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Xodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.
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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).
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Alrajeh, Tahani Salman, and Beth Winfrey Shindel. "STUDENT ENGAGMENT AND MATH TEACHERS SUPPORT." Journal on Mathematics Education 11, no. 2 (March 3, 2020): 167–80. http://dx.doi.org/10.22342/jme.11.2.10282.167-180.
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This study aimed to investigate the factors that influence student engagement in mathematics classes. It explored the relationship among emotional, organizational, and instructional support and the impacts of characteristics of teacher, such as years of experience, and sexual orientation, on student engagement. Data were taken from the Consortium for Political and Social Research. The study was involved mathematics teachers and encompassed three years of data collection and observation. Data were collected first hand through classroom observations and student–teacher surveys. In this study, ANOVA, t-test, and partial correlation were employed to evaluate the relationships among the study variables based on participants’ responses. The relationship between student engagement and instructional support weakened after controlling for emotional and organizational support. However, instructional support continued to significantly influence student engagement. In addition, results showed a significant difference in student engagement attributed to the teacher’s gender. Results revealed the interaction between gender and years of experience significantly influenced student engagement, which was in favor of female teachers.
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Mardapi, Djemari, and Tutut Herawan. "Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 106–23. http://dx.doi.org/10.2478/jtes-2018-0007.
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Abstract Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher’s competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage the development of a sustainable teacher profession. The data was collected through documentation. Moreover, some interviews were conducted about (1) teacher competency test in 2012–2014 by 1,611,251 teachers; in 2015 by 2,699,516 teachers, and in 2016 by 427,189 teachers, and (2) teacher development programs as a follow-up of teacher competency tests. The obtained data was analized by descriptive quantitative and qualitative, respectively, on the document study result data and the interviews. The teacher competency test results were used to measure the mastery of pedagogic and professional competence of teachers at all subject matter and all levels of schools in Indonesia. Furthermore, the results are used as the basis for determining teacher quality improvement program in Indonesia continuous training. They are expected to provide best practice information from the implementation of teacher competency mapping done in Indonesia including its follow-up in order to develop the teacher’s sustainable profession.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 13, 2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.
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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 14, 2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.
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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (September 6, 2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.
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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.
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Myers, Diane, George Sugai, Brandi Simonsen, and Jennifer Freeman. "Assessing Teachers’ Behavior Support Skills." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 2 (March 23, 2017): 128–39. http://dx.doi.org/10.1177/0888406417700964.
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In this article, the authors provide an overview of empirically supported practices and techniques for monitoring and assessing teachers’ use of effective behavior support practices. They focus on how teacher preparation programs, administrators, and supervising teachers provide pre-service teachers with helpful feedback on their teaching performance. In addition, they describe a behaviorally based conceptual model for assessing teachers’ fluent and sustained use of empirically supported classroom behavior support practices and provide recommendations for enhancing the preparation of pre-service educators.
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Cunningham, Jennifer E., Mary Louise Hemmeter, and Ann P. Kaiser. "The Relation Between Teachers’ Positive Behavior Support and Language Support." Topics in Early Childhood Special Education 40, no. 3 (August 7, 2020): 131–42. http://dx.doi.org/10.1177/0271121420943653.
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The goal of this study was to extend what is known about factors that contribute to the language-learning environment in early childhood classrooms. Two primary research questions were addressed: (a) Are measures of teacher use of classroom-wide positive behavior intervention and support (PBIS) strategies associated with the quality of teacher language support? and (b) Do teachers who receive program-wide training in PBIS strategies differ in their language interactions with children in their classrooms compared with a control group? Findings were mixed and provide preliminary support for the hypothesis that a positive relationship exists between PBIS strategies and the language-learning environment of preschool classrooms. Teachers’ scores on a measure of PBIS strategies were a significant predictor of global ratings of language support. However, teachers who were enrolled in the program-wide PBIS training group did not score significantly higher than teachers in a control group at posttest.
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Conner, AnnaMarie, and Laura Marie Singletary. "Teacher Support for Argumentation: An Examination of Beliefs and Practice." Journal for Research in Mathematics Education 52, no. 2 (March 2021): 213–47. http://dx.doi.org/10.5951/jresematheduc-2020-0250.
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Supporting students in making mathematical arguments is an important part of discourse practices in mathematics classrooms. Differences in teachers’ support for collective argumentation have been observed and documented, and the importance of the teacher’s role in supporting collective argumentation is well established. This article seeks to explain differences in teachers’ support for argumentation by examining two student teachers’ beliefs about mathematics, teaching, and proof to see which beliefs are visible in their support for argumentation. Assisted by a framework for argumentation and a commitment to teachers’ beliefs and actions as sensible systems, we found that teachers’ beliefs about the role of the teacher, particularly with respect to giving explanations, were more visible in their support for collective argumentation than other beliefs about mathematics or proof.
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Bach, Shirley. "Teachers need support." Nursing Standard 19, no. 21 (February 2, 2005): 31. http://dx.doi.org/10.7748/ns.19.21.31.s44.
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Oktasari, Maria. "Perceptions around teacher's social support with student achievement motivation." TERAPUTIK: Jurnal Bimbingan dan Konseling 1, no. 2 (November 7, 2017): 145. http://dx.doi.org/10.26539/1229.
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Several indications that indicate student in low achievement motivation, among others: (1) lack of enthusiasm to follow the lesson, (2) less attention to the teacher, (3) the students have not targeted yet, (4) students tend to ignore the task, (5) (6) students are less harmonious with teachers, (7) students are lazy to learn, and (8) some students feel scared with the teacher. Students 'perceptions of teacher's social support are factors that allegedly influence students' achievement motivation. This study aims to determine the relationship of students' perceptions of the social support of teachers with achievement motivation. The method used throughout this research is quantitative with regression technique. Samples numbered to 206 students of SMA Negeri 1 V Koto Timur Padang Pariaman, and selected by proportional random sampling. The instrument used is the student's perception scale of teacher's social support and achievement motivation. The research findings indicate that there is a significant correlation between around teacher's social support with student achievement motivation.
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Stanley, Julian. "When teachers need help: The Teacher Support Network." British Journal of School Nursing 5, no. 2 (March 12, 2010): 92. http://dx.doi.org/10.12968/bjsn.2010.5.2.47145.
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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
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AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
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Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
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Duralia, Daniela. "Technology as a Support for Constructive Learning." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 283–87. http://dx.doi.org/10.2478/kbo-2020-0091.
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AbstractThe integration of high technology in education has been the topic of many conferences. Being a new concept, many teachers feel anxious when having to use it, whereas students show much excitement. When choosing to integrate technology in their LES (Learning Evaluation Situation), teachers need to have their pedagogical goals established. As Peter Lindsay puts it, “we do not decide on the technology and let that decision dictate the experience” [1].This paper explores the importance of using technology in a constructive way in ESL (English as a Second Language) or EFL (English as a Foreign Language) classes. Most often the teacher does not manage to provide each student with feedback. Such feedback represents the building blocks in students’ learning process. Most often they become demotivated because they have no idea of how they could improve. Not only is feedback through technology a way to save teachers’ and students’ time, but it also gives the latter the opportunity to use metacognitive thinking. Teacher’s control and guidance in view of overcoming their difficulties is indispensable. While monitoring the students, the teacher intervenes correcting them in view of putting them back on the right track so that they finally follow the trajectory drawn in the LES to obtain the final pedagogical goals.
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Voinea, Mihaela, and Ioana Roxana Topală. "Support Teacher as Key Factor of Integration Children with Special Education Needs in Mainstream School." European Journal of Social Science Education and Research 5, no. 3 (December 1, 2018): 62–69. http://dx.doi.org/10.2478/ejser-2018-0058.
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Abstract The issue of integrating children with special educational needs in mainstream school depends on several factors. The most important is the support teacher, who is the link between school, family and community, between children and teachers and other specialists. (Avramidis & all 2000, Ainscow 2016, etc.). Teachers need to change their own mind set and system of values according to the new social responsibilities in order to become promoters of human diversity, acceptance and tolerance. Therefore, teacher training must respond diligently to the new teacher’s roles and responsibilities. The main purpose of this research was to identify the training needs for support teachers based on the analysis of their own socio-educational experience (their own role and their particular training needs as support teachers), as well as (mainstream school) teachers’, pupils’ and parents’ perceptions regarding integration. This study was conducted in a mixt methods structure, which employed both quantitative and qualitative methods for data collection. A questionnaire-based survey was conducted, with mainstream teachers, on one hand, and parents, on the other hand. We addressed the issues of attitudes towards the integration of children with SEN (special education needs) and the collaboration with the support teacher. Also, focus-group interviews were conducted with support teachers. A number of 112 participants were included in the study (57 teachers from mainstream schools, 20 support teachers, and 35 parents ) Conclusion: Teachers’ and parents’ cognitive schemas regarding what a support teacher can and should do in order to facilitate the integration of children with SEN are different from his/her actual educational role and responsibilities. This gap between the social representations and the actual job description can be bridged by building a more complex and accurate understanding of how every actor involved in the integration process must become aware of one’s personal beliefs and expectations, assume and thoroughly play his/her part in a collaborative manner. Teacher training through transformative learning based on sharing experiences and group projects is a learning experience suitable for developing competences for teachers for special education.
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Skott, Jeppe. "Researching teachers, support to teachers—and teaching." Journal of Mathematics Teacher Education 21, no. 4 (June 26, 2018): 317–19. http://dx.doi.org/10.1007/s10857-018-9411-9.
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Van Zoest, Laura R., and Shari L. Stockero. "Capitalizing on Productive Norms to Support Teacher Learning." Mathematics Teacher Educator 1, no. 1 (September 2012): 41–52. http://dx.doi.org/10.5951/mathteaceduc.1.1.0041.
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We draw on research into the durability of sociomathematical and professional norms to make a case for attending to productive norms in teacher education experiences. We illustrate that productive norms have the potential to support teacher learning by (a) improving teachers' own mathematical understanding, particularly of specialized content knowledge; (b) supporting teachers to productively view and analyze classroom practice; (c) providing teachers an experiential basis for thinking about fostering productive norms in their classrooms; and (d) helping teachers to develop professional dispositions that support continued learning from practice. This work points to the importance of intentionally considering the norms cultivated in teacher education experiences, assessing their productivity, and strategically focusing on those that provide the best support for teacher learning.
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Dickler, Rachel, Janice Gobert, and Michael Sao Pedro. "Using Innovative Methods to Explore the Potential of an Alerting Dashboard for Science Inquiry." Journal of Learning Analytics 8, no. 2 (September 3, 2021): 105–22. http://dx.doi.org/10.18608/jla.2021.7153.
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Educational technologies, such as teacher dashboards, are being developed to support teachers’ instruction and students’ learning. Specifically, dashboards support teachers in providing the just-in-time instruction needed by students in complex contexts such as science inquiry. In this study, we used the Inq-Blotter teacher-alerting dashboard to investigate whether teacher support elicited by the technology influenced students’ inquiry performance in a science intelligent tutoring system, Inq-ITS. Results indicated that students’ inquiry improved after receiving teachers’ help, elicited by the Inq-Blotter alerts. This inquiry improvement was significantly greater than for matched students who did not receive help from the teacher in response to alerts. Epistemic network analyses were then used to investigate the patterns in the discursive supports provided to students by teachers. These analyses revealed significant differences in the types of support that fostered (versus did not foster) student improvement; differences across teachers were also found. Overall, this study used innovative tools and analyses to understand how teachers use this technological genre of alerting dashboards to dynamically support students in science inquiry.
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Van Leeuwen, Anouschka. "Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload." Journal of Learning Analytics 2, no. 2 (December 7, 2015): 138–62. http://dx.doi.org/10.18608/jla.2015.22.11.
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Learning analytics (LA) are summaries, visualizations, and analyses of student data that could improve learning in multiple ways, for example by supporting teachers. However, not much empirical evidence is available yet concerning the effects of LA on how teachers diagnose student progress and intervene during students’ learning activities. The goal of this paper is to summarize the empirical work that was undertaken recently concerning the effect of various types of LA tools on teacher regulation of collaboration groups of students, and to describe the theoretical mechanisms by which LA tools may support teachers in synchronous, moment-to-moment regulation of computer-supported collaborative learning. The hypothesized mechanisms are that LA tools can 1) aggregate information to a manageable level and thereby lower information load, 2) steer the focus of the teacher’s attention, and 3) increase the teacher’s confidence concerning the diagnosis of the situation. In the final section, the role of teacher goals and beliefs in the use of LA tools is discussed, which is argued should be kept in mind when implementing LA in classroom situations.
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Lillge, Danielle. "Improving professional development relationships that support teacher learning." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 365–81. http://dx.doi.org/10.1108/etpc-12-2018-0121.
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Purpose Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation. Design/methodology/approach Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning. Findings A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions. Research limitations/implications These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning. Practical implications Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning. Originality/value Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.
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Aleksandrova, Ekaterina A. "SCIENTIFIC AND METHODOLOGICAL SUPPORT OF TEACHERS." Yaroslavl Pedagogical Bulletin 117, no. 6 (2020): 14–21. http://dx.doi.org/10.20323/1813-145x-2020-6-117-14-21.
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Currently, there is a contradiction between the established traditions of edifying pedagogical mentoring of young teachers and their need for individual scientific and methodological support for the formation of the author's teaching style. The article considers options for scientific and methodological support of teachers: equal age-based cooperation, diverse edifying interaction, equal age-based interaction. It is shown that situations of compatibility, the process of finding a contradiction, observance of the principle of eventuality are important, which will lead to the formation of an author's research handwriting, a style of research activity among the young teachers. The stages of this process are proposed: the stage of reflective familiarization, active imitation, reflective selfknowledge, to form research behavior and author's style, acceptance and presentation of oneself in the new role of researcher/methodologist. Thus, the inevitability of meeting with new traditions, rituals, customs is consistently ensured; the young teacher has performed the first cultural tests of research/methodological behavior; understanding oneself in a new role, exploratory self-determination, and then accepting and presenting oneself in a new role as a researcher/methodist. The process of co-action of a mentor with a young teacher is described: organization of reflection; motivation to independently search for a research task or methodological reception, resources of their own research activities; included observation, readiness to provide pedagogical support, organization of reflection. The functions of the accompanying teacher are shown: facilitation, accompaniment and reflection. The tactics of scientific and methodological support (guardianship, care and protection; mentoring and cooperation; pedagogical assistance, support and real support) in the context of scientific and methodological support. The essence of the scientific and methodological support of teachers is described: creating motivating conditions for the formation of the author's style among teachers, providing various opportunities for professional expression and feeling satisfied with their work. The logic of scientific and methodological support has been clarified: through criticism – to doubt, to acceptance, cultural test, correction and secondary acceptance of oneself; from interaction with a mentor-master-tutor through compatibility and eventuality to independence and scientific and methodological authorship.
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Redding, Christopher, Laura Neergaard Booker, Thomas M. Smith, and Laura M. Desimone. "School administrators’ direct and indirect influences on middle school math teachers’ turnover." Journal of Educational Administration 57, no. 6 (November 4, 2019): 708–30. http://dx.doi.org/10.1108/jea-10-2018-0190.
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Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.
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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.
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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
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Stiffler, Daniel Lee, Tim Marshall, John Morton, and Amanda Lickteig. "Effective Tools for Supporting Struggling Teachers." International Journal for Innovation Education and Research 7, no. 1 (January 31, 2019): 159–69. http://dx.doi.org/10.31686/ijier.vol7.iss1.1294.
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When a district hires a teacher, the district has a responsibility to provide resources, dialogue, professional learning opportunities, and peer support to ensure that the teacher will be fully prepared to engage and inspire students in the classroom (Liesveld, 2005). When a teacher’s struggles are not related to instruction in the classroom, but are more about unacceptable behavior, the principal or supervisor might need to consider a level of corrective action that will help the teacher be successful both in and out of the classroom. Both new and experienced teachers need the tools to create engaging lessons, a grasp of the best teaching strategies common to all successful teachers, and the ability to understand what separates good teacher conduct from bad (Robinson, 2009). In this paper, we explore some practical tools designed to aid administrators as they manage and support teachers navigating the 21st century classroom.
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Chappell, Eileen, Brenda Hotham, Sharon Linge, Janet Steadman, Pauline Sweetingham, and Janet Webb. "Pastoral Support for Teachers." Pastoral Care in Education 10, no. 2 (June 1992): 13–16. http://dx.doi.org/10.1080/02643949209470790.
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Amalia, Faizatul, Tri Astoto Kurniawan, Bayu Rahayudi, and Adam Hendra Brata. "Peningkatan Kapasitas Teknik Penulisan Jurnal Ilmiah pada Guru Sekolah." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 5, no. 3 (December 1, 2019): 318. http://dx.doi.org/10.22146/jpkm.42482.
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Teachers as professional educators should have some competencies, such as pedagogical competence, personal competence, social competence, and professional competence. The focus of this workshop is on the professional competence which its definition is the teacher's ability in mastering broad and in-depth subject matter that allows guiding students to meet the competency standards set in the National Education Standards. There are many activities that can support or enhance the professional competence of teachers, such as writing. By writing, teachers have the opportunity to develop themselves in order to become more creative, active, innovative and professional teachers. The module of X applications usage for vocational teachers can be used to support teacher activities in writing scientific papers. This module will be useful to facilitate the writing of citations in a scientific work. Using the Mendeley application in this workshop, make the teacher to be more insightful which support their research activity, also can improve their motivation to know how the important thing of research in their field. Therefore, this service activity want to give the teacher a knowledge of tips and tricks to facilitate journal writing. There are tools that can be used to make citations in the bibliography, such as the reference feature, Endnote, or Mendeley. So that the teacher's writing will be known and it is easier for teacher to convey the results of his research in relevant journals, especially vocational teachers in Malang.
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Hwang, Eun-Hee, and Hyun Lee. "Kindergarten Teacher Difficulties and Needed Support Requests: Centering on Kindergarten's Student Teachers, Beginning Teachers and Experienced Teachers." Journal of the Korean Home Economics Association 48, no. 3 (April 30, 2010): 31–41. http://dx.doi.org/10.6115/khea.2010.48.3.031.
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Kaplan, Haya. "Promoting Optimal Induction to Beginning Teachers Using Self-Determination Theory." SAGE Open 11, no. 2 (April 2021): 215824402110156. http://dx.doi.org/10.1177/21582440211015680.
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Reports on drop-out rates and difficulties experienced by beginning teachers require an examination of the motivational processes that characterize teachers at this stage. Support systems for beginning teachers in the induction period in Israel include a workshop and a mentoring process. This study examined how support in beginning teachers’ psychological needs by workshop facilitators and teacher-mentors in schools contributed to their optimal functioning in workshops, schools, and in teaching. Questionnaires were administered to 261 Bedouin Arab and Jewish beginning teachers. Based on structural equation modeling analysis, results indicated that support in teachers’ needs by workshop facilitators predicted a sense of competence and autonomous motivation in the workshops, which in turn predicted autonomous motivation in teaching. Autonomous motivation in teaching was also predicted by the teacher-mentors’ support and in turn predicted teachers’ sense of competence, investment in the school, and sense of self-actualization. The findings have implications regarding the conditions needed to improve the functioning of beginning teachers of various cultural groups and highlight the importance of an environment that supports teachers’ needs during their induction.
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Moore, Kevin C., Jason Silverman, Teo Paoletti, and Kevin LaForest. "Breaking Conventions to Support Quantitative Reasoning." Mathematics Teacher Educator 2, no. 2 (March 2014): 141–57. http://dx.doi.org/10.5951/mathteaceduc.2.2.0141.
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Quantitative reasoning is critical to developing understandings of function that are important for sustained success in mathematics. Unfortunately, preservice teachers often do not receive sufficient quantitative reasoning experiences during their schooling. In this paper, we illustrate consequences of underdeveloped quantitative reasoning abilities against the backdrop of central function concepts. We also illustrate tasks that can perturb preservice teachers' thinking in ways that produce opportunities for quantitative reasoning. By implementing strategically designed tasks, teacher educators can support preservice teachers–and students in general–in advancing their quantitative reasoning abilities and their understanding of secondary mathematics content.
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Kuzairi, Kuzairi. "Teacher Certification: A Way to Lead Teacher for Professional Development and Lifelong Learning." Lentera: Jurnal Pendidikan 14, no. 2 (November 1, 2019): 64–73. http://dx.doi.org/10.33654/jpl.v14i2.848.
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Indonesian Government launched teacher certification program in order to increase the quality of teachers. This policy is expected to foster teacher’s competences and prosperity. In terms of competency, this program enhances teachers to develop their professionalism especially in teaching and other academic activities. Test and training are provided to take this program. Several requirements such as the minimum qualification, teacher’s portfolio are also given as the elements or components of the teacher certification program administration. Dealing with the prosperity, teachers who passed this program are also given financial support. Some studies on the effectiveness of teacher certification program were conducted. The results showed that this program does not guarantee teachers to have quality improvement. However, it does not mean this program is not successful at all or it does not have any advantage or contribution for teachers. Therefore, this paper aims to discuss on how far teacher certification program lead teachers to develop their professionalism and bring them into lifelong learning activities or situation.
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Langher, Viviana, Andrea Caputo, and Maria Elisabetta Ricci. "The potential role of perceived support for reduction of special education teachers’ burnout." International Journal of Educational Psychology 6, no. 2 (June 24, 2017): 120. http://dx.doi.org/10.17583/ijep.2017.2126.
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Teacher burnout is conceived as a general concern in special education because of the emotionally demanding work context. This study explored the potential role of perceived support for reduction of burnout in a sample of 276 special education teachers working in lower (n=130) and higher (n=146) secondary schools. Participants completed the Maslach Burnout Inventory - Educators Survey (MBI-ES) and a scale on the perceived collaboration and support from general education teachers. To explore the association between perceived support and each burnout measure considered (emotional exhaustion, depersonalisation, and personal accomplishment), correlation analyses were performed. Then, in order to check the robustness of our empirical findings, multilevel regression models (at teacher-school-administrative area level) were used controlling for several variables (teacher socio-demographic characteristics, teacher training and professional background, inclusive teaching practice and school context). Results suggest the potential role of perceived support in reducing emotional exhaustion and improving personal accomplishment in all the models considered. Instead, the relationship between perceived support and depersonalisation seems to be quite controversial, moreover when adding controls related to teacher’s training and professional background.
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Nofiaturrahmah, Fifi. "PROFESIONALITAS GURU PAI DALAM PENGELOLAAN PEMBELAJARAN DI SMA NEGERI 6 YOGYAKARTA." QUALITY 5, no. 1 (March 22, 2018): 57. http://dx.doi.org/10.21043/quality.v5i1.3166.
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<p><em>In Learning takes creativity of teachers in the development of standards and basic competencies. Support principals, teachers and support colleagues internally within the teacher is indispensable in learning PAI. Islamic Education Teachers In senior high school 6 Yogyakarta've been able to manage learning well. With the mastery of information technology teachers PAI able to choose the right strategy and media in learning. Complete learning strategies to help overcome the differences found in the student and sufficient means also supports the management of learning. Teachers not only to plan a lesson but also to be able to perform well and structured. Factors that support the ability of teachers PAI most dominant learning PAI is MGMP. The limiting factor is the lack of teacher knowledge about PAI SBC.</em><em></em></p>
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Gary, Dia, Dylan Thomas, and Joseph Miller. "Support for teacher candidates and the edTPA." Journal of Global Education and Research 4, no. 2 (December 2020): 173–82. http://dx.doi.org/10.5038/2577-509x.4.2.1067.
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Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a university in Washington State. The questions that were posited were: a) Does a capstone class requiring a mock edTPA benefit students? b) Which edTPA rubrics are the most challenging, and why are they challenging? This research study found that adding a mock edTPA prior to the student teaching experience did not produce a statistically significant difference in scores when compared to the group who received an embedded curriculum. When comparing the two different time periods, the passing rate was not significantly different and there was little difference in the mean scores of both groups.
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Wan, Sally Wai-Yan, Yuen-Shan Tse, Wing-Ki Tsang, Thomas Wing-Ki Lee, Ylena Yan Wong, Ada Wing-Tung Wan, and Wai-Po Eunice Wan. "‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school." Educational Management Administration & Leadership 48, no. 1 (August 12, 2018): 133–63. http://dx.doi.org/10.1177/1741143218792910.
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Teacher leadership is one of the essential factors in curriculum implementation. Curriculum development is never an easy task for teachers. Several studies have indicated that teacher leadership has led to school improvement and fostered student achievement and engagement in learning. However, most studies have focused on examining teacher leadership in Western contexts; rarely have studies been conducted to explore how teacher leadership takes place in an ‘East meets West’ context. The aims of the mixed-method study are the following: (a) to investigate teachers’ perceptions and experiences of teacher leadership, and (b) to explore how teachers act out teacher leadership in a peer network. This study used the case of a local primary school. Data collection methods included teacher surveys, individual interviews with teachers, and field notes from a one-day teacher shadowing. The data indicated that teachers were more oriented towards student learning, but insufficient space was available for enacting teacher leadership in terms of teacher collaboration, shared leadership and reflective practice. Thus, implications for teacher leadership development are discussed.
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Gibbons, Lynsey Kay, Anne Garrison Wilhelm, and Paul Cobb. "Coordinating Leadership Supports for Teachers’ Instructional Improvement." Journal of School Leadership 29, no. 3 (March 14, 2019): 248–68. http://dx.doi.org/10.1177/1052684619836824.
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Principals and instructional coaches are asked to organize their schools to support teachers’ ongoing professional learning. Prior studies have examined what principals do to support coaches rather than the ways they work together to support instructional improvement. We build on prior studies by examining how principals and coaches coordinate their work to support instructional improvement. To examine coordination, we selected cases in which coaches were or were not successful in interacting with teachers around teaching mathematics. We then analyzed the data within and across each of four cases. In schools where coaches were identified as successful in interacting with teachers, principals and coaches coordinated their work across three settings in order to jointly support teachers: teacher collaborative meetings, classroom visits, and coach–principal informal meetings. This study contributes to the literature on leadership by specifying how principals and coaches can coordinate their individual and collective work to organize supports for teachers.
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Gkolia, Aikaterini, Christina Charalampaki, and Dimitrios Belias. "Principal’s individualized support and teacher’s self-efficacy: An empirical research." Journal of Educational Research and Reviews 9, no. 3 (March 10, 2021): 53–60. http://dx.doi.org/10.33495/jerr_v9i3.21.103.
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The purpose of this study is to provide evidence whether principals’ individual mentoring and coaching to support teachers could influence teachers’ self-efficacy. Data were collected from 843 Greek primary and secondary school teachers of 110 schools. Teachers were asked to fill in the PLQ to measure principal’s individualized support and TSES to measure teacher’s self-efficacy. CFA was conducted to identify the factor structure of TSES model. Consequently, results shown a first-order two-factor model fits best the data of TSES. TSES subscale, “Efficacy in Instructional Strategies” was excluded from the analysis. Findings of path analysis (Structural Equation Modelling analysis) showed that principal’s individualized support creating a culture of trust and respect could influence efficacy of teachers related only to student engagement. On the other hand, principal’s individualized support to teachers may not affect teacher’s efficacy related to classroom management. Implications and suggestions for future research and policy are discussed.
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McLaughlin, Tara, Karyn Aspden, and Linda Clarke. "How do teachers support children’s social–emotional competence? Strategies for teachers." Early Childhood Folio 21, no. 2 (2017): 21–27. http://dx.doi.org/10.18296/ecf.0041.
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Social–emotional skills provide a critical foundation for learning and wellbeing in early childhood and beyond. In this article we present specific teaching strategies that teachers can implement within the context of supportive, responsive relationships to foster young children’s developing social–emotional competence. The teaching strategies represent practices that have been identified and validated by a range of New Zealand kindergarten teachers and stakeholders from a larger research project focusing on teacher practices. The role of teachers’ intentionality and pedagogical decision making is discussed to ensure practices identified are implemented in developmentally, culturally, and individually appropriate ways in New Zealand early childhood settings.
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Bleakley, James, Geoff Woolcott, Tony Yeigh, and Robert Whannell. "Reflecting on Emotions During Teaching: Developing Affective-Reflective Skills in Novice Teachers Using a Novel Critical Moment Protocol." Australian Journal of Teacher Education 45, no. 10 (October 2020): 55–72. http://dx.doi.org/10.14221/ajte.2020v45n10.4.
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Affective-reflective skills are an integral component of classroom pedagogy, providing teachers with emotional understandings and confidence that can improve overall classroom performance. This article presents a case study of early career primary school teachers, showing how such affective-reflective skills can be developed through iterations of a purpose-designed collaborative protocol. Use of this novel protocol allowed teachers to examine their classroom practices via critical moment analysis of affective responses observed from lesson videos. Findings demonstrate how teachers’ use of this non-judgmental and self-evaluative protocol contributed to an emerging understanding of the relationship between their affective-reflective skills and teaching confidence. Findings support an argument for reframing teacher professional learning, from a focus largely on curriculum content and pedagogy, to a focus that includes the teacher’s emotional experience and its subsequent analysis, as part of the learned content that supports the growth of teacher confidence.
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Aykac, Necdet, Kasim Yildirim, Yahya Altinkurt, and Monica Miller Marsh. "Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 67–78. http://dx.doi.org/10.22521/unibulletin.2017.61.6.
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Fardoun, Habib M., and Hachem Awada. "Mobile Technology to Support the Interactive Classroom." International Journal of Web-Based Learning and Teaching Technologies 12, no. 4 (October 2017): 38–47. http://dx.doi.org/10.4018/ijwltt.2017100104.
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At the current classrooms, teachers continue using traditional techniques for monitoring the class. However, there are more participation of mobile devices, and concretely, the tablets. In addition, the network access by both students and teachers in daily life is something usual and a routine work. For this reason, the authors propose the introduction at the classes of a system whose target is to facilitate teacher's labour in the common tasks that are done over the class session. Thus, through a mobile application and a centralized platform of students' data, the authors obtain an interactive and modern system that facilitates teacher's labour.
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Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov, and Galina Yurievna Nikiporets-Takigawa. "Impact of professional self-improvement on the effectiveness of teachers in distance education." Revista Tempos e Espaços em Educação 14, no. 33 (July 30, 2021): e16159. http://dx.doi.org/10.20952/revtee.v14i33.16159.
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Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.
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Cilo, Dan. "Let's Support Teachers as Coaches." NASSP Bulletin 76, no. 548 (December 1992): 96–97. http://dx.doi.org/10.1177/019263659207654815.
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Graham, Lorraine, and Leone M. Prock. "Support teachers & collaborative consultation." Australian Journal of Learning Disabilities 2, no. 2 (June 1997): 6–12. http://dx.doi.org/10.1080/19404159709546525.
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Carroll, John M., Chun Wei Choo, Daniel R. Dunlap, Philip L. Isenhour, Stephen T. Kerr, Allan MacLean, and Mary Beth Rosson. "Knowledge management support for teachers." Educational Technology Research and Development 51, no. 4 (December 2003): 42–64. http://dx.doi.org/10.1007/bf02504543.
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Salmaso, Irene. "What Future for Specialized Teachers for Support Activities?" European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 168. http://dx.doi.org/10.26417/ejms.v6i2.p168-177.
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The article examines the training of specialized teachers for support activities starting from L. 517/977, the milestone of Italian school integration, to the establishment of the Bachelor's Degree in Primary Education Sciences until it comes to the Decree on Good School and Law Proposal C-2444. The trained teacher for support activities must have the capacity to collaborate to fully involve pupils with disabilities together with curriculum teachers, with co-responsibility and sharing of all pupils.
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Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.
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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.
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Baldinger, Erin E., Sarah Kate Selling, and Rajeev Virmani. "Supporting Novice Teachers in Leading Discussions That Reach a Mathematical Point: Defining and Clarifying Mathematical Ideas." Mathematics Teacher Educator 5, no. 1 (September 2016): 8–28. http://dx.doi.org/10.5951/mathteaceduc.5.1.0008.
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Leading a whole-class mathematics discussion is complex work. The teacher must attend to and respond to student thinking while continually keeping the mathematical goals of the discussion in mind. This work is especially challenging for novice teachers who are just learning to facilitate classroom talk. We present a new sortingtask instructional activity designed to support novice secondary teachers in steering a discussion toward a mathematical point while eliciting and making use of student thinking. We describe our efforts to support novice teachers through learning about, rehearsing, enacting, and reflecting on this sorting task. We document the impact of these supports for the novice teachers, and share ways that other teacher educators can take up this structure.
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Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.
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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.
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Seney, Robert W., and Mark A. Mishou. "The importance of mindfulness training for teachers." Gifted Education International 34, no. 2 (July 18, 2017): 155–61. http://dx.doi.org/10.1177/0261429417716349.
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After discussing informal feedback from a district workshop for teachers of the gifted on the practice of mindfulness, the authors asked the question: Does research support the shared reactions of these teachers? A review of the literature showed there are a growing number of studies on mindfulness, but research on teachers and mindfulness is limited. However, the existing research supports the concept that teacher training in the practice of mindfulness is positive especially in the area of teacher burnout.