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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.
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Listiyawati, Listiyawati, Eliana Sari, and Ivan Hanafi. "Teacher's Emotional Intelligence, Class Management, and School Organizational Climate, on Interaction Behavior among Teachers and Students." Journal of Sosial Science 3, no. 4 (July 21, 2022): 656–65. http://dx.doi.org/10.46799/jss.v3i4.376.
The problems of classroom interaction among teachers and students arise in conditions of academic demands that assume the practice of teachers' social competence in class. This paper aims to study the effect of teachers' emotional intelligence, classroom management, and school organization climate on interaction behavior among teachers and students in SPK High School. A survey method with path analysis was applied to test the hypothesis and conduct interviews among 105 teachers and students by proportional random sampling technique. Upon this research, the conclusion is obtained. (1) A teacher's emotional intelligence, class management, and school organization climate positively affect teacher and student interaction behavior. (2) A teacher's emotional intelligence has a positive direct effect on school organization climate. Class management has a positive direct effect on the school organization climate. (3) A teacher's emotional intelligence has a positive direct effect on class management. (4) A teacher's emotional intelligence positively affects teacher and student interaction behavior through the school organization climate. (5) Class management positively impacts teacher and student interaction behavior through the school organization climate. The conclusion is that the teacher and student interaction behavior is affected by the teacher's emotional intelligence, class management, and school organization climate
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Fletcher, Heather, Amanda Krause, and Jane Davidson. "Examining How Voice Teachers Influence Student Achievement." Journal of Singing 79, no. 4 (February 22, 2023): 445–56. http://dx.doi.org/10.53830/hhjh1114.
While studies have defined voice teacher expertise, seldom have associations been made between voice teachers and their students’ performing achievements. This study investigated which characteristics and attributes of successful classical and music theatre voice teachers influence student success. A sample of 123 Australian voice teachers (77% females, 22% males, 1% non-binary), aged 26–78 years old (M=48.23), completed an online, quantitative survey examining teacher background, experience, and genre. Additionally, standardized, quantitative measures examined psychological components such as teacher empathy and leadership. Findings demonstrated statistically significant associations between greater student achievement and the teacher’s own performance and teacher training and achievements as well as the number of students they have taught. Additionally, teacher leadership, specifically training facilitation and positive feedback, was statistically positively associated with student achievement. Teacher genre was not found to influence student success. These findings indicate that incorporating leadership training into voice pedagogy courses, while facilitating ongoing performing and professional development, could contribute to voice teacher expertise which would conceivably produce more successful students.
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Shinoda, Hirofumi, Tsuyoshi Yamamoto, and Kyoko Imai-Matsumura. "Teachers’ visual processing of children’s off-task behaviors in class: A comparison between teachers and student teachers." PLOS ONE 16, no. 11 (November 3, 2021): e0259410. http://dx.doi.org/10.1371/journal.pone.0259410.
As teachers are responsible for responding instantaneously to students’ statements and actions, the progress of the class, and their teaching purpose, they need to be able to engage in responsive teaching. Teachers obtain information about students’ learning by observing them in the classroom, and subsequently make instructional decisions based on this information. Teachers need to be sensitive to student behaviors and respond accordingly, because there are students who follow the teacher’s instructions and those who do not in every classroom. Skilled teachers may distribute their gaze over the entire class and discover off-task behaviors. So how does a teacher’s visual processing and noticing ability develop? It is important to clarify this process for both experienced teachers and student teachers. Therefore, the purpose of this study was to investigate whether there is a difference in visual processing and the ability to notice off-task behaviors in class between teachers and student teachers through gaze analysis. Using an eye tracking device, 76 teachers and 147 student teachers were asked to watch a video, and gaze measurements were collected. In the video, students exhibiting off-task behaviors in class were prompted by their classroom teacher to participate in the lesson. After the video, the participants were asked if they could identify the students who had displayed off-task behaviors and whom the teachers had warned. The results showed that teachers gazed at students engaging in off-task behaviors in class more often and noticed them at a higher rate than student teachers did. These results may be attributed to differences in the experiences of visual processing of relevant information in the classroom between teachers and student teachers. Thus, the findings on teachers’ visual processing by direct measurement of gaze will be able to contribute to teachers’ development.
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Stunder, Stephen. "The Use Of Student Achievement Data In Teacher Evaluation: How Should It Be Used?" Interdisciplinary Journal of Advances in Research in Education 3, no. 2 (May 1, 2021): 1–6. http://dx.doi.org/10.55138/ab104284usa.
Student achievement data is widely recognized as a predictor of student success in education. The student achievement data is often used to determine if students are learning, understanding, processing, and retaining information. However, teachers are often unfairly evaluated based on student data, and little attention is given to student achievement outside of the classroom as well as how students without fair access to equitable resources perform. The student achievement data is also used to determine if schools are underperforming, and the data is also tied to whether or not students are proficient in subject content. These evaluations can often be tied to a teacher’s career path. This article looks to explore if teachers were more involved in the design of these evaluations, whether or not they would be a more fair assessment of teacher and student achievement. As teachers are experts in classroom environment, would teachers not be more qualified to develop fair evaluation tools to understand student and teacher achievement? Keywords: Teacher Evaluation, Student Achievement, Achievement Data
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Milawati, Milawati, Nurir Rohmah, and Helmy Sahirul Alim. "ESRU Model in ESP Context: Insight from EFL Teacher’s Practice." Prosodi 16, no. 1 (April 11, 2022): 17–27. http://dx.doi.org/10.21107/prosodi.v16i1.13373.
To carry out formative assessments, the ESRU model is used to analyze all utterances indicated as teachers' strategies in implementing informal formative assessments. The ESRU model begins with the initiation of the teacher in asking questions to generate student thoughts, then the students provide responses to the teacher's initiation questions. Furthermore, student responses can be recognized by teachers and teachers provide feedback on student responses. A case study on ESP classes was observed to investigate in depth information dealing with the ESRU Model implementation. It revealed that teacher-students interaction was dominantly occured, teacher can use information to support learning and modify their learning to help students achieve learning targets that are determined together. Thus the existing gap can be minimized, both students and teachers can benefit from the information obtained from informal formative assessments.
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Permatasari, Futika, and Yopi Arianto. "Urgensi Kompetensi Kepribadian Guru Sebagai Upaya Pengembangan Karakter Siswa." IDEA: Jurnal Psikologi 6, no. 1 (April 20, 2022): 76–82. http://dx.doi.org/10.32492/idea.v6i1.748.
Teachers are one of the determinants of educational success and play a major role in achieving educational goals. In addition to the great responsibility of teachers to educate students through the transfer of knowledge, teachers are required to master various kinds of competencies to support the continuity of learning activities. Personality competence is one of the competencies that must be possessed by teachers because as role models for students in learning activities, teachers must present themselves as a teacher profile with a steady and stable personality. The teacher's personality competence is a competence that has a significant influence on the development of student character in accordance with the values and norms that apply in religion and society. Problems related to learning motivation, social behavior, discipline, and student achievement are also influenced by the teacher's personality. Therefore, the teacher's personality competence needs more attention to be developed as an effort to improve the quality of education.
Keywords: Competence, Personality, Teacher, Student Character
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Nurjannah, Eka, Masudi Masudi, Baryanto Baryanto, Deriwanto Deriwanto, and Asri Karolina. "Strategi Guru Mata Pelajaran Akidah Akhlak dalam Meningkatkan Kedisiplinan Belajar Siswa." Journal of Education and Instruction (JOEAI) 3, no. 2 (December 2, 2020): 159–71. http://dx.doi.org/10.31539/joeai.v3i2.1381.
This study aims to find out how the teacher strategies of the subjects Akidah Akhlak in improving student learning discipline and how the state of student learning discipline in SDIT Rabbi Radhiyyah 01 rejang lebong district. This research uses qualitative approach with field research type. Observation data collection techniques, interviews, and documentation. Data analysis includes data reduction, data presentation, verification/drawing conclusions. The results showed; First, the teacher's strategy of morality in improving student learning discipline by briefing students on the importance of enforcing discipline, teachers setting an example for students in good manners, teachers advising students to be good and teachers to sanction students who violate discipline; Second, the student's learning discipline situation is informed if the student's low interest in learning is due to students lacking introspection, weak student punishment and low support from some parents. In conclusion, the strategies implemented by teachers in improving student discipline by providing examples, advice to be good, as well as weak student discipline conditions caused by students lacking self-introspection, weak student punishment and low support of some parents.
Keywords: Teacher Strategy, Moral Code Teachers, Learning Discipline
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Laili, Laili, Eka Yanuarti, Hendra Harmi, and Asri Karolina. "Upaya Guru Pendidikan Agama Islam dalam Mengembangkan Sikap Keberagamaan pada Siswa." Journal of Education and Instruction (JOEAI) 3, no. 2 (December 23, 2020): 179–88. http://dx.doi.org/10.31539/joeai.v3i2.1385.
This study aims to find out how the teacher strategies of the subjects Akidah Akhlak in improving student learning discipline and how the state of student learning discipline in SDIT Rabbi Radhiyyah 01 rejang lebong district. This research uses qualitative approach with field research type. Observation data collection techniques, interviews, and documentation. Data analysis includes data reduction, data presentation, verification/drawing conclusions. The results showed; First, the teacher's strategy of morality in improving student learning discipline by briefing students on the importance of enforcing discipline, teachers setting an example for students in good manners, teachers advising students to be good and teachers to sanction students who violate discipline; Second, the student's learning discipline situation is informed if the student's low interest in learning is due to students lacking introspection, weak student punishment and low support from some parents. In conclusion, the strategies implemented by teachers in improving student discipline by providing examples, advice to be good, as well as weak student discipline conditions caused by students lacking self-introspection, weak student punishment and low support of some parents.
Keywords: Teacher Strategy, Moral Code Teachers, Learning Discipline
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Indraswati, Dyah, Prihma Sinta Utami, Suyitno Suyitno, and Dodik Kariadi. "Pengaruh Persepsi Mahasiswa Tentang Status Sosial Guru Dan Pendidikan Profesi Guru (PPG) Terhadap Motivasi Menjadi Guru Sekolah Dasar." Madrasah 12, no. 2 (June 29, 2020): 140–53. http://dx.doi.org/10.18860/mad.v12i2.8963.
This study aims to determine: (1) the effect of students' perceptions of the teacher's sosial status on student motivation to become a Primary Teachers; (2) the effect of students' perceptions about teacher professional education programs (PPG) on student motivation to become teachers; (3) the effect of students' perceptions about the sosial status of teachers and teacher professional education programs (PPG) on student motivation to become teachers. This research is an ex post facto research with a quantitative approach. The subjects in this study were the 7th-semester students of the University of Mataram's PGSD study program, amounting to 315, then samples were taken using the Slovin formula so that 177 students were obtained. The data collection method uses a questionnaire. Data analysis uses descriptive statistical analysis; analysis prerequisite test consisting of normality test, linearity test, and multicollinearity test; and regression analysis consisting of a simple linear regression test and multiple linear regression test. The results showed: (1) There was a positive and significant influence of students' perceptions about the teacher's sosial status on motivation to become a teacher. (2) There is a positive and significant influence of students' perceptions about PPG on motivation to become a teacher. (3) There is a positive and significant influence of students' perceptions about the sosial status of teachers and PPG simultaneously on the motivation of students to become teachers.
Dissertations / Theses on the topic "Student teachers":
1
Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.
Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections. A collective case study approach was followed to gain a detailed understanding of the experiences of the five student teachers, looking specifically at their confidence in teaching and the factors associated with it. Findings indicated that the confidence in teaching of all five student teachers changed throughout their practicum experiences. Results suggested many factors influenced these changes. Student teachers shared that the student teaching experience, the grade level/subjects taught, their relationships with their students, and their relationships with their mentor teachers contributed to their confidence. The mentor teachers perceived that student teachers’ confidence could be influenced by consistency in classroom management and their interactions with their mentor teachers. Two areas of influence on student teacher confidence not uncovered by other researchers were the quest of student teachers for perfection while teaching and the need of mentor teachers for control of the content presented by the student teachers, especially during the months prior to state-mandated testing. Implications of the study included the need for university supervisors to mediate between student teachers and mentor teachers in promoting shared ownership of student learning within that community of practice enabled by student teaching.
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Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.
A challenge faced by agricultural educators across the country is a lack of
qualified teachers entering the profession. The purpose of this study was to determine if
there is a relationship between student teacher perceptions of the student
teacher/cooperating teacher relationship and the decision to enter the teaching
profession. Background/demographic characteristics were also examined to determine if
relationships existed with the decision about entering teaching. These characteristics
included gender, age, academic classification, race/ethnicity, previous agricultural work
experience, and semesters of high school agricultural science courses completed.
The target population of this study consisted of preservice agricultural education
students at Texas A&M University. The sample consisted of 33 student teachers who
completed their student teaching in the fall semester 2004.
The instrument consisted of three parts. Part I of the instrument contained six
background/demographic variables (gender, age, semesters of high school agricultural
science courses completed, academic classification, race/ethnicity, and agricultural work
experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item,
participants were asked to indicate the importance of each characteristic and the current
level of their cooperating teacher using a modified five point Likert-type scale. Part III
of the instrument consisted of a single item, âÂÂDo you plan to teach agricultural science
when you graduate?â accompanied by a seven point response scale ranging from
definitely yes to definitely no.
There was no relationship found between the student teacher/cooperating teacher
relationship and the decision to teach. However, a relationship was found between
previous agricultural work experience and the decision to teach, as well as a relationship
between the semesters of high school agricultural science courses competed and the
decision to teach. By knowing how many high school agricultural science courses a
student had completed, one could better predict the decision to teach.
As a result of the study, the researcher recommends that agricultural education
programs recruit students who have completed high school agriculture courses. High
school agricultural science teachers should encourage their students to pursue careers in
agricultural education.
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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.
This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.
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Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.
Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.
Tai, Mei-har Jessie. "A study on the role, benefits and concerns of the cooperating teachers in the cooperating teacher scheme." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602208.
Marple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.
Thesis (Ed. D.)--Illinois State University, 1989. Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.
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Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.
Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachersâ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher â cooperating teacher relationships. Structured communication influences student teachersâ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher â cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.
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Freedman, Debra Michele. "(Re)presentations of education : pre-service teachers' interpretations of Dangerous minds through the lens of media cultural studies /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004266.
Amy, McAlpine, and Scottish Council for Research in Education., eds. Student-teachers learning from experienced teachers. Edinburgh (15 St John St, Edinburgh EH8 8JR): Scottish Council for Research in Education, 1988.
1937-, McAlpine Amy, and Scottish Council for Research in Education., eds. Student-teachers learning from experienced teachers. Edinburgh: Scottish Council for Research in Education, 1988.
Elfer, Charles J. "Becoming a University Supervisor." In Supervising Student Teachers, 3–19. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_1.
Ritter, Jason K. "Personal Examples of Self-Study as a Means of Developing and Enacting a Pedagogy of Supervision." In Supervising Student Teachers, 139–55. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_10.
Garrett, H. James. "Rethinking the Spaces of Supervision." In Supervising Student Teachers, 157–68. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_11.
Byrd, David, and Jay Fogleman. "The Role of Supervision in Teacher Development." In Supervising Student Teachers, 191–210. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_13.
Schmeichel, Mardi. "Check it Before you Wreck It." In Supervising Student Teachers, 33–45. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_3.
Dinkelman, Todd. "Observation Reports and the Mystery of Supervising Student Teachers." In Supervising Student Teachers, 47–59. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_4.
Conference papers on the topic "Student teachers":
1
Nabbout, Marie. "A study of discrepancies in the assessment of probabilistic tasks: why might teachers grade and evaluate inconsistently a given answer?" In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07804.
In this paper we present part of a study carried out to identify Lebanese teachers’ representations of probability as well as their teaching practices. We compare grades and judgments that teachers attribute to fictitious students. Our result show inconsistencies in grading on the same teacher: discrepancy between the quantitative judgment (grade) and the qualitative judgment that he attributes to the same answer. The comparison between the quantitative judgments (grades) and the qualitative judgments reveals a great diversity among teachers: a convergence in grading can hide very different qualitative judgments. This comparison contributed largely to the study of certain representations and practices of teachers, in particular those concerning the concept of independence of events.
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Doulougeri, Karolina, Jan D. Vermunt, Gunter Bombaerts, and Michael Bots. "Analyzing student-teacher interactions in challenge-based learning." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1389.
Challenge-based learning (CBL) exposes students to the complexities of openended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation during a 9-week CBL course for first-year engineering students. Thematic analysis is employed to identify critical incidents of friction during students' learning via analyzing students' weekly learning portfolios. Results suggest that students' experience in CBL is not linear, and there is a constant interplay between students' ability to regulate their learning and teachers' scaffolding. Initial exposure to CBL was characterized by friction in student and teacher interactions. Several students increased their self-regulated learning skills by resolving the initial friction by adopting a more proactive approach to their learning by actively asking questions and feedback from their teachers. The findings of this study are particularly relevant for CBL, where much attention is paid to students' autonomy, self-directedness, and collaboration. Building on the insights of this research, we make recommendations for further research and educational practice.
3
van Putten, Sonja, Ld Beukes, and Hanlie Botha. "STUDENT TEACHERS' UNDERSTANDING OF THE TEACHER AS CARER." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0280.
Dogaru, Mariana, Gabriela alina Anghel, and Esther nieto moreno de Diezmas. "TEACHERS' MOTIVATION - PERCEPTIONS ON THE REASONS OF PARTICIPATION IN SCHOOL ACTIVITIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-146.
The employees’ motivation leads to better results in reaching the objectives proposed. What is going on within the Romanian schools? How motivated do teachers in good schools consider themselves? How about those in less effective schools? What motives animate them to participate in school activities? The research realized analyzes the perception of over 600 teachers concerning their own motivation, in order to identify the main reasons lying at the basis of an active participation to school life. Our concern is about this because motivated teacher means a well-trained student. The complexity of motivation reflects the importance of this, especially related to teachers. The professionalism of teachers has the result of a high level of quality of education provided to the students. So, the importance of motivation is related directly with the children’s education. Also, the children’s outcomes are directly influenced by the teacher’s motivation, according with Sugata Mitra’s experiments. The findings reflect the reality from Romanian schools. This reality has to be known by the decision makers in order to take the right, the most adequate measures both at the local and national level. It is very important to find out the coordinates for intrinsic motivation and for all mechanism that are involved in fostering this kind of motivation. It is demanding for an effective system of education to access and to develop teacher’s intrinsic motivation. In a knowledge-based economy, with a dynamic growth of information it is appropriate to have well-formed and developed students to be able to be integrated on the labor market. This is the reason why for principals it is essential to be careful to notice and to foster teacher’s motivation, especially the intrinsic one. This teacher’s wellbeing is crucial for student’s developing because it is a direct correlation, a logical connection between teachers’ competences and the students’ learning.
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Kusiak-Pisowacka, Monika. "Exploring student teachers’ reflection skills: Evidence from journal tasks." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11088.
The article addresses the issue of developing reflection skills of Polish foreign language student teachers in the context of university training. Although the importance of fostering reflection in student teachers has been widely acknowledged, the complexity of the construct and difficulties to operationalize reflection in research calls for new studies, to which the present paper aims to contribute. The paper discusses the study in progress whose main aims were to explore the potential of journal tasks as techniques stimulating trainees’ reflection and to investigate the nature of reflection demonstrated in students’ journals. The results of the analysis of students’ texts revealed different ways that the students adopted to approach the journal task. Three perspectives from which the students developed their narration were identified: teacher-focused, learner-focused and the one that focusses on external factors. Additionally, the analysis led to the identification of three types of writing, named in the study as Theorising, Describing and Discussing. The findings point to the effectiveness of journal tasks in stimulating students’ thinking about their practicum experiences. They also stress the significance of fostering novice teachers’ reflection skills as a way of socializing students into new roles they will play in their future professional communities.
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Letuka, Mokete, and Paseka Patric Mollo. "STUDENT TEACHERS’ PERCEPTIONS OF THE ASSESSMENT OF VIDEO-RECORDED LESSONS DURING TEACHING PRACTICE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end011.
"Lecturers have not been able to go to schools where student teachers were placed for teaching practice, to physically sit in classrooms to observe and assess their lessons. This is due to Covid-19 lockdown regulations in South Africa. For this reason, students were instructed to video-record their lessons, and submit them to lecturers for observation and assessment of their teaching competence. As a result of this unprecedented venture, the researchers sought to determine student teachers’ perceptions of the video-recorded lessons, and the assessment thereof. A qualitative research approach was employed to carry out this study because the researchers intended to understand in-depth, the student teachers’ views and perceptions regarding their video-assessed lessons. Individual interviews were conducted among a sample of 40 third-year students, which were purposefully selected. Collected data were analyzed by means of identification of patterns and themes. Findings revealed that most student teachers preferred video-recording their lessons and sending them to lecturers for assessment. They felt less nervous and anxious, and thus made fewer mistakes when it was just them and the learners in the classroom, as opposed to when the lecturer or mentor teacher sits in and observes them as they conduct lessons. However, they preferred mentor teacher/lecturer feedback over feedback from their peers. The study highlighted the need for a shift, from lecturers being physically present in the classroom to observe and assess student teachers’ teaching competence, to assessing video-recorded lessons and providing students with feedback."
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Vronska, Natalja. "Student Learning Motivation in Latvian Schools." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.021.
Student motivation is highly dependent on the educators themselves, their personality, and the way of organizing and monitoring the study process. The students’ interest will be roused and motivation increased if the teacher offers interesting information, applies new information technologies and various teaching methods. The use of information technologies in the school to acquire different subjects can attract students’ interest; involve them in the study process, thus increasing their motivation to cooperate. However, the main role plays the teacher because the students are more or less motivated to do something, but the teacher’s objective is to enlarge the student’s world to be motivated. Mann –Whitney test, and Chi-square test were used to analyse the study results. The number of respondents is 453students from Latvian school X and school Y. The aim of the study is to find the opinion about learning motivation in Latvian schools. To the questions: How often do teachers use different methods to help you acquire the subject well and understand the study content? significant prevalence was for the answer sometimes in the school X (p-value=0.000) and for the answer often in the school Y (p-value=0.011). How clearly teachers explain the training topics and tasks? significant prevalence was for the answer it depends in the school X (p-value=0.000) and for the answer quite clearly in the school Y (p-value=0.000). How often are you invited to express your opinion, analyse and make conclusions during the lesson? significant prevalence was for the answer sometimes in the school X (p-value=0.000) and for the answer often in the school Y (p-value=0.000).
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Ye, Jingwen, Xinchao Wang, Yixin Ji, Kairi Ou, and Mingli Song. "Amalgamating Filtered Knowledge: Learning Task-customized Student from Multi-task Teachers." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/573.
Many well-trained Convolutional Neural Network~(CNN) models have now been released online by developers for the sake of effortless reproducing. In this paper, we treat such pre-trained networks as teachers and explore how to learn a target student network for customized tasks, using multiple teachers that handle different tasks. We assume no human-labelled annotations are available, and each teacher model can be either single- or multi-task network, where the former is a degenerated case of the latter. The student model, depending on the customized tasks, learns the related knowledge filtered from the multiple teachers, and eventually masters the complete or a subset of expertise from all teachers. To this end, we adopt a layer-wise training strategy, which entangles the student's network block to be learned with the corresponding teachers. As demonstrated on several benchmarks, the learned student network achieves very promising results, even outperforming the teachers on the customized tasks.
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Popescu, Delia-Mioara, Anca-Elena Aviana (Bojan), and Liviu Halip. "The Importance of Information Technology in the Activity and Professional Development of Teachers." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/17.
The use of information technology in the activity and professional development by the teachers represents an extinguished necessity of the current stage. The new technologies come to the aid of the teacher, in the exercise of his profession. Using them makes the teacher's work more efficient, it helps him save time and space in making the necessary documents for carrying out, in good conditions, the activity. The development of information technologies has boosted the professional training of teachers for the use of TIC tools. Traditional teaching methods are not replaced by technology, but this can improve both the course material and the relationship between students and the teacher. Educational institutions must take advantage of the opportunities offered by technology and create programs, special software to offer the student an interactive, rich and varied learning experience. Technology is everywhere around us, and this must determine us, those responsible for the educational act in schools, to change the way students assimilate information during class hours.
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Holmes-Smith, Philip. "Communicating student performance data to school teachers." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05304.
The results from national studies of student ability are analysed using Item Response Theory (IRT). This theory describes the relationship between the ability of students taking a test and the difficulty of each item on that test. Using the assumption that a test item is a hard item if only the brightest students answer it correctly and that bright students are those students who can answer even the hardest items correctly, IRT is a generalized iterative procedure that can be used to simultaneously estimate both the difficulty of items on a test and the ability of those taking the test. This talk will give an overview of this technique and will demonstrate its use in measuring student ability. In particular the use of IRT models to construct Maths ability scores will be briefly discussed and how the results are communicated to teachers discussed.
Reports on the topic "Student teachers":
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Pookulangara, Sanjukta, and Arlesa Shephard. Technology Vs. Teachers: Student use of university digital collections and role of Teachers. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1841.
Dee, Thomas. Teachers and the Gender Gaps in Student Achievement. Cambridge, MA: National Bureau of Economic Research, October 2005. http://dx.doi.org/10.3386/w11660.
Burgess, Simon, Shenila Rawal, and Eric Taylor. Teachers’ Use of Class Time and Student Achievement. Cambridge, MA: National Bureau of Economic Research, November 2022. http://dx.doi.org/10.3386/w30686.
Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.
Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Chetty, Raj, John Friedman, and Jonah Rockoff. The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. Cambridge, MA: National Bureau of Economic Research, December 2011. http://dx.doi.org/10.3386/w17699.
Chetty, Raj, John Friedman, and Jonah Rockoff. Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19424.
Hanushek, Eric, Marc Piopiunik, and Simon Wiederhold. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20727.
Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, March 2023. http://dx.doi.org/10.54300/956.678.
Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching.
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Dee, Thomas. Teachers, Race and Student Achievement in a Randomized Experiment. Cambridge, MA: National Bureau of Economic Research, August 2001. http://dx.doi.org/10.3386/w8432.
James, Carolyn. Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2951.
