To see the other types of publications on this topic, follow the link: Teacher's attitudes.
Journal articles on the topic 'Teacher's attitudes'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teacher's attitudes.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.
Full textAbstract:
This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well.
Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
2
Rindi Atmojo, Bayu Seto, and Imam Permana. "Keefektifan pendidikan anti-bullying terhadap pengetahuan, sikap, dan self-efficacy pada guru di Yogyakarta." Health Sciences and Pharmacy Journal 4, no. 2 (August 30, 2020): 41. http://dx.doi.org/10.32504/hspj.v4i2.256.
Full textAbstract:
Cases of bullying in schools have become a widespread phenomenon and have a negative impact on the school atmosphere. A good and fearless learning environment needs attention. Educational institutions have the task of creating and guaranteeing a conducive and safe learning atmosphere so that students feel happy and comfortable while at school. This can be supported by teachers who have good knowledge, attitudes and self-efficacy towards bullying cases. This study aims to determine the effectiveness of anti-bullying education on teacher's knowledge, attitudes, and self-efficacy. The method used in this study uses a pre-experimental quantitative approach with a one-group pretest-posttest design. The population in this study were all teachers of SMP 11 Yogyakarta, the sampling technique used total sampling, so the sample was 23 teachers. Test data analysis used the Wilcoxon test. Knowledge prior to the intervention of the average respondent was given in the good category, good enough attitude and self-efficacy in the poor category. Knowledge after being given an intervention is mostly in the good category, good attitude and good self-efficacy. Wilcoxon test results on each variable of knowledge, attitude and self-efficacy obtained p value 0,002, which means that anti-bullying education affects the knowledge, attitudes and self-efficacy of teachers. It can be concluded that anti-bullying education is effective in increasing teacher’s knowledge, attitudes and self-efficacy in SMP 11 Yogyakarta
3
Sarwono, Arsita Yunia, Murtono Murtono, and Eko Widianto. "The Teacher's Role in Developing Student Social Attitudes." International Journal of Elementary Education 4, no. 3 (September 23, 2020): 384. http://dx.doi.org/10.23887/ijee.v4i3.28684.
Full textAbstract:
Lack of social attitudes that students have will have an impact on students' unfavorable affective. This research aimed to analyze the role of teachers in developing students' social attitudes. This research was a qualitative research with a theoretical approach. The population in this study was all students of grade V at SD 2 Tenggeles, totaling 19 students. The data collection technique was carried out in 3 stages, namely observation, interview and documentation. The data analysis technique in this study used a variety of techniques (triangulation) and was carried out continuously to completion. The results of the analysis of students' social attitudes during the learning process found the findings of several aspects of social attitudes in students including honesty, discipline, responsibility, caring, polite and self-confidence. Social attitudes are observed through student activities in learning such as being honest in doing assignments independently and being responsible for assignments that have been given by the teacher which must be done in a timely manner. It can be concluded that the social attitude of students at SD 2 Tenggeles is fairly good. Thus, the role of the teacher in shaping students' social attitudes is very important to be applied in the daily life of students in the school, family, and community environment.
4
Siswanto, Edi. "Implementation Of Character Education In Planting Student Nationalism In The Era Of Independent Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 308. http://dx.doi.org/10.20961/shes.v3i2.46252.
Full textAbstract:
<p><em>Seeing the existing problems with the character crisis in this country, as an effort for social studies teachers to implement character education in instilling the nationalism of students in the era of independent learning. The method used in this research is a qualitative descriptive method, where descriptive research in this case is a study that aims to describe the policy of independent learning as an effort to improve the quality of education and the attitude of nationalism. The results of this study indicate that the attitude of nationalism which is part of the character values really needs to be possessed by students, the role of the teacher is very important in shaping the character of students who have a nationalistic attitude. The teacher's role implementation can be reflected in the teacher's personality, because the teacher is the main factor and influences the learning process of students. The efforts of history teachers in forming students' nationalistic attitudes, namely linking with the scope, historical material and lesson plans for history subjects, the methods used by teachers in instilling the existing values of nationalism. Learning media used by teachers in an effort to form student nationalism attitudes.</em></p>
5
Hapsyah, Dina Rahmawati, Nina Fitriyani, Riska Handayani, Theodora Nurmalia, Afan Abdul Jabbar, Deni Purwanto, and Aip Badrujaman. "HUBUNGAN ANTARA SIKAP TERHADAP EVALUASI GURU BK DENGAN KETERLAKSANAAN PROGAM BIMBINGAN DAN KONSELING." Jurnal Renaissance 4, no. 02 (August 13, 2019): 564. http://dx.doi.org/10.53878/jr.v4i02.102.
Full textAbstract:
Attitudes towards program evaluation need to be owned by guidance and counseling teachers in implementing programs so that the services provided are of higher quality. This study aims to look at the relationship between the teacher's counseling and counseling attitudes towards program evaluation and the implementation of guidance and counseling programs. In this study, the subjects of the study population were guidance and counseling teachers at Serang District (Banten) State Middle School, amounting to 30 people. The instrument used is the teacher's attitudes of guidance and counseling towards the evaluation of basic services used to obtain information about the teacher's attitudes of guidance and counseling on evaluating basic services and instruments for the implementation of guidance and counseling programs used to describe the evaluations carried out by teachers guidance and counseling . The results showed that 50% of the guidance and counseling teachers had good knowledge of the guidance and counseling teacher evaluation, as many as 63 guidance and counseling teachers had good opinions on the evaluation of guidance and counseling. The results of the study on the implementation of the guidance and counseling program evaluation showed that 47% of guidance and counseling teachers carried out an evaluation of counseling and guidance program planning, 53% of guidance and counseling teachers carried out process evaluation, 59% of guidance and counseling teachers carried out evaluation results, while evaluation of counseling programs was 53 %. Keywords: Attitudes toward Guidance and Counseling Teacher Evaluation, Implementation of Guidance and Counseling Programs
6
Jannah, Miftahul. "The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process." English Education Journal 12, no. 1 (January 31, 2021): 163–76. http://dx.doi.org/10.24815/eej.v12i1.19437.
Full textAbstract:
Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.
7
Aprinda, Inne, Amilda Amilda, and Mardiah Astuti. "Strategi Guru Pendidikan Agama Islam dalam Mengembangkan Sikap Spiritual Siswa Kelas VII SMP Negeri 6 Palembang." Muaddib: Islamic Education Journal 3, no. 1 (June 26, 2020): 33–38. http://dx.doi.org/10.19109/muaddib.v3i1.6296.
Full textAbstract:
The research aims to describe and analyze the PAI teacher's strategy in developing the spiritual attitude of Grade VII students of SMPN 6, and the factors that influence the PAI teacher's strategy in developing the spiritual attitude of VII students of SMPN 6 Palembang. The results of the study show that, (1) develop the spiritual attitude of VII grade students of SMP Negeri 6 Palembang, namely through the habit of praying after the 0th hour, habituation of the Duha and Dhuhr prayer in congregation, then through teacher guidance to students by giving advice or motivation, by teacher modeling, and approaching through methodsexemplary story (2) Factors supporting the PAI teacher's strategy in developing the spiritual attitude of VII grade students of SMP Negeri 6 Palembang are the existence of creative teachers, the hard work of teachers in motivating students to have good morals, the existence of school programs that support the development of spiritual attitudes of students, the existence of work the same is good between the principal d ith the teacher in the school, the existence of an adequate mosque to carry out worship, the collaboration between parents of students and teachers. While the inhibiting factors are lack of awareness and motivation in students, and lack of supervision from parents in matters of worship.
8
Borić, Selma, and Ruža Tomić. "ATTITUDES ELEMENTARY SCHOOLS TEACHER'S TOWARD INCLUSION." Metodički obzori/Methodological Horizons 7, no. 3 (October 12, 2012): 75–86. http://dx.doi.org/10.32728/mo.07.3.2012.07.
Full text
9
Zembat, Rengin, and R. Ceren Gursoy. "Effects of Pre-School Teacher's Self-Esteem on Teacher Attitudes." Procedia - Social and Behavioral Sciences 46 (2012): 2983–88. http://dx.doi.org/10.1016/j.sbspro.2012.05.601.
Full text
10
Sarkadi, Sarkadi. "KEMAMPUAN GURU PPKn MELAKUKAN ASSESSMENT PEMBELAJARAN BERDASARKAN KURIKULUM 2013." Jurnal Ilmiah Mimbar Demokrasi 16, no. 1 (October 31, 2016): 10–34. http://dx.doi.org/10.21009/jimd.v16i1.1171.
Full textAbstract:
ABSTRACT
This study discusses how a teacher's ability PPKn in Jakarta conducting assessment of learning after the enactment of curriculum 2013. Assessment of learning may include learning to competence assessment attitudes, knowledge, and skills. The results showed that the ability of teachers PPKn in conducting assessment of learning is: The average score of assessment by teachers PPKn in Jakarta which is used as target schools on the competence of attitude is 87. The competence of knowledge is 100, and the skill competency is 92. Score is categorized as excellent (76-100). In other words, the ability of teachers PPKn in conducting assessment of learning (competence attitudes, knowledge, and skills) in Jakarta which is used as target schools categorized as excellent,
Keywords: Education, teachers, civics education, learning assessment.
11
Hindun and Fathoni. "Persepsi Guru Pendidikan Agama Islam terhadap Kepemimpinan Pengawas Madrasah." Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 8, no. 1 (July 16, 2020): 391–405. http://dx.doi.org/10.36052/andragogi.v8i1.111.
Full textAbstract:
[THE PERCEPTION OF ISLAMIC EDUCATION TEACHER'S TO THE MADRASAH SUPERVISOR'S LEADERSHIP]. The purpose of writing this paper is to describe the Islamic Education (PAI) teacher's perception of the madrasah supervisor's leadership. The research methodology of this paper is mixed method by combining quantitative methods supported by questionnaires to capture data and qualitative methods with the support of interviews of 20% of the respondent's population. The respondents of this study were PAI at Madrasah Tsanawiyah Negeri and Madrasah Tsanawiyah Private in the North Jakarta Region totaling 32 people. The results of the analysis of the perception of PAI teachers towards the attitude of the madrasah supervisor's leadership in the North Jakarta obtained an average value = 79,916, with a good predicate. Thus, the conclusions of PAI teachers' perceptions of supervisors' leadership attitudes are in a good category.
12
Brkić-Vejmelka, Jadranka. "Značenje visokoškolskoga geografskog obrazovanja i metodička pripremljenost studenata za nastavnički rad." Geoadria 10, no. 1 (January 13, 2017): 105. http://dx.doi.org/10.15291/geoadria.76.
Full textAbstract:
This article treats the importance of education of the future geography teachers at the Department of Geography, University of Zadar. The main part deals with the students of the same division (all years) and refers to the choice of studies; attitudes of students towards their future job (teacher's job particulary) and how much they are content with the readyness for school. The second part of the survey (done with the final year students) deals with their attitudes about teacher's job after they have gone through the pedagogical group of subjects and student trainee period. The third one refers to the research carried out among the mentors who estimated the importance of some courses for the teacher's job and evaluated the students' work at school.
13
Kang, Ran-Hye. "Multicultural Education in Early Childhood : teacher's attitudes." Korean Journal for Infant Mental Health 2, no. 2 (December 30, 2009): 47–57. http://dx.doi.org/10.47801/kjimh.02.2.3.
Full text
14
Bajić, Milica, Gordana Kozoderović, and Mia Marić. "Teacher's attitudes on ambient teaching implementation in the beginning of environmental education." Зборник радова Филозофског факултета у Приштини 50, no. 4 (2020): 315–33. http://dx.doi.org/10.5937/zrffp50-28120.
Full textAbstract:
In everyday practice, teachers are faced with the choice of appropriate and adaptable models of environmental learning and the possibilities for their realization in practice. Ambient Teaching (AT) provides a flexible approach to the implementation of comprehensive environmental education. The research in this paper was aimed at examining the structure of teachers' attitudes on the application of ambient teaching in initial ecological education. Tasks of the research are focused on the analysis of attitudes on the application of ambient teaching, attitudes on the efficiency of its application to environmental education, as well as attitudes on the efficiency of its implementation by involving schools in eco-projects. The socio-demographic questionnaire and questionnaire for measuring attitudes were applied as the instruments of methodology. The sample consisted of 80 teachers from three primary schools from the territory of the Novi Sad municipality. The obtained results indicate that teachers have a positive attitude to the implementation of ecological content through ambient teaching. However, in order to more frequently apply this way of teaching, it is necessary for the schools to take part in a specific ecological project and achieve better quality education for both teachers and students.
15
Puniya Saktia Darma, I. Wayan. "KOMPETENSI GURU AGAMA HINDU DALAM PEMBENTUKAN SIKAP RELIGIUS SISWA SEKOLAH DASAR SE-KECAMATAN SUKAMAJU KABUPATEN LUWU UTARA PROVINSI SULAWESI SELATAN." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 327. http://dx.doi.org/10.25078/jpah.v1i2.260.
Full textAbstract:
<p><em>Competence is one's ability. The better the competence of a teacher in a school then the achievements obtained by students will be good, so it is important that a teacher has knowledge and ability, especially in the formation of religious attitudes of students. The establishment of students' religious attitude will be more effective and efficient if a teacher has the right skills and strategies so that students are able to behave in accordance with religious teachings and virtuous. So it can be said that the success of students is determined by the competence of teachers owned.</em></p><p><em></em><em>The results showed (1) .The competence of Hindu religious teachers in the formation of religious attitudes of elementary school students of Sukamaju District of North Luwu Regency of South Sulawesi is (a) Pedagogic competence that is competence which refers to the ability of teachers in implementing classroom management. (B) Competence keperibadan namely competence that refers to the attitude and personality of teachers. (C) social competence refers to the teacher's ability to communicate with the school and community environment. (D) Professional competence refers to the ability of teachers to implement their professional attitude. (2). The obstacles faced in the formation of religious attitudes of the students of the Sukamaju Elementary School in South Luwu Regency South Sulewesi are (a) Lack of student learning motivation (c) lack of school facilities and infrastructure 3) lack of teaching hours at school (d) the influence of social environment. (3). Efforts to improve the religious attitudes of elementary school students in Sukamaju sub-district of North Luwu regency of South Sulawesi are (a) giving of school habituation (b) giving exemplary (b) establishing Pasraman</em></p>
16
Lee, Icy. "Error Correction in the L2 Writing Classroom: What Do Students Think?" TESL Canada Journal 22, no. 2 (May 1, 2005): 1. http://dx.doi.org/10.18806/tesl.v22i2.84.
Full textAbstract:
Error correction research has focused mostly on teachers' strategies and their effects on student writing. Much less has been done to find out about students' beliefs and attitudes about teachers' feedback on errors. This study aimed to investigate L2 students' perceptions, beliefs, and attitudes about error correction in the writing classroom. Data were obtained from a questionnaire and from follow-up interviews. The findings showed that most students wished their teachers to mark and correct errors for them and believed that error correction was primarily the teacher's responsibility. The article ends with some pedagogical implications that can be applied in L2 writing classrooms.
17
NAKAYAMA, Kanjiro. "CHILDREN'S MOTIVATIONAL ORIENTATIONS AND THEIR PERCEPTIONS OF TEACHER'S ATTITUDES." Japanese Journal of Educational Psychology 37, no. 3 (1989): 276–82. http://dx.doi.org/10.5926/jjep1953.37.3_276.
Full text
18
Todorovic, Jelisaveta, Snezana Stojiljkovic, Suzana Ristanic, and Gordana Djigic. "Attitudes towards Inclusive Education and Dimensions of Teacher's Personality." Procedia - Social and Behavioral Sciences 29 (2011): 426–32. http://dx.doi.org/10.1016/j.sbspro.2011.11.259.
Full text
19
Aktop, Abdurrahman, and Gül Beyazgül. "Pre-service Physical Education Teacher's Attitudes towards Teaching Professionals." Procedia - Social and Behavioral Sciences 116 (February 2014): 3194–97. http://dx.doi.org/10.1016/j.sbspro.2014.01.733.
Full text
20
Almazova, Olga Viktorovna, Anastasiia Kirillovna Belolutskaia, Tatiana Vladimirovna Volosovets, Aleksandr Nikolaevich Veraksa, and Anastasiia Nikolaevna Sidneva. "Modern preschool education in Russia: a view from the inside." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2019): 45–62. http://dx.doi.org/10.51314/2073-2635-2019-2-45-62.
Full textAbstract:
The paper presents the results of a study on the attitude of preschool educational institutions' employees to changes in modern Russian preschool education. The study involved 658 employees of kindergartens from 74 Russian regions. The results show that the majority of the respondents are satisfed with the way the Federal State Educational Standard of preschool education (FSES PE) is implemented. At the same time, in comparison with other regions, teachers from Moscow show statistically higher levels of satisfaction (p <0.01, χ² criterion); younger teachers (under 30 years) and more mature teachers (over 50 years) (p <0.01, χ² criterion) compared with middle aged teachers. The overwhelming majority (83.4%) of respondents indicated signifcant changes in kindergarten: the greatest of them are associated with changes in parent's attitude to kindergarten (85.6% of respondents), in educational technologies (75.7% of respondents), and in the organization of educational environment (70.3% of respondents). Moreover, the respondents from Moscow signifcantly more often (p <0.05, χ² criterion) talk about changes in parent's attitude to kindergarten and in teacher's relationship with children. There has been also found the connection with the work experience in kindergartens - the longer the respondents work in kindergarten, the more often they say that both the parent's attitude and the teacher's relationship with children have changed (p <0.05, χ²criterion). The article also presents data on the areas of changes in educational programs that are considered to be signifcant to respondents. The possible reasons for various attitudes of different groups of teachers to changes and the possible consequences in terms of a more informed acceptance and implementation of the FSES PE are discussed.
21
Maba, Wayan. "Teacher’s perception on the implementation of the assessment process in 2013 curriculum." International journal of social sciences and humanities 1, no. 2 (August 1, 2017): 1–9. http://dx.doi.org/10.29332/ijssh.v1n2.26.
Full textAbstract:
This study aims to describe the teachers’ perception on the implementation of the assessment process in 2013 curriculum. This research is a qualitative descriptive research. The subjects of the research are the Elementary school principals and elementary school teachers in Denpasar. Research data were collected through in-depth interviews, observation, and documentation which were analyzed descriptively by using the interactive technique. The interactive analysis was done by collecting data, data reduction, data presentation, and conclusion. The results of data analysis showed that the teachers prepared the lesson plans prior to implementing the teaching and learning processes in the classroom. The lesson plans consist of the rubric of attitude assessment, knowledge assessment, and social assessment. The attitude competence assessment consists of spiritual and social attitudes. The assessment of the attitude competence is done by doing observation, self-assessment, peer assessment, and teacher's journal. The assessment of knowledge competence was done by administrating written test, oral test, and also written an assignment. The students’ competencies were assessed by conducting performance assessment. The results of the assessment were written descriptively on the students’ learning report by describing the student's ability to detail. Most teachers stated that the assessment in 2013 curriculum is quite good because it provides an attitude assessment, including the aspect of the spiritual and social, knowledge aspects, and skills aspects. There were some obstacles found by teachers in conducting the assessment, such as, limited time that teachers have in observing students' social attitudes and writing the results of the assessment that require a lot of time to describe the students' abilities.
22
Intan Safitri, Debby, Mudzanata Mudzanata, and Anggun Dewi Setya Putri. "The Implementation of Authentic Assessment in Thematic Learning in Elementary Schools." International Journal of Elementary Education 4, no. 2 (July 13, 2020): 255. http://dx.doi.org/10.23887/ijee.v4i2.25551.
Full textAbstract:
The purpose of this study was to determine the teacher's pedagogical competence in the implementation of authentic assessment in the thematic learning of the second grade in SD Negeri (Public Elementary School) Pandeanlamper 01 Semarang. The background was due to teacher difficulty in implementing authentic assessments. The type of study was qualitative research. Data in this study were obtained through observation, interviews, and documentation. The results of this study indicate that 1) teachers and principals know about authentic assessments in thematic learning 2) teachers carry out authentic assessments that include assessment of competency attitudes, knowledge, and skills. The attitude competency assessment was conducted through a journal assessment. Knowledge competency assessment was conducted through written tests and assignment techniques. Skill competency assessment was conducted through product assessment techniques.
23
Patonah, Siti, Sentot Budi Rahardjo, Cari Cari, and Sajidan Sajidan. "INVESTIGATING ENVIRONMENTAL CONCERNS FOR PRIMARY SCHOOL TEACHERS." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 416. http://dx.doi.org/10.20961/shes.v1i2.26790.
Full textAbstract:
<p><em>The success of environmental education in schools is largely determined by the teacher's factors at school. The purpose of this research is to get the teacher's view of the environmental concern. This research method is a cross sectional survey. The survey was conducted randomly to 950 elementary school teachers who were scattered in two locations of the PLPG program in Central Java in 2017. Obtained 148 samples from 10 regencies and cities in 1 rayon and 1 sub rayon. The results obtained indicate that the knowledge of elementary school teachers' environment is in good condition even though it has not directly influenced attitudes, or habits.</em></p>
24
Buonomo, Ilaria, Marilena Fatigante, and Caterina Fiorilli. "Teachers' Burnout Profile: Risk and Protective Factors." Open Psychology Journal 10, no. 1 (December 27, 2017): 190–201. http://dx.doi.org/10.2174/1874350101710010190.
Full textAbstract:
Background:Burnout syndrome represents a factual risk for school teachers during their career. Several factors have been analyzed as stress sources enabled to menace teachers’ general well-being; nevertheless, protective factors mostly related to their personal resources may differently characterize teachers’ profiles.Objectives:The current study aimed to define different teachers’ profiles based on their burnout levels and attitudes towards job (i.e., job satisfaction, self-efficacy, attitudes toward professional growth, collective efficacy, positive and negative emotions, and hedonic balance).attitudes towards jobMethods:Participants were 266 school teachers (F=69.1%) ranging from 26 to 65 years old (M=48.95; SD=8.31), with teaching experience ranged from 1 to 41 years (M=21.72; SD=10.36). Data were collected by three self-report questionnaires: Copenhagen Burnout Inventory, Attitudes towards job questionnaires, School Collective efficacy.Results:Cluster analysis approach showed two distinct teacher's profiles named at-risk and non at-risk teachers. Main differences were due to burnout levels, attitudes toward job and extra-mansions at work. No differences were found related to teachers' socio-demographic characteristics and their years of experience.Conclusions:The two teachers’ profiles resulting from the cluster analysis show several similarities, including collective efficacy and job satisfaction levels. Results are discussed in relation as to how teachers’ positive emotions towards their job can work as protective factors against the risk of burnout.
25
Sarvestani, Nazanin Kamali, and Mortaza Yamini. "Iranian EFL Teachers’ Attitudes towards Critical Pedagogy." International Journal of English Linguistics 6, no. 1 (January 31, 2016): 110. http://dx.doi.org/10.5539/ijel.v6n1p110.
Full textAbstract:
<p>Critical pedagogy (CP) is a new educational approach that aims to remove social and political injustice and tries to help learners question and challenge oppression. This approach that derives its interest from critical theory has entered the field of research in recent years. In line with this trend, the present study aimed at investigating Iranian EFL teachers’ attitudes towards the application of critical pedagogy, taking into account teachers’ teaching experience and academic background. To this end, a Likert scale questionnaire developed by Tabatabaei (2013) was administered to 99 Iranian EFL teachers teaching at different institutes in Shiraz. The reliability and validity of the questionnaire were recalculated. As far as the validity of the scale was concerned, it was established through factor analysis and the reliability of the questionnaire was checked through Cronbach’s alpha. Statistical procedures, namely, descriptive statistics, independent samples <em>t-</em>test, and two-way ANOVA were applied. The findings of the study revealed that the EFL teachers mostly agree with the application of critical pedagogy. No significant difference was found between novice and experienced teachers' attitudes towards the principles of critical pedagogy. Furthermore, the results indicated that there was no significant relationship between teacher's academic experience and their views regarding critical pedagogy. However, as their teaching experience increased, they developed positive attitudes towards CP.</p>
26
Vilkancienė, Lilija, and Inga Rozgienė. "CLIL Teacher Competences and Attitudes." Sustainable Multilingualism 11, no. 1 (November 27, 2017): 196–218. http://dx.doi.org/10.1515/sm-2017-0019.
Full textAbstract:
Summary The paper presents the findings of the research carried out among the participants of the project ”Development of Content and Language Integrated Learning (CLIL) in Education” (2011-2013) that aimed to upgrade the competences of subject teachers enabling them to implement content and foreign language integrated learning approach in general education and vocational training. The data obtained through a survey indicates that the project participants developed a positive attitude towards the CLIL approach and positively assess the competences acquired during the programme. European Framework for CLIL Teacher Education proves to be a useful tool when designing training courses for specific target groups of qualified content teachers and a fifty hours' programme seems to be adequate to get acquainted with the fundamentals of CLIL. The project participants were most positive about their CLIL methodology competence development during the project and ability to identify appropriate subject content for teaching by using the CLIL approach. The weakest point identified by the participants involves languagerelated issues, such as ability to support language learning in content, balancing the target language used between the learners' and teacher's linguistic ability, and overall insufficiency of linguistic competences. One more issue indicated by the respondents is the absence of standards, guidance and administrative support, as well as quality assurance (content delivery, materials and assessment) in CLIL.
27
Umayah, Oktaviani. "IMPLEMENTASI PENDIDIKAN AFEKTIF DALAM PEMBENTUKAN AKHLAK MULIA." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 2 (December 30, 2017): 158. http://dx.doi.org/10.32332/elementary.v3i2.996.
Full textAbstract:
This research uses qualitative approach with case study. Data collection technique is done by (1) depth interview, (2) participant observation, and (3) documentation. Data were analyzed by interactive model consisting of data collection, data reduction, data display and conclusion. Validity checking is done with credibility test, transferability, dependability, and confirmability. The formation of noble character through the application of affective education that is represented in attitudes, attitudes, and gentle attitudes there is convincing evidence can have positive implications for the increase in awareness of worship, academic achievement, and the laudable behavior of learners in elementary education. Attentiveness creates an atmosphere of learning directed, controlled and measurable. The activity of the teacher's soul is focused on the condition of the learners to be understood, understood, evaluated and improved and optimized for their potential, and supported by the attitude of affection which creates a warm learning atmosphere and harmony in communicating between teachers and learners. The activity of the soul of the teacher who respects, loves, recognizes and upholds the existence of the learners is reflected in his attitude of a loving and loving parent towards his child and equipped with gentle attitude in creating a comfortable learning atmosphere (learning is fun), happy, passionate and fresh. The humanist, democratic and integrating human soul activity is reflected in its gentle, attractive, warm, empathetic, earthy, selfish, arrogant and authoritarian manner.
28
Munif, Muhammad, Fathor Rozi, and Siti Yusrohlana. "Strategi Guru dalam Membentuk Karakter Siswa melalui Nilai-nilai Kejujuran." FONDATIA 5, no. 2 (September 30, 2021): 163–79. http://dx.doi.org/10.36088/fondatia.v5i2.1409.
Full textAbstract:
This study aims to analyze and examine the teacher's strategy in shaping the character of students through the values of honesty. The research method used is a qualitative approach with field studies at SDN 3 Blimbing, Besuki, Situbondo. Collecting data in this study using observation and in-depth interviews. The data analysis technique is carried out with the stages of data collection, data reduction, data presentation, and drawing conclusions from research results. From this study, the results obtained are several teacher strategies that can be applied in school institutions including: teachers always start learning with the hadith of honesty, teachers always understand student achievement for students who have academic and non-academic achievements, teachers guide their students by implementing habituation attitudes and behavior honest in school, teachers are responsible for developing students' awareness of the importance of education, teachers apply a cooperative attitude to interact honestly at school. Implications in forming honest character, so far students have developed in terms of attitude, one of which is politeness in communicating, and being honest in conveying a message.
29
Chindemi, Gregory Paul. "Untrained Foreign English Educators in Japan: A Discourse on Government Education Initiative and Perceptions from Japanese Teacher's on Efficacy in the Classroom." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 118–34. http://dx.doi.org/10.26803/ijlter.20.7.7.
Full textAbstract:
Social scientists, teacher leaders, and academics, both Japanese and non-Japanese, have attempted to examine the phenomenon of unlicensed foreigners in the Japanese classroom environment. In an attempt to open a discourse on the intentions and subsequent failures of the JET programme, and to identify specific perceptions of Japanese teachers in relation to JET, a historical analysis of the JET programme coupled with a Likert Scale survey was utilized. In this ordinal scale survey, the opinions of both experienced Japanese teachers and inexperienced Japanese teachers on the challenges of working in conjunction with untrained foreign instructors during their career, were used to gauge teacher's attitudes and opinions. Results would suggest that teacher's with longer time in the field of education have stronger opinions towards untrained foreign educators in the classroom, while less experienced teachers are more apt to working with untrained foreign educators without expressing dissatisfaction.
30
Park, Travis D., and Ed Osborne. "Agriscience Teacher's Attitudes Toward Implementation Of Content Area Reading Strategies." Journal of Agricultural Education 47, no. 4 (September 2006): 39–51. http://dx.doi.org/10.5032/jae.2006.04039.
Full text
31
Arta, Artafanti. "DESCRIPTION OF TEACHER'S KNOWLEDGE AND ATTITUDES TO INDIVIDUAL LEARNING PROGRAMS." IJDS:Indonesian Journal of Disability Studies 5, no. 2 (December 17, 2018): 190–99. http://dx.doi.org/10.21776/ub.ijds.2018.005.02.8.
Full text
32
Abulhamail, Albaraa S., Fahad E. Al-Sulami, Mouneeb A. Alnouri, Najeeb M. Mahrous, Dima G. Joharji, Maha M. Albogami, and Mohammed M. Jan. "Primary school teacher's knowledge and attitudes toward children with epilepsy." Seizure 23, no. 4 (April 2014): 280–83. http://dx.doi.org/10.1016/j.seizure.2013.12.010.
Full text
33
Falkenbach, Danielle, Helen D'avila, and Elza Mello. "Knowledge, Attitudes and Practices of Primary School Teachers on Nutrition and Food." International Journal of Nutrology 11, no. 01 (January 2018): 021–29. http://dx.doi.org/10.1055/s-0038-1646942.
Full textAbstract:
Introdution The teacher's formation is a paramount condition for the education in health. Objective To develop a questionnaire and assess knowledge, attitudes and practices of early years school teachers. Methodology a questionnaire about nutrition and feeding was applied. The subjects were teachers from pre-school to 5th grade of Elementary School. Results There were 288 teachers in the survey. They were all in favor of the promotion of a healthy feeding in school. The source of information mostly used was the textbook. 76% thought they had good knowledge about a healthy diet. The average number of positive/correct answers was 21 (48%). Conclusions The knowledge about nutrition and feeding were insufficient and the general performance in the questionnaire was low. Actions that aim at qualifying the teachers are urgent, so that they can develop the necessary tools to promote a healthy feeding in schools.
34
Eden, Sigal, Margalit Navon, and Adina Shamir. "Teachers' Attitudes, Motivation, and Use of iPads to Support Children With Learning Disabilities Versus Children With Autism Spectrum Disorder." Journal of Cognitive Education and Psychology 18, no. 2 (October 1, 2019): 131–59. http://dx.doi.org/10.1891/1945-8959.18.2.131.
Full textAbstract:
The aim of the current study is to compare teachers' attitudes, motivation, and use of iPads to support teaching children with learning disabilities (LD) versus children with autism spectrum disorder (ASD). Three hundred and nine teachers (294 females and 15 males) between the ages of 25 to 62 (M = 42.66) participated in the study. The teachers were divided into two groups according to their students' disability type: 221 teachers of students with LD and 88 teachers of students with ASD. The teachers were evaluated by six questionnaires: demographic characteristics, general technology use, experience with iPads, digital competencies, attitudes toward iPads, and teacher's preparedness for iPad use. Results show that teachers in both groups find that the iPad is a useful tool to promote teaching and learning. However, the findings reveal that teachers of children with ASD use iPads more frequently and for a longer duration in the classroom. Furthermore, teachers of students with ASD seek more training.
35
Rosemarin, Shoshana. "The Significance of Teacher's Characteristics As Perceived by Teachers and College Students." Gifted Education International 25, no. 2 (May 2009): 194–99. http://dx.doi.org/10.1177/026142940902500209.
Full textAbstract:
In the present study, the attitudes of teachers and students regarding different teachers' characteristics were investigated. The questionnaire, written by the investigator, consists of 25 statements and three open-ended questions. The statements relate to four categories: knowledge, didactic ability, personal characteristics, and sociability. The sample consists of 140 students from the department of behavioral sciences, 31 teachers of gifted students, as well as 52 teaching regular classes. The sample as a whole attributed great importance to expertise in the field and to didactic ability. The sample attributed slightly less significance to the ability to create a pleasant atmosphere in class, creativity, the ability to transform the student into an independent learner, the ability to individualize and differentiate the teaching, and flexibility. In general, the students attributed less importance to all the categories. The teachers of gifted students attributed more significance to the personal characteristics of the teacher, while the teachers in the regular classes attrributed more to discipline.
36
Mustain, M. "Perilaku Efektif Guru dalam Melaksanakan Kegiatan Pembelajaran Individu secara Klasikal." Progressa: Journal of Islamic Religious Instruction 2, no. 2 (May 16, 2019): 1. http://dx.doi.org/10.32616/pgr.v2.2.155.1-8.
Full textAbstract:
Effective classroom teachers don't have many problems, while ineffective classroom teachers are characterized by continuous disruption and chaos. By observing classroom teachers who are effective and ineffective. A good teacher is a teacher who in his PBM is able to inspiring teaching students, he is able to turn on great ideas, great desires for his students, able to develop creative and innovative traits. Based on the focus of the study, this study aims to describe the Effective Behavior of Teachers in Implementing Individual Learning Activities in a classical manner. The teacher's approach is the process, method or action that is approached by a teacher to students to create an effective and efficient learning process, in teaching, the teacher must be clever in using a wise and wise approach, the teacher's view of students will determine attitudes and actions. For teachers, the ability to apply the principles of learning in the learning process will help improve the effectiveness of learning management which in the end can be achieved with the learning objectives formulated.
37
Mering, Aloysius, Indri Astuti, and Fadillah Fadillah. "The Encouragement of Teacher’s Descriptive Notes in Student Report Card." Journal of Educational Science and Technology (EST) 5, no. 1 (April 29, 2019): 49. http://dx.doi.org/10.26858/est.v5i1.8029.
Full textAbstract:
This study aimed to (a) describe aspects in descriptive notes that teachers do on student report cards, (b) describe the efforts of teachers in making descriptive notes on student report cards, and (c) examine the teacher's encouragement power in descriptive notes on report cards against students. The research information was obtained through survey method towards teachers, students, and parents in Gembala Baik Senior High School, SantunUntan Senior High School, and Senior high school in Sukadana, Kayong Utara district, in the form of questionnaire, interview, and documentation. From the result of the study it could be explained that teachers have written the aspects of knowledge, skills, and attitudes in student report cards balanced in the descriptive record, the teacher mentioned: the name of the student, behavior, things that need improvement, attitude, saying "congratulations", avoiding negative labels, and encouraging words. In addition, “Some teachers” let the application provided to make the descriptive notes. Moreover, only "a small part" of the teacher who was convinced that the notes have encouraged students actually. Therefore, the descriptive notes was “less effective”
38
Ardiansyah, Ardiansyah, and Arda Arda. "PERAN ORANG TUA DALAM PROSES BELAJAR ANAK DI MASA PANDEMI COVID-19 DALAM MENUMBUHKAN SIKAP ILMIAH (Studi Kasus Pada Siswa Usia 10-12 Tahun pada Mata Pelajaran IPA)." Musawa: Journal for Gender Studies 12, no. 1 (September 14, 2020): 140–64. http://dx.doi.org/10.24239/msw.v12i1.592.
Full textAbstract:
The purpose of this study was to identify the role of parents in fostering children's scientific attitudes in science lessons in the midst of the pandemic situation COVID-19. The method used in this research is a case study, namely the research design used to reveal in more detail and comprehensively the situation of the object being analyzed. In addition, researchers also use qualitative case study methods used to obtain information.
The results showed that the planning of planting scientific attitudes by parents was to provide opportunities for children to demonstrate scientific attitudes. The implementation of planting scientific attitudes by showing examples of scientific attitudes, providing positive reinforcement or rewards for students who show scientific attitudes, and providing opportunities for students to show scientific attitudes. The attitudes shown in the indicators of scientific attitudes studied, namely the attitude of curiosity, objective attitudes towards data and sensitive attitudes towards the environment are included in the high quality category in this study. by: (a). the ability of parents who are not sufficient in guiding / accompanying their children to study at home, especially in material that involves the experimental process in the learning process, (b). The teacher's explanation time in online learning is considered by parents to be very short which results in confusion in accompanying children to study at home, (c). inadequate facilities and infrastructure.
39
Başöz, Tutku, and Feryal Çubukçu. "Pre-service EFL Teacher's Attitudes towards Computer Assisted Language Learning (CALL)." Procedia - Social and Behavioral Sciences 116 (February 2014): 531–35. http://dx.doi.org/10.1016/j.sbspro.2014.01.253.
Full text
40
Zanni, Karina Piccin, Thelma Simões Matsukura, and Heber de Souza Maia Filho. "Beliefs and Attitudes about Childhood Epilepsy among School Teachers in Two Cities of Southeast Brazil." Epilepsy Research and Treatment 2012 (October 15, 2012): 1–13. http://dx.doi.org/10.1155/2012/819859.
Full textAbstract:
Childhood epilepsy is a chronic neurological disorder associated with profound psychosocial limitations epileptic children's routine. Lack of information and inappropriate beliefs are still the factors that most contribute to the stigma and discrimination. This study aimed at characterizing teacher's beliefs and attitudes at regular and special schools in two cities of southeastern Brazil where students with epilepsy studied. Fifty-six teachers of public regular schools and specialized educational institutions for children with disabilities from two cities of Southeast Brazil who had epileptic children in their classroom completed the Brazilian version of The Epilepsy Beliefs and Attitudes Scale: Adult Version and answered a data sheet about sociodemographic characteristics. The results showed that no significant differences (P≤0.05) have been found between the beliefs and attitudes of teachers in mainstream and special schools but both schoolteachers had more inappropriate beliefs and attitudes than appropriate ones against childhood epilepsy. These findings raise an important issue, providing us with the knowledge that epilepsy is still a condition which is surrounded by wrong beliefs. Also, educational programs could help reduce the gaps in knowledge about how such disease has been perceived worldwide.
41
M, Suardi. "PENGARUH KEPRIBADIAN GURU PAI TERHADAP HASIL BELAJAR SISWA DI SEKOLAH." IQRO: Journal of Islamic Education 1, no. 2 (December 17, 2018): 121–28. http://dx.doi.org/10.24256/iqro.v1i2.494.
Full textAbstract:
This study aims to determine how the influence of PAI teacher's personality on student learning outcomes in SMA 10 Bulukumba. The approach taken in this study is qualitative research using data collection methods through field research by means of observation and interviews. The data obtained is processed and analyzed through three channels, namely data reduction, data display (presentation) and data verification. The results of the study found that student learning outcomes themselves are influenced by several important factors and it is the responsibility of the teacher to make it happen like motivation, a motivation arises only if because there is a desire to succeed in learning, therefore the personality of a PAI teacher will greatly influence students in learning so that it can improve learning outcomes. Because the personality of a teacher, especially PAI teachers, has a direct and cumulative influence on life and learning habits of students. Students will absorb attitudes, reflect feelings, imitate behavior and cite the teacher's statements. Experience shows that problems related to motivation, discipline, social behavior, achievement and learning desire are derived from the teacher's personality
42
Siswanto and Asori. "ISLAMIC ISLAMIC EDUCATION TEACHER'S EFFORTS IN PLANTING THE HONEST ATTITUDE OF INTEGRATED ISLAMIC VOCATIONAL SCHOOL STUDENTS RABBI RADHIYYAH CAWANG BARU." PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM 1, no. 2 (December 20, 2018): 95–118. http://dx.doi.org/10.32699/paramurobi.v1i2.531.
Full textAbstract:
This research is motivated by the number of cheating behaviors in teaching and learningactivities including in making homework assignments, daily assessments, and semesterassessments. Thus a teacher must have efforts or ways to anticipate fraud committedby his students. Because in terms of religion reflects bad character. For this reason RRCawang Baru IT Vocational School needs to instill an honest attitude to its students, byinstilling or correcting honesty with students from now on, we will improve the honestyof the nation in the future. This study aims to find out: 1) What is the effort of Islamicreligious education teachers in instilling honesty in the learning process in Cawang BaruRR IT Vocational School? 2) What are the efforts of Islamic religious education teachers ininstilling honesty outside the learning process in Cawang Baru RR IT Vocational School?3) What are the inhibiting factors in planting honest attitudes of students in CawangBaru RR IT Vocational School ?. The study aims to see how far the teacher instills honestattitudes of students inside and outside the learning process and the inhibiting factors ofplanting honest attitudes in the subjects of Islamic Education in the Cawang Baru RRVocational School, so that fraud can be overcome, and to achieve the purpose above, usedqualitative research methods with descriptive qualitative approaches, data collectiontechniques used were observation, interviews, and documentation. Data is analyzed, byreducing data, describing data and drawing conclusions. The results of the research thathave been investigated are that the planting of honest attitudes through the subjects ofIslamic Religious Education at Cawang Baru RR Vocational High School is as follows.The results of the first formulation are that the teacher instills honest attitudes by usingspies in the class that are trusted, and honesty can be justified, and by training studentsto fast Monday Thursday. Then the method of lecture, discussion, advice, stories andexamples and the results of their achievements from planting honest attitudes studentscan accept and practice the honest attitude that has been given by the teacher. In the thirdformulation of the problem is the inhibiting factor, they are not able to check studentsat all times, because of their limitations, because they are still one day not yet boardingschool so it is difficult for them to monitor the honesty of students when not in school andalso aspects of the student's environment itself starting from the aspect of his friend.
43
Özkaral, Tuğba Cevriye, and Ayşe Mentiş Taş. "Evaluation of Teacher's Attitudes Related to the Place-Based Education Approach Applied in Social Studies Lessons." International Journal of Higher Education 7, no. 4 (August 21, 2018): 166. http://dx.doi.org/10.5430/ijhe.v7n4p166.
Full textAbstract:
The objective of this research is to evaluate the class and social studies teachers' attitudes on the place-based education approach applied in social studies lesson. The research is carried out using a survey model. In the research, a scale was developed to evaluate teachers' attitudes about "Place-Based Education" approach and activities applied in social studies lessons. After the necessary permissions taken from the Ministry of National Education, the scale was applied to 212 teachers. There was no significant difference between class and social sciences teachers' attitudes towards place based education approach for gender, branch, educational background, years of service and in-service training variables.
44
Torkachenko, Yu V. "Health Culture of a Teacher as a Condition and Opportunity for the Implementation of Health-Preserving Behavior in the Educational Environment." Psychological-Educational Studies 12, no. 4 (2020): 19–33. http://dx.doi.org/10.17759/psyedu.2020120402.
Full textAbstract:
The article actualizes the question of the need to attract the attention of teachers to their own health, as a key condition for the implementation of health-preserving behavior at school. The article presents the results of a study aimed at studying patterns of behavior in the field of health of participants in educational relations. The study involved 84 teachers who took advanced training courses at RSAE SPE “Kamchatka Institute of educational development”, and 570 high school students (grades 9-11) Kamchatka the Region secondary schools. Questionnaires aimed at assessing patterns of behavior in relation to various aspects of health are adapted from the generalized scale of attitudes by I.N. Gurvich, transnational youth health studies (HBSC, ESPAD) and include the following indicators: screen time, use of psychoactive substances, sleep adequacy, eating behavior, physical activity. A comparative analysis of the patterns of behavior of the respondents of both groups was carried out; significant differences were assessed using the angular Fisher transformation. The data obtained is structured in accordance with the research question: are there differences in health-preserving and risky behaviors in the group of teachers and high school students? Taking into account the responsibility imposed by the state on teachers for the formation of a value attitude to health, we assume that in the field of teaching, risky behaviors in relation to various aspects of health are less common than among high school students. Comparative analysis shows that high school students and teachers alike have the same behaviors associated with health risks with regard to tobacco consumption, lack of sleep, and screen time at the computer (gadgets).Considering the fact that the teacher's attitude to his own health is decisive in the professional readiness for the implementation of health-preserving behavior at school, a contradiction arises between the responsibility assigned to the teacher to form a value-based attitude to health and the low culture of the teacher's health. From a practical point of view, the study of behavior patterns in the field of health contributes to the choice of effective ways to prevent ill-being in the school environment, as well as the effective solution of the problems of improving the qualifications of teachers.
45
Takei, Yoshimitsu, Michael P. Johnson, and Melvin E. Clark. "Academic Achievement and Impression Management as Factors in the Grading of White Junior High Pupils." Sociological Perspectives 41, no. 1 (March 1998): 27–48. http://dx.doi.org/10.2307/1389352.
Full textAbstract:
The process of grading pupil performance in American schools has received considerable attention over the years. Most of the previous studies have focused on the observed associations between grades and certain pupil characteristics such as family background, sex, abilities, attitudes and behaviors. Far less attention has been given to the influence of teachers' assessment of pupil behavior on grades. Incorporating this dimension into our analysis of the National Education Longitudinal Study of 1988 data, we not only found virtually no difference in school performance by gender, but also that the influence of family SES on grades operates almost entirely through academic achievement and behavior in school. Furthermore, since academic achievement affects grades both directly and indirectly, achievement seems to reflect both the quality of work performed in class as well as the teacher's evaluation of the adolescent's role performance. Consistent with this interpretation, the pupils' self-reported behavior does not affect his or her grades directly, but indirectly through the teacher's evaluation of the adolescent's role performance. This finding suggests a pupil's demeanor and behavior have institutional meaning only as they are filtered through the teacher's perceptions.
46
Zilcher, Ladislav, Vlastimil Chytrý, and Barbora Lanková. "The Influence of Teacher's Competences on Pupils' Attitudes towards People with Disabilities." Online Journal of Primary and Preschool Education 3, no. 1 (October 8, 2019): 37–45. http://dx.doi.org/10.21062/ujep/330.2019/a/2533-7106/ojppe/2019/3/37.
Full text
47
Roslova, L., and I. Karamova. "On the Readiness of Teachers to Form Functional Mathematical Literacy of Schoolchildren." Profession-Oriented School 8, no. 4 (September 14, 2020): 14–26. http://dx.doi.org/10.12737/1998-0744-2020-14-26.
Full textAbstract:
The article is devoted to the problem of the formation of mathematical literacy of primary school students, which, in accordance with the definition proposed in the international program for assessing the educational achievements of students PISA, is considered in the context of functional literacy. The article reflects the concept of a teacher's readiness to form mathematical literacy of schoolchildren, the structure of this concept has been developed, which includes five components: cognitive, motivational, emotional, operational and evaluative.
The article describes the research carried out by the authors aimed at identifying the readiness of mathematics teachers of general education organizations to form students' mathematical literacy, presents a questionnaire developed to solve the research problems. The results of the analysis of ideas, attitudes and beliefs of teachers of mathematics regarding the formation of functional mathematical literacy of students are presented. The analysis of the cognitive, operational and evaluative components of readiness has been carried out in accordance with the following tasks: first, to reveal the level of the teacher's understanding of the pedagogical task and the assessment of its significance for society in modern conditions; secondly, to reveal the ideas of teachers about the methodology for the formation of mathematical literacy and mathematical content aimed at the formation of this ability; thirdly, to reveal the attitude towards the possibilities of forming mathematical literacy within the framework of a general education school, the problems and difficulties arising in solving this pedagogical problem.
The analysis made it possible to reveal a contradiction between the high level of understanding by teachers of the significance of a new pedagogical task for them and the lack of didactic tools and teaching methods necessary for its solution. The directions of further research necessary to increase the level of mathematics teachers' readiness for the formation of functional mathematical literacy of students in Russian schools are proposed.
48
Siddiqua, Aisha. "Classroom Observation as a Tool for Professional Development." World Journal of English Language 9, no. 1 (February 22, 2019): 49. http://dx.doi.org/10.5430/wjel.v9n1p49.
Full textAbstract:
The study indicates that classroom observation is potentially a useful tool for teachers’ professional development and works best when the personal capacity of a teacher, an observer, and school provide a base for the effective use and outcome for teachers.A brief summary of major findings and lessons learnt from the project, process, learning of teachers and my own learning is presented as follows;i) Teachers found the pre and post-observation sessions very useful for their professional development. These sessions also help the observer to understand the roots of the teacher's classroom problems.ii) Cyclical observations provide the courage and intellectual capacity to the teachers to turn their focus upon improved actions and they also developed their professional skills.iii) Teachers perceived my role as a helper, facilitator and a resource person who could provide suggestions and alternatives, where needed. I feel the need to further explore, how reflective conversations between a teacher and an observer affect individual teacher's attitudes and behaviour. This will highlight what needs to be done further to improve individual competencies. However, I feel that a co-teaching experience can also provide a valuable basis for collaborative inquiry. It might raise a range of interesting issues and questions for using reflective conversation in planning, teaching, and improving this strategy.
49
Bonvin, Patrick. "The Role of Teacher Attitudes and Judgement in Decision-Making: The Case of Grade Retention." European Educational Research Journal 2, no. 2 (June 2003): 277–94. http://dx.doi.org/10.2304/eerj.2003.2.2.6.
Full textAbstract:
This article presents a study of grade retention as it ‘naturally’ occurs, focusing on teachers' role in the process leading to retention or promotion for comparable peers. Achievement and IQ were measured prior to the retention decision. A total of 4248 second grade students initially participated in the study, of which 2.3% were retained. Eighty-three retained students were involved in the study, and matched with 83 low-achieving peers. Measures at the teacher's level included attitude towards the efficiency of retention, towards criteria that ought to be taken into account in the decision and general attribution of children's difficulties in school. Teacher decision-making shows internal consistency but seems biased when objective criteria are examined. The probability of a child being retained was substantially influenced by teachers' attitude towards the efficiency of retention as well as by their evaluations of developmental maturity, intellectual potential and their achievement expectancies in language.
50
Skripkina, Tatiana. "Models of teachers' trusty relations and peculiarities of interactions in educational space: empirical research." E3S Web of Conferences 210 (2020): 18126. http://dx.doi.org/10.1051/e3sconf/202021018126.
Full textAbstract:
The theoretical analysis of home and foreign research shows that teacher's ability to set up trusting atmosphere in educational space is the most important factor of professional success and the guarantee of occupational health. The given research is based on the author`s concept that human trust in others is inseparable from self-trust, and the ratio of the level of expression of these two oppositely directed attitudes creates the features of trusting relations between a teacher and his (her) students. The mentioned trusting attitudes are included by the author into the teacher's communicative competence structure. A study of self-trust and trust in others among teachers revealed six different models of expression of trusting relations among teachers a model with high self-trust and trust in others; a model with high level of trust in others and medium self-trust; a model with high level of trust in others and low self-trust; a model with low level of trust in others and high self-trust; a model with low level of trust in others and medium self-trust; a model with low self-trust and low level of trust in others. An analysis of the relationships of trusting relations indicators in each of the identified models was then carried out with such qualities of communicative competence as strategies of behaviour in conflict, communicative tolerance, self-control in communication and empathy. The results showed that each empirical model of trusting relationships inherent to different teachers had different relationships with other indicators of communicative teacher`s competence included in the study. The results of the study enabled to obtain six different models of teacher-student interaction.