülbahar, Bahadır, Gözde Sezen Gültekin, and Mesut Gün. "Examining the Relationships Among Teachers’ Work Engagement, Teamwork Attitudes, and Efficacy for Classroom Diversity." Journal of Humanity and Society (insan & toplum) 12, no. 4 (December 2022): 155–82. http://dx.doi.org/10.12658/m0670.
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The purpose of this quantitative research is to examine the relationships among teachers’ work engagement, teamwork attitudes, and efficacy for classroom diversity within the scope of structural equation modeling. The sample of the study consists of 355 teachers involved in the Project Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES) during the 2020-2021 academic year. The Teachers’ Teamwork Attitude Scale, Work Engagement Scale, and Teacher Efficacy Scale for Classroom Diversity have been used for collecting the data. Four hypotheses were developed based on the structural model created within the context of this study. Accordingly, (i) teachers’ work engagement is claimed to positively affects both teachers’ efficacy for classroom diversity as well as their (ii) teamwork attitude; and (iii) teachers’ efficacy for classroom diversity is claimed to positively affect their teamwork attitude, and (iv) teachers’ work engagement is also claimed to positively affect their teamwork attitude through their efficacy for classroom diversity. To verify these hypotheses, the relationships among the variables were determined first, and all the variables were seen to have moderately positive relationships. Based on these relations, the given structural model was then created and tested using path analysis. The findings showed all the hypotheses to have been proven confirmed.
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Dzamesi, Felicia Elinam, and Judy van Heerden. "A professional development programme for implementing indigenous play-based pedagogy in kindergarten schools in Ghana." South African Journal of Education, no. 40(3) (August 31, 2020): 1–11. http://dx.doi.org/10.15700/saje.v40n3a1793.
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In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4–5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous play-based kindergarten teacher development programme was developed and successfully used to improve participating teachers’ knowledge, skills, attitudes and practices during the first year of its implementation. Data collected through classroom observation, interviews, photographs, participating teachers’ reflective journals and an evaluation questionnaire revealed that this programme had a positive impact on classroom practices and learners’ active participation in learning. The essential components of the programme are described as a guide for professional teacher development for delivering indigenous play-based pedagogy (IPBP) in early childhood education.
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Benhima, Mohamed. "Moroccan English Department Student Attitudes Towards the Use of Distance Education During COVID-19." International Journal of Information and Communication Technology Education 17, no. 3 (July 2021): 105–22. http://dx.doi.org/10.4018/ijicte.20210701.oa7.
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The current study aims to investigate students' attitudes towards the use of distance education during COVID-19 in Morocco. The first cases of COVID-19 starting from the first weeks of March 2020 has obliged educational authorities to suspend face-to-face education. Immediately, distance education was declared the alternative means to complete the academic year. Moroccan TV channels started broadcasting lessons for different levels at different times. Moreover, teachers and students started using social media and university platforms to share lessons. However, not all students agree with distance education in the adopted format. Accordingly, the current study investigates the attitudes of Moroccan English Department students at Moulay Ismail University. A mixed-method design was adopted by triangulating data from five-point Likert scale questionnaires and a focus group. The results showed that students generally prefer face-to-face education rather than distance education. However, part-time students reported positive attitudes towards distance education. It is recommended that both distance education and face-to-face education should be planned by teachers, coordinators, and administrators.
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Peterson, Kelsey, and Vladimir Pereira. "Attitudes on Skillful 2 and teacher created ancillary material." Revista de Lenguas Modernas, no. 33 (October 22, 2020): 25–51. http://dx.doi.org/10.15517/rlm.v0i33.39226.
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Selecting course materials is a crucial decision for many language departments, as the textbook is often the guide for any course. However, course material selection rarely takes into account students’ wants and needs (Wright, 1990). This study examines both student and teacher attitudes toward a textbook and online platform used for the first time in a first-year English course at a public university in Costa Rica. This study also addresses whether students and teachers consider a supplemental grammar booklet necessary for the course. A questionnaire and interviews were the sources of data collection that assessed specific impressions of the course materials. The results of the research show that perspectives regarding the books, from both students and teachers, are not as positive as one might expect. Preference for a supplemental grammar booklet was shown, but questions remain as to whether this material is truly necessary for the course. Positive attitudes toward some aspects of the new books were present, yet various issues with the material were voiced throughout the entire study. Following a thorough analysis and discussion of results, we provide recommendations that the English department and its professors can consider in response to the main findings of this study.
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Owston, Ronald D., Margaret Sinclair, and Herbert Wideman. "Blended Learning for Professional Development: An Evaluation of A Program for Middle School Mathematics and Science Teachers." Teachers College Record: The Voice of Scholarship in Education 110, no. 5 (May 2008): 1033–64. http://dx.doi.org/10.1177/016146810811000503.
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Background Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions. Blended learning is a promising, yet so far seldom used model for supporting teacher professional development. This model combines the advantages of traditional face-to-face interaction with the flexibility of online learning. Purpose In this study, we examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning. The goal of our research was to understand how the program affected teacher attitudes toward and pedagogical practices in these subjects and on student perceptions and learning of the subjects. Participants Participants in the study were 68 mathematics and 65 science/technology teachers in grades 6, 7, and 8 in several school districts in a large urban center, along with their students: 477 students from the mathematics teachers’ classes and 551 from the science/technology teachers’ classes. Program The blended learning program, known as the Teacher eLearning Project (TeL), began at the start of the school year with a module that consisted of a daylong face-to-face session followed by an eight-week online session. The first year of TeL focused on the mathematics teachers who had a total of three modules to complete; in the second year, science/technology teachers had two modules. Research design We used Guskey's (2000) five-level evaluation framework to assess the impact of the programs on teachers’ attitudes and knowledge, institutional support for the programs, changes in classroom practices, and student perceptions and learning of the subjects. Data were obtained using a pre-post design that included surveys, classroom observations, and key informant interviews. Findings Overall our results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees. Despite this, student responses were mixed: students viewed mathematics less favorably by the end of the program, but became more positively inclined towards science/technology. Conclusions The blended learning model shows potential for teacher professional development, although further research preferably through controlled studies is needed. Aspects that need to be examined further include the nature of the online tasks given to teachers, the role of the online facilitators, the impact on student achievement, and the implications of providing teachers with less release time than was available in this study.
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Qasim, Muhameed, and Tamadur Abdulazeen. "Psychological Attitudes towards Electronic learning in Female and male Students of Physical Education and Sport Sciences / University of Baghdad." Journal of Physical Education 33, no. 4 (December 28, 2021): 133–40. http://dx.doi.org/10.37359/jope.v33(4)2021.1220.
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The research aimed at identifying the psychological attitudes of students in the college of physical education and sport sciences’/ university of Baghdad. The researchers used a psychological attitude towards electronic learning constructed by Mohammed Qasem to identify the marks that the students get. The subjects were (259) female and male students and the scale was applied to them to conclude that the grades of psychological attitudes towards electronic learning are very low in second, third, fourth-year students while in first-year students the grades were high. Finally, the researchers recommended the necessity of changing programs and styles that teachers use as well as holding training courses to uplift their level of learning.
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Mohammed, Kavi S. "Teachers’ and Students’ Attitudes Toward the Implementation of the Politeness Principle in Classroom Interactions." ISSUE 7 4, no. 2 (December 31, 2020): 42–60. http://dx.doi.org/10.25079/ukhjss.v4n2y2020.pp42-60.
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Politeness is considered to promote effective interaction between people. In the process of language teaching and learning, it is believed to enhance learning by providing a lively and friendly atmosphere in the classroom (Jiang, 2010). During classroom periods, including class policy, activities, and techniques, a teacher’s language plays a critical role; it also plays an important role while giving academic instructions, motivating the class, and during the evaluation of a student’s performance and participation. This paper approaches classroom interaction from a pragmatic perspective by adopting Leech’s politeness principle and maxims. It aims to answer the following 2 questions: first, “what are the teachers’ attitudes toward the implementation of the politeness principle during classroom interactions?” and second, “what are the students’ attitudes toward the implementation of the politeness principle during classroom interactions?” To achieve the aims of this study by finding answers to the questions, the researcher prepared 2 sets of questionnaires: 1 for the teachers in the English Department and 1 for the fourth year students in the same department at the College of Basic Education, Salahaddin University-Erbil, Erbil, Iran, for the academic year of 2018 to 2019. By analyzing the data collected, it was found that both the teachers and students have positive attitudes toward the politeness maxims and the implementation thereof during classroom interactions; furthermore, there was agreement between the teachers’ and students’ responses to the questionnaires for most of the politeness maxims except in 3 cases, which were for the maxims of sympathy, obligation (S to O), and feeling reticence.
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Burden, Kevin, and Paul Hopkins. "Barriers and Challenges Facing Pre-Service Teachers use of Mobile Technologies for Teaching and Learning." International Journal of Mobile and Blended Learning 8, no. 2 (April 2016): 1–20. http://dx.doi.org/10.4018/ijmbl.2016040101.
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This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article concludes with implications for practice in teacher education, theory and areas for further research.
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Shey, Chunfeng, and William E. Baird. "Effects of videotaping feedback methods on Taiwan first-year elementary science teachers’ teaching skills and attitudes toward teaching science." Journal of Science Teacher Education 4, no. 4 (December 1993): 97–103. http://dx.doi.org/10.1007/bf02614561.
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Putra, Zetra Hainul, Neni Hermita, Jesi Alexander Alim, Dahnilsyah Dahnilsyah, and Riyan Hidayat. "GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 19 (October 12, 2021): 21. http://dx.doi.org/10.3991/ijim.v15i19.23773.
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<p class="0abstract">The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfaces of 3-D shapes. In addition, prospective elementary teachers have positive attitudes towards integrating GeoGebra in elementary initial teacher training. They believe that GeoGebra supports them to understand better the concepts of volume and surface area of 3-D shapes, facilitate students to understand the properties of a geometry object, and compare the object one made using hand drawing to using GeoGebra. Meanwhile, difficulty in using the tools to construct 3-D shapes in GeoGebra becomes a hinder to understand mathematics concepts and properties. The implication of this study is that there is a potential to integrate GeoGebra in mathematics learning in elementary teacher training.</p>
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Alharbi, Badr. "SAUDI TEACHERS’ KNOWLEDGE OF CRITICAL THINKING SKILLS AND THEIR ATTITUDES TOWARDS IMPROVING SAUDI STUDENTS’ CRITICAL THINKING SKILLS." Problems of Education in the 21st Century 80, no. 3 (June 25, 2022): 395–407. http://dx.doi.org/10.33225/pec/22.80.395.
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Saudi teachers are unsure how to include critical thinking into their classrooms.This study aimed at identifying the knowledge of Saudi teachers regarding critical thinking skills and exploring their attitudes towards improving Saudi students’ critical thinking skills. To identify if there are statistically significant differences at the level of significance (0.05) between the response averages of the study sample members about the degree of assessment of Saudi teachers about their knowledge of self-critical thinking skills due to the variables (specialization, experience, and gender), the quantitative approach was used employing a three-part questionnaire as the study’s instrument to achieve objectives. The first part gathered the demographic information of the participants focusing on three variables: “specialization,” “years of experience,” and “gender. The second part was designed to assess the participants' critical thinking abilities. The third part was to determine the participants’ attitudes about improving students’ critical thinking skills. The sample of the study consisted of (408) teachers (male and female) who were teaching at secondary school level in Hail City, Saudi Arabia during the academic year 2020-2021. The results revealed that the level of Saudi Teachers’ knowledge of critical thinking skills was high and that their attitudes towards improving students’ critical thinking skills were positive. Statistically, there were significant differences in favor of the “sciences specialization” versus the “humanities specialization” in the questionnaire’s two objectives. On the other hand, there were no statistically significant differences in the “gender” and “years of experience” variables. For future research, there is still a need to further examine Saudi teachers’ critical thinking skills and their attitudes towards improving Saudi students’ critical thinking skills. Its relevance to e-learning and adaptable settings is also discussed. Future research could look into the many interactions between different learning methods and strategies utilized in the development of camel thinking. Keywords: attitudes towards critical thinking, Critical Thinking (CT), Critical Thinking Skills (CTS), Saudi Teachers (ST)
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Hastürk, Gamze, and Oğuzhan Özdemir. "Investigation of Prospective Preschool Teachers’ Attitudes towards Science Education and Learning Styles." Journal of Educational Issues 7, no. 1 (May 6, 2021): 260. http://dx.doi.org/10.5296/jei.v7i1.18471.
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The knowledge, skills and attitudes of prospective pre-school teacher towards science education enable more effective classroom practices and science teaching. Teaching scientific processes at an early age affects students’ attitudes towards science in the coming years. In this context, this study was designed to examine the relationship between prospective pre-school teachers’ attitudes towards science education and their learning styles. The study was designed as correlational survey model. The sample of this study consists of 193 (165 female, 28 male) prospective pre-school teachers studying in the first, second, third and fourth class of faculty of education of a state university. The data were collected using the “The Science Teaching Attitude Scale” developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya, and Çakıroğlu (2002) and “Kolb Learning Style Inventory” developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive statistical analysis and predictive statistical analysis were used in the statistical calculations of the data obtained in the study. As a result of the study, it was found that there was no statistically significant difference in the attitudes of prospective teachers towards science education according to their learning styles. In addition, it was determined that prospective pre-school teachers developed positive attitude towards science education and had different learning styles. Based on the results, suggestions have been made regarding the organization of learning environments according to learning styles and the studies that will increase the attitude levels towards science education.
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Likhacheva, Elena Andreevna. "FEATURES OF VALUE AND SENSE ATTITUDES TO EDUCATIONAL ACTIVITIES IN FUTURE TEACHERS." Психология. Психофизиология 13, no. 4 (January 11, 2021): 58–67. http://dx.doi.org/10.14529/jpps200407.
Full textAbstract:
Background: At the moment, in educational psychology, questions of training future teachers remain relevant. The same is for the formation of not only professional competencies but also the system of value and sense attitudes of a teacher to his/her educational activities. Aim: The paper aims to study the structure of value and sense attitudes of future teachers (on the example of university students). Materials and methods: the study involved first-year students of the South Ural State Humanitarian Pedagogical University and the Bashkir State Pedagogical University named after M. Akmullahs aged from 17 to 18 years (n = 140, 118 females and 22 males). The following psychodiagnostic methods were used: meaning-life orientations test by D.A. Leontiev; value orientations method by M. Rokich; system of vital meanings by V.Yu. Kotlyakova modified by D.S. Ermakov. Mathematical and statistical processing: descriptive statistics and factor analysis were carried out using the IBM SPSS Statistics v. 23 statistical software package. Results: the indicators of meaning-life orientations, the ranking position of terminal and instrumental values, as well as the prevailing categories of life meanings were revealed. In the structure of value and sense attitudes of future teachers, 4 factors are identified that describe the students' ability to formulate their personal meanings, correlate them with the interests of society and their future profession. Conclusion: the data obtained allow to analyze the structure of value and sense attitudes of future teachers. The peculiarity of their educational activity is closely connected with a teacher’s perception of his/her importance and value in society.
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Al-Hebaishi, Safaa Mohammad. "The Effect of Peer Instruction Method on Pre-Service Teachers’ Conceptual Comprehension of Methodology Course." Journal of Education and Learning 6, no. 3 (March 15, 2017): 70. http://dx.doi.org/10.5539/jel.v6n3p70.
Full textAbstract:
Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of pre-service teachers’ attending a methodology course. The participants included 78 female post-graduate English teachers, who were seeking to obtain their teaching qualifications and were enrolled in a teaching methodology course during the first semester of the 2015 academic year. Statistically significant differences were observed while examining peer instruction method and students’ achievements (t = .181; sig = .857). Higher score ranging from 4.5500 and 3.4000 was observed among students in regards of peer instruction method. It has been examined that lecture enjoyability is increased from peer instruction method. Students are more perceived towards making apparent viewpoints concerning course concepts. Peer instruction method positively influence on attitudes of treatment group to understand essential course concepts. Peer instruction method was effective in enhancing conceptual comprehension and that the participants harboured positive attitudes towards it.