Journal articles on the topic 'Teacher attitudes'
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Denny, Stacy. "Looking back while moving Forward: When teacher Attitudes Belie Teacher Motive in Bidialectal Classrooms." International Journal of Learning and Development 2, no. 5 (October 26, 2012): 289. http://dx.doi.org/10.5296/ijld.v2i5.2569.
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Abstract: This study compares and contrasts the language attitudes of teachers of African American Vernacular English (AAVE) and West Indian Creole English (CE) speakers over the last fifty years, to determine if there have been any significant changes, to draw out the implications of these findings and offer reasons for the results. Teachers’ attitudes towards these languages were generally negative over the decades, but I noticed that as the number of teachers of colour increased in the USA, there was a slight shift in attitude towards AAVE in a positive direction. I conclude that though language attitudes are very difficult to change, teacher education which specifically targets and challenges teacher language attitudes will be a major step in helping to shift these attitudes further for the benefit of teacher and student. Keywords: Teacher Attitude, AAVE, Creole, Language Discrimination
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Qian, Lina, and Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.
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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.
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Alfianah, Ari, Widi Dewi Ruspitasari, and Mohammad Bukhori. "PENGARUH SIKAP INOVATIF DAN KEDISIPLINAN TERHADAP KOMPETENSI GURU SD NEGERI GUGUS SEKOLAH 1, KECAMATAN KARANGPLOSO, KABUPATEN MALANG." Jurnal Ekonomi Manajemen dan Bisnis 2, no. 2 (January 3, 2022): 35–37. http://dx.doi.org/10.32815/jubis.v2i2.908.
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This study aims to determine the effect of: 1) Innovative attitude towards teacher competence; 2) Discipline towards teacher competence; 3) Innovative attitude and discipline towards teacher competence of SD Negeri 1 Cluster School, Karangploso District, Malang Regency. A total of 77 elementary school teachers in School Cluster 1, Karangploso District, Malang Regency. The results of this study indicate, among others: 1) Innovative Attitudes have a significant effect on Teacher Competence; 2) Discipline has a significant effect on Teacher Competence; 3) Innovative and Disciplined Attitudes have a significant effect on the Competence of Elementary School Teachers in Cluster 1, Karangploso District, Malang Regency.
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Arsal, Zeki. "Critical multicultural education and preservice teachers’ multicultural attitudes." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 106–18. http://dx.doi.org/10.1108/jme-10-2017-0059.
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Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.
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Nurfaidah, Sitti. "Three Attitudes of a Reflective Teacher." Research and Innovation in Language Learning 1, no. 1 (April 18, 2018): 39. http://dx.doi.org/10.33603/rill.v1i1.1084.
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Reflective teaching practice in second/foreign language teaching education has been the focus of empirical studies attention since early 1990s. Despite the importance of the implementation of reflective teaching practice in the classrooms, there is still limited research on English language teaching in Indonesian context relative to the attitude of reflective teachers as revealed in their reflection. This study examined three attitudes of reflective teachers as proposed by Dewey, i.e. open-mindedness, wholeheartedness, and responsibility. They are considered as part of the keys in identifying the reflectivity state of the teacher. Data from two EFL preservice teachers’ reflection through reflective teaching journals and interview were analyzed using thematic analysis technique to identify emerging themes and to extract narratives of experience. The findings reveal that both of the preservice teachers reflected the three attitudes in their reflection indicating their development in preparing themselves into more professional teacher. This study’s implication on language teacher education program is also discussed. Keywords: reflection, reflective teacher, open-mindedness, wholeheartedness, responsibility
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Mendenhall, Melissa P., Colby Tofel-Grehl, and David Feldon. "Rural teacher attitudes and engagement with computing and technology." Theory & Practice in Rural Education 12, no. 2 (November 4, 2022): 179–96. http://dx.doi.org/10.3776/tpre.2022.v12n2p179-196.
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The purpose of this sequential Case Study-Mixed Methods research is to explore rural teacher attitudes toward, approaches to, and engagement with making and computational thinking during STEM professional development and co-teaching learning experiences. Specifically, we examine the professional learning needs of two rural, middle school teachers as they engage technology. Using the lens of cultural historical activity theory, this paper examines the ways in which teacher attitude about computing shifted throughout professional learning and instructional practice. Findings show three broad themes that emerge surrounding teacher attitudes, approaches, and engagement with technology: Anxiety, Independent Learner, and Integration. Additionally, findings suggest that teacher attitude toward technology can be moderated through the means of a more knowledgeable other who scaffolds teacher learning and integration of technology.
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Ruwaida, Ruwaida, and Zainuddin Iba. "EFEK PEMBERIAN DIKLAT DAN PENGUATAN KOMPETENSI TERHADAP SIKAP PROFESIONALISME GURU DAN DAMPAKNYA PADA PRESTASI BELAJAR SISWA SD DI LINGKUNGAN UPTD PEUSANGAN KABUPATEN BIREUEN." IndOmera 3, no. 5 (March 22, 2022): 21–30. http://dx.doi.org/10.55178/idm.v3i5.229.
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The purpose of this study was to determine the effect of Training and Teacher Competence on Learning Achievement of Elementary School Students at UPTD Peusangan, Bireuen Regency. The research was conducted on 180 elementary school teachers in the UPTD Peusangan, Bireuen Regency as respondents, the results obtained were: The results of the hypothesis test indicate that there is a positive effect of providing education and training to teachers on the professional attitude of classroom teachers, which is 23.42%. It is proven that the significant influence of the class teacher competence factor on the professional attitude of the teacher is 10.25%. The results of the path analysis between teacher training and student achievement have a significant effect, namely 19.65%. There is a positive influence of teacher competence on student achievement of 24.74%. Simultaneous test results, there is a significant effect of teacher training and teacher competence variables on teacher professional attitudes, which is 33.7%. The results of the regression analysis between the professional attitude of teachers to student achievement, proved significant. Where is 34.20% the influence of teacher's professional attitude in supporting student learning achievement. And the contribution of teacher training and teacher competence factors contributed to increasing student learning achievement reaching 44.3%
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Ediyanto, Ediyanto, Norimune Kawai, Masashi Hayashida, Nagako Matsumiya, Md Abu Bakor Siddik, and Areej Talea Almutairi. "Indonesian Teachers’ Attitudes Toward Inclusive Education." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 31–44. http://dx.doi.org/10.2478/dcse-2021-0014.
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Abstract Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).
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Samsumantri. "Pengaruh Kepemimpinan Kepala Sekolah, Sikap Guru, Kompetensi Guru Terhadap Kinerja Guru di SMK Negeri 3 Pematangsiantar." ARBITRASE: Journal of Economics and Accounting 2, no. 2 (November 30, 2021): 60–69. http://dx.doi.org/10.47065/arbitrase.v2i2.279.
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This study aims to examine the effect of principal leadership, teacher attitude, teacher competence on teacher performance at SMK Negeri 3 Pematangsiantar, either partially or simultaneously. The sample in this study were teachers of SMK Negeri 3 Pematangsiantar totaling 98 people. The data in this study are primary data. The data were collected using a questionnaire. The analytical method used is the Multiple Linear Regression model. To test the hypothesis simultaneously the F test is used and partially the t test is used. The results of the tests carried out with SPSS obtained multiple regression equations: Y = 10.857 + 1.084 X1 + 0.144 X2 + 0.232 X3, which means a constant value of 10.857 which indicates that if the principal's leadership, teacher attitudes and teacher competencies are assumed to be zero, then the value is zero. of the teacher's performance is equal to 10,857. If the independent variable increases by 1%, the teacher's performance will increase. The results of the t-test hypothesis of the research variable are the principal's leadership variable obtained tcount8,691 with a significant probability of 0.000 less than the level of confidence (level of significant) = 0.05, the teacher's attitude variable is obtained tcount2.753 with a significant probability of 0.007 smaller than the level of confidence (level of significant) = 0.05. The teacher competency variable was obtained tcount 3.807 with a significant probability of 0.000 less than the level of confidence (level of significant) = 0.05. So the decision taken is to reject H0 and accept Ha, meaning that the principal's leadership, teacher attitudes, teacher competence have a positive and significant effect on the performance of teachers at SMK Negeri 3 Pematangsiantar
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Suhaili, Hidayati, and Syafwan Syafwan. "Upaya Guru PPKN dalam Meningkatkan Sikap Jujur Siswa." IJOCE: Indonesia Journal of Civic Education 1, no. 2 (June 30, 2021): 39–47. http://dx.doi.org/10.31539/ijoce.v1i2.2386.
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ABSTRACT
The purpose of this study was to determine the efforts of PPKn teachers in improving students' honest attitudes and what obstacles were encountered by teachers in improving students' honest attitudes at SMPN 3 Payakumbuh District. The type of research used is qualitative with descriptive method. The results of this study are: 1) PPKn teachers' efforts in improving students' honest attitudes are: (a) Providing learning motivation for students; (b) Provide various learning models; (c) Reduction of value when caught cheating on the results of a friend's test; (d) Assign error points weights; (e) The imposition of punitive sanctions. 2) The teacher's obstacle factors in improving students' honest attitudes are: (a) Factors from within the students; (b) The interest of students in learning is low; (b) Lack of understanding of students in applying an honest attitude; (c) Factors from outside the students, such as the teacher's busyness and environmental factors. The conclusion that the PPKn teacher's efforts in increasing honesty in students is to always instill and increase honesty in themselves.
Keywords: Honest Attitude, PPKN Teacher.
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Page, Angela, Jeanette Berman, and Penelope Serow. "Parent and Teacher Attitudes Towards Inclusive Education in Nauru." Australasian Journal of Special and Inclusive Education 44, no. 2 (September 1, 2020): 116–28. http://dx.doi.org/10.1017/jsi.2020.10.
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AbstractIt is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.
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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.
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<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>
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Oh, Siew Pei, and Yan Piaw Chua. "Relationship Between Computer-Mediated Communication Competence and Attitude Toward Using Frog VLE Among Secondary School Teachers." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (August 2022): 1–16. http://dx.doi.org/10.4018/ijwltt.20220501.oa2.
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This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.
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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.
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<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>
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Ichsan, Ilmi Zajuli, Rika Sa'diyah, Nur Fadli Hazhar Fachrial, Ainur Rosyid, and Rosa Susanti. "Pre-Service Elementary Teacher in Global Warming and Environmental Health Issue: Attitude in Natural Science Learning." Jurnal Penelitian Pendidikan IPA 8, no. 3 (July 31, 2022): 1199–203. http://dx.doi.org/10.29303/jppipa.v8i3.1485.
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Pre-service elementary teachers’ attitude in supporting the achievement of the ecosystem and environmental balance is necessary to implement. Most global warming topic taught in natural science learning has yet to be based on environmental orientation. This research purpose was to analyze pre-service elementary teachers’ attitudes in preventing global warming and environmental health issue. The research uses a descriptive method with the data collection technique of the survey. The research samples include 239 students of the Department of Elementary Teacher Education in Jakarta, Bogor, Depok, Tangerang, Bekasi (Jabodetabek) area. These students are pre-service elementary teachers. Data analysis used is by comparing the average score of each item and indicator. The research result indicates that the average score for attitudes is 87.33 suggesting that the attitude score is relatively high. The attitudes, however, have not been fully implemented in the form of attitudes to prevent global warming and environmental health issue. Natural science learning plays a prominent role in providing understanding related to global warming. The research results also recommend the application of more applicable lecture activities to the pre-service elementary teachers to improve the pre-service teacher attitude in natural science learning. The research concludes that the score of the pre-service elementary teachers’ attitudes is within a high category
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Cicchelli, Terry, and Su-Je Cho. "Teacher Multicultural Attitudes." Education and Urban Society 39, no. 3 (May 2007): 370–81. http://dx.doi.org/10.1177/0013124506298061.
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Aydin, Hasan, and Dolgun Aslan. "Determining Attitudes towards Pedagogical Teacher Training: A Scale Development Study." Journal of Education and Learning 5, no. 3 (April 13, 2016): 1. http://dx.doi.org/10.5539/jel.v5n3p1.
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<p>Education is the key to raising generations that are modern, democratic, productive, diligent, understanding, perceptive, critical and inquisitive. Teacher education is more important today than it has been in half a century. Thus, teachers are so significant to education and scholars argue that teacher quality is the most important within-school factor affecting student performance because great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators (Edutopia, 2008). The Republic of Turkey has made great efforts to train teachers and meet the demand for teachers. Pedagogical teacher training is a part of this effort. This study will help determine the attitudes of teacher candidates towards the Pedagogical teacher training they receive, and in this regard the purpose of this study is to develop a measurement tool that can be utilized in future studies. The study showed that “The Attitude Scale towards Pedagogical Teacher Training (PFETO)” is a valid and reliable tool. PFETO is a valid and reliable data collection tool for future studies on attitudes towards Pedagogical Teacher Training.</p>
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Wagner, Iwona, and Hanna Wiśniewska-Śliwińska. "Teacher attitudes – based on research." Pedagogika. Studia i Rozprawy 28 (2019): 83–96. http://dx.doi.org/10.16926/p.2019.28.07.
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Introduction. Speaking of teachers’ attitudes, it is impossible to mention the fact that ethical values must be respected in teacher’s work. The results of research in this area bring examples of different behaviours of teachers. Aim of the study. 1. To determine what attitudes teachers perceive in their environment and what attitudes presented by teachers are perceived by students. 2. To formulate which attitudes presented by teachers are desired by teachers and students and which are not. 3. To present students’ opinions on what qualities teachers should have. Material and methods. The research was conducted in Silesian Voivodeship from May 2018 to February 2019. The research covered 300 teachers working in Czestochowa and in the counties of Czestochowa and Myszkow, as well as 300 students. The method of diagnostic survey and interview was applied. Results. Teachers most often notice fair, tolerant, wise people in their professional group, and students often notice inconsistent people among teachers, those who do not listen to others, as well as those who are wise and open. According to teachers, the attitudes least frequently presented by teachers are : aggression, negative attitudes towards students. Pupils are least likely to encounter laziness and disorganization of the teacher. According to teachers attitudes that teachers should not present include aggressiveness, impatience, indifference and, according to students, aggressiveness, negative attitude towards students and impatience. According to the pedagogues, teachers should be open, and according to the students, be fair. Among the qualities that teachers should have students most often give wisdom, fairness and sense of humour. Conclusions. 1. Teachers most often notice in their professional group people who are fair, tolerant and wise. Pupils most often notice inconsistent, deaf, wise and open-minded people among teachers. 2. Teachers are convinced that there should be no aggressiveness or impatience among teachers. Students cite aggressiveness and negative attitudes towards students as undesirable attitudes of teachers. 3, According to the majority of students, the features that teachers should have are great knowledge, sense of justice, humour. It is worthwhile for teachers to pay attention to the students’ preferences.
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Columna, Luis, John T. Foley, and Rebecca K. Lytle. "Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism." Journal of Teaching in Physical Education 29, no. 3 (July 2010): 295–311. http://dx.doi.org/10.1123/jtpe.29.3.295.
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The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.
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Samitra, Dian, and Muhammad Kristiawan. "Keterampilan Proses Sains dan Sikap Ilmiah Calon Guru Biologi pada Mata Kuliah Zoologi Invertebrata." BIOEDUSAINS:Jurnal Pendidikan Biologi dan Sains 4, no. 2 (November 25, 2021): 363–71. http://dx.doi.org/10.31539/bioedusains.v4i2.3005.
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This study aims to determine the profile of science process skills and scientific attitudes of prospective biology teachers in the Invertebrate Zoology course. The method used is descriptive to examine all students of the Biology Education Study Program in the second semester of the 2020/2021 academic year as research subjects. Process skills data were obtained from process skills observation sheets and scientific attitude data were obtained from questionnaires. The results showed that the science process skills of prospective biology teachers were 79.1% and scientific attitudes were 82.4%. In conclusion, the science process skills of Biology teacher candidates are classified as skilled with a good scientific attitude.
Keywords: Biology Teacher Candidates, Science Process Skills, Scientific Attitude
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Sivaci, Sadik Yuksel. "Structural Model Development: Branches, Attitudes and Self-Effıcacy of Pedagogical Formation Program Pre-Service Teachers." Journal of Education and Learning 6, no. 2 (January 5, 2017): 111. http://dx.doi.org/10.5539/jel.v6n2p111.
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In this study, the relationship between attitudes of pedagogical formation program pre-service teachers towards teaching profession and their self-efficacies has been examined. In this case, the effect of graduation branches of the pre-service teachers on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession have been investigated. From this aspect, this research has the characteristics of causal-comparative research. Being suitable for the purpose of this research, it has been carried out with 300 pre-service teachers registered to pedagogical formation training certificate program at a state university in Turkey. Being conducted on pre-service teachers and established scaling models incidental to “Attitude Scale towards Teaching Profession” and “Teacher Self-Efficacy Scale” has been confirmed and the conformity index values obtained from the scaling model have shown good conformity. It is also seen that the structural equation model which is established in order to test the effect of branches on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession has been confirmed and conformity index values have shown good conformity.
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Inarsih, Nova Sri, Sastika Seli, and Dewi Syafitri. "Student’s Attitude and Challenges toward Teaching Practicum Programme (PPL) in Junior High School." EDULIA: English Education, Linguistic and Art Journal 1, no. 2 (March 6, 2021): 45–49. http://dx.doi.org/10.31539/edulia.v1i2.2121.
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This study aims to describe the attitudes and challenges of students towards the teaching practicum program (PPL) of STKIP-PGRI Lubuklinggau in Junior High School. The research method used is descriptive qualitative research. The research subjects were 16 respondents who were selected by purposive sampling. In collecting data, researchers used interviews and questionnaires. The results showed that many respondents had the most positive attitudes towards the affective and behavioral components. However, the component with the lowest teacher candidate teacher attitudes is the cognitive component. In terms of challenges for prospective teachers, most respondents (37.5%) rated field workload as a challenge, while the least field of supervision was faced by respondents during PPL (6.25%). In conclusion, the analysis of findings related to the attitudes of prospective STKIP-PGRI Lubuklinggau teachers in Junior High Schools is an almost positive attitude.
Keywords: Attitudes, Challenges, Pre-Service Teachers, Teaching Practicum Program
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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.
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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Dewi, Tita Tri Utami, Sri Tiatri, and Heni Mularsih. "PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4, no. 2 (October 30, 2020): 304. http://dx.doi.org/10.24912/jmishumsen.v4i2.2972.2021.
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In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif.
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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.
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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.
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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.
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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.
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San Martin, Constanza, Chenda Ramirez, Rubén Calvo, Yolanda Muñoz-Martínez, and Umesh Sharma. "Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices." Sustainability 13, no. 4 (February 20, 2021): 2300. http://dx.doi.org/10.3390/su13042300.
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Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.
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Aydin, Rafet. "Examination of prospective teachers' educational beliefs and attitudes towards educational history." African Educational Research Journal 9, no. 4 (November 12, 2021): 884–906. http://dx.doi.org/10.30918/aerj.94.21.145.
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The aim of this research is to reveal the educational beliefs of prospective teachers and their attitudes towards the History of Education course and the relationship between them. This research aimed to determine the opinions of prospective teachers about their future profession and to make suggestions about teacher training. The research was designed in the survey model and the relational survey model was used to determine the relationship between the variables. The sample of the study consisted of a total of 453 teacher candidates, 90 of whom were male and 363 were female. The data of the research were collected by using the "Educational Beliefs Scale" and "Attitude Scale Towards Turkish Education History Course". The data were analyzed with computer package programs. In line with the educational beliefs scale used in the research, it was revealed that the educational beliefs of the teacher candidates were 'Existentialism', 'Progressivism', 'Perennialism', 'Reconstructionism' and 'Essentialism', respectively. According to the data obtained from the scale of attitude towards education history, it was concluded that prospective teachers’ attitudes towards education history are high. Finally, it was concluded that there is a moderate, positive, and significant relationship between the educational beliefs of the prospective teachers and their attitudes towards Education History.
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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.
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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.
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Kiliç, Durmuş. "Changes in Democratic Attitudes of Trainee Teachers Over Time." Social Behavior and Personality: an international journal 38, no. 9 (October 1, 2010): 1211–18. http://dx.doi.org/10.2224/sbp.2010.38.9.1211.
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The purpose in this study was to investigate the democratic attitudes of prospective teachers in line with certain variables. The study was carried out with 233 randomly selected teacher trainees during the 2005-2006 academic year. A democratic attitude scale was applied to student teachers while they were freshmen in 2002 and seniors in 2005. Results showed that democratic attitudes of the student teachers did not change over time.
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Telaumbanua, Idam Shaleh, Junaidi Arsyad, and Syamsu Nahar. "Relationship between Madrasah Culture and Innovative Attitude and Madrasah Ibtidaiyah Negeri Teachers' Work Commitment." Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, no. 1 (February 26, 2022): 172–80. http://dx.doi.org/10.37680/scaffolding.v4i1.1246.
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The goal of this research was to discover the relationship between madrasah culture and teacher work commitments in Madrasah Ibtidaiyah Negeri Gunung Sitoli, the relationship between innovative attitudes and teacher work commitments in Madrasah Ibtidaiyah Negeri Gunung Sitoli, and the relationship between Madrasah culture and innovative attitudes in Madrasah Ibtidaiyah Negeri Gunung Sitoli teachers. people, using a random sample from the entire population or total sampling A questionnaire with a Likert scale model was used as the research instrument. The requirements test was used to determine the independence, linearity, and normality of the independent variables. At a significance level of = 0.05, the data analysis technique used correlation and regression, as well as simple correlation and regression and multiple correlations. According to the findings of the study, there is a positive and significant relationship between madrasa culture and teacher work commitment. This means that the higher and more positive the madrasa culture, the higher and more positive the work commitment of the teachers of Gunung Sitoli City's State Islamic Madrasah by providing an effective contribution of 8.5 percent. Innovative attitudes and teacher work commitment have a positive and significant relationship. This means that the higher and more positive the innovative attitude, the higher and more positive the work commitment of the Madrasah Ibtidaiyah teachers throughout the city of Gunung Sitoli by providing an effective contribution of 4.56 percent, and there is a positive and significant relationship between madrasa culture and innovative attitudes in general. This means that the higher and more positive the madrasa culture and innovative attitude, the higher and more positive the work commitment of the teacher.
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Garmabi, Hanieh, and Gholamreza Zareian. "Investigating EFL Teachers' Attitudes towards the Effectiveness of Reading Metacognitive Strategies Regarding Their Academic Degrees." International Journal of Linguistics 8, no. 1 (February 21, 2016): 26. http://dx.doi.org/10.5296/ijl.v8i1.9069.
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<p>Xu (2012) stated that teachers' beliefs are more influential than teachers' knowledge on determining their teaching activities, so effective teacher beliefs about learners are of importance, and are considered as integral components of effective teaching. In other words, teachers' beliefs influence teacher consciousness, teaching attitude, teaching methods, teaching policy, and also strongly influence teaching behavior and learner development (Xu, 2012). With such an importance in teachers' beliefs and attitudes, this study tried to explore the teachers' attitudes towards the effectiveness of reading metacognitive strategies which are used by high school students. To do so, 91 teachers holding BA and MA degrees were chosen as the participants of study. They all had an experience of teaching English at different high schools of three Cities in Iran. These participants were asked to complete 34 item thesis questionnaire which investigated the teachers' attitudes toward the effectiveness of reading metacognitive strategy use. The results of statistical analysis indicated that although teachers holding MA and BA degrees had the same attitudes about pre-reading metacognitive strategies, they had significantly different attitudes about reading and post-reading metacognitive strategies.</p>
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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.
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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.
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Lin, Wei, Hongbiao Yin, and Zhijun Liu. "The Roles of Transformational Leadership and Growth Mindset in Teacher Professional Development: The Mediation of Teacher Self-Efficacy." Sustainability 14, no. 11 (May 26, 2022): 6489. http://dx.doi.org/10.3390/su14116489.
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This study investigated the effects of school-related factors (i.e., transformational leadership) and teacher-related factors (i.e., teachers’ growth mindset and self-efficacy) in teachers’ sustainable professional development, as indicated by their reported desirable professional attitudes and their adoption of teaching strategies using the method of structural equation modelling. Based on a questionnaire survey of 1297 teachers in China, the results of this study showed that, compared with teachers’ growth mindset, transformational leadership had a stronger effect on teacher self-efficacy; transformational leadership, rather than teachers’ growth mindset, was significantly and directly related to teachers’ professional attitudes towards classroom teaching and their adoption of desirable teaching strategies. Moreover, teacher self-efficacy significantly mediated the effects of transformational leadership and growth mindset on teachers’ professional attitudes and the adoption of desirable teaching strategies. These findings highlight the importance of teachers’ affective attributes (e.g., growth mindset, self-efficacy, and professional attitudes) in teacher professional development, and provide implications for school leaders and teachers to sustain effective teacher professional development.
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Hartanto, Cahya Fajar Budi, A.M. Wibowo, and Mohamad Miftah. "Teacher Perceptions, Responses, and Attitudes towards Learning Supervision." Formosa Journal of Science and Technology 1, no. 8 (December 24, 2022): 1233–44. http://dx.doi.org/10.55927/fjst.v1i8.2280.
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Learning supervision is one of the efforts to increase the teacher's role in carrying out their duties so that it is hoped that it can help develop teacher competence. However, supervision is often seen as a heavy burden that must be faced by teachers. This research was conducted to assess the perceptions, responses, and attitudes of teachers towards learning supervision. All three must be kept positive so that they become motivation and momentum to absorb input from supervisors. The results of the study show that teachers' perceptions of supervision in various regions in Indonesia are very different, some are already good and some are still lacking. The response of the teachers was generally good and made supervision a means of balancing, bridge and communication. Meanwhile, the attitudes of teachers tend to be low because they do not yet feel a good partnership between teachers and supervisors.
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Camilleri, Patrick, Bård Ketil Engen, Ove Edvard Hatlevik, Juan Carlos Colomer Rubio, and Héctor Hernández Gassó. "Student teachers and their attitudes towards ICT." Nordic Journal of Comparative and International Education (NJCIE) 5, no. 4 (November 30, 2021): 38–52. http://dx.doi.org/10.7577/njcie.4207.
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This paper explores the attitudes that student teachers in Malta, Norway, and Spain convey to digital technologies in formal educational settings as they start the 1st semester. A number of studies look at educational inclinations and employment of digital technologies (Granić & Marangunić, 2019; Ritter, 2017; Scherer & Teo, 2019). We have chosen to examine student teachers’ attitudes towards the professional use of digital technologies within a pedagogical framework. In this respect, a comparative qualitative analysis of one open-ended question that forms part of a more extensive questionnaire distributed to all participants is considered. The employed analytical lens subsequently centres on four concepts: ‘adaptability’, ‘creativity’, ‘critical thinking’, and ‘understanding of technology’. In this regard, our findings support arguments for asserting ‘attitude’ as a kind of teacher-specific digital competence for guiding their practice. We conclude by suggesting our analytical framework as a potential point of initiation for further development to understand attitudes as forming part of teachers’ specific digital competencies within teacher education and professional practice.
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Cole, Claire G. "Teachers' Attitudes before Beginning a Teacher Advisory Program." Middle School Journal 25, no. 5 (May 1994): 3–7. http://dx.doi.org/10.1080/00940771.1994.11495213.
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Kilincer, Ozlem. "An Investigation of Pre-service Music Teachers’ Attitudes towards Online Learning during the COVID-19 Pandemic." International Journal of Technology in Education and Science 5, no. 4 (September 28, 2021): 587–600. http://dx.doi.org/10.46328/ijtes.304.
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The aim of this research is to determine the pre-service music teachers’ attitudes towards online learning during the COVID-19 pandemic. The study investigated the attitudes of music teacher candidates toward online learning and if they differed by the variables of gender, year of study and academic achievement. The “Online Learning Attitude Scale” was used to collect data for the study. The study was conducted with 164 pre-service music teachers studying at the education faculties of Aksaray University, Çanakkale 18 Mart University, and Necmettin Erbakan University in the 2020-2021 academic year. The independent groups t-test and one-way analysis of variance were used in the data analysis. Results from the study suggested that pre-service music teachers’ attitudes regarding online learning in the COVID-19 pandemic were negative to moderate. In addition, the study indicated that the attitudes of music teacher candidates towards online learning differed by gender, year of study, and academic achievement variables during the COVID-19 pandemic.
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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.
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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.
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Amka, Amka, and Mirnawati Mirnawati. "The Attitude of Islamic Religious Education Teachers Against the Implementation of Inclusive Education at the Elementary School Level." Madrosatuna: Journal of Islamic Elementary School 4, no. 2 (October 26, 2020): 69–74. http://dx.doi.org/10.21070/madrosatuna.v4i2.795.
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This study aims to determine the attitude of Islamic Religious Education teachers in elementary schools towards the implementation of inclusive education. The study used a non-experimental quantitative approach with a survey method. Subjects or informants in this study were teachers of Islamic Education who were scattered from 16 elementary schools in South Kalimantan. Data collection was carried out using questionnaires and interviews. Data were analyzed using descriptive statistics using percentages; teacher attitudes were assessed based on five criteria, namely excellent, good, sufficient, lacking, and very poor. These criteria adjust to the percentage range obtained. The results showed that the percentage of Islamic education teachers' attitudes towards the implementation of inclusive education in South Kalimantan was 67.18%, which was categorized as quite good. Several variables affect teacher attitudes in terms of gender, recent education, experience in training.
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Wasim Latif, Muhammad, and Arzoo Wasim. "Tertiary EFL Practitioners’ Beliefs and Attitudes Towards Professional Development in the Area of Assessment and Testing–An Exploratory Study." Language Testing in Focus: An International Journal 3 (March 2021): 17–32. http://dx.doi.org/10.32038/ltf.2021.03.02.
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Professional development of teachers, the greatest strength of any educational institute, implies advancement of pedagogical, assessment and success standards. All teacher education activities whether during the pre-or/and in-service phases, should aim to bring about teacher change which refers to the procedures targeting reform in teacher beliefs, attitudes, knowledge, self-awareness, skills and practices. Since teacher beliefs and attitudes serve as an integral part of the process to comprehend how teachers conceptualise, approach and practice their work, change in teacher practices generally precede a change in teacher beliefs and attitudes. In the background of the paucity of scholarship about tertiary EFL practitioners’ beliefs and attitudes about their professional development, in general, and in assessment, testing and evaluation, in particular, the present study mainly based on interview data collected from 10 tertiary EFL teachers working in three tertiary educational institutes in Saudi Arabia aimed at exploring tertiary EFL practitioners’ philosophies and attitudes towards their PD in assessment and testing to get better insight into language teachers’ training needs. It is hoped that the findings of the study will create awareness among novice as well as experienced teachers and help their respective institutions in having better understanding about the various dynamics of teacher PD in assessment and testing.
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Rahmani, Farshad, and Yadollah Khorram Abadi. "Teacher Students Attitudes towards Teacher Trainings Centers." Kuwait Chapter of Arabian Journal of Business and Management Review 3, no. 10 (a) (June 2014): 1–6. http://dx.doi.org/10.12816/0018423.
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Zacharias, Nugrahenny T. "Teacher and Student Attitudes toward Teacher Feedback." RELC Journal 38, no. 1 (April 2007): 38–52. http://dx.doi.org/10.1177/0033688206076157.
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Saleem, Choudhry Shahid, Dr Hafiz Muhammad Ather Khan, Riaz Hussain Sindher, and Sabir Hussain. "Impacts of teacher trainings to modify teachers’ attitude towards corporal punishment." International Research Journal of Education and Innovation 3, no. 2 (June 12, 2022): 224–34. http://dx.doi.org/10.53575/irjei.v3.02(22)23.224-234.
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The tool traditionally used by school teachers for learning and disciplining the students is corporal punishment. The said research was designed to identify the primary school teacher’s attitude towards corporal punishment and then search out the most effective way for implementing strategies for modification of teachers’ attitudes towards corporal punishment. This was a multi-stage study. At first phase, survey was conducted to identify the teachers having highly positive attitude towards corporal punishment. In the first phase, a four-point Likert scale containing 21 positive and negative statements towards corporal punishment was used to check the attitude towards corporal punishment. The targeted population of the study was all the government boys primary school teachers (785) in Tehsil Kot Chutta, District Dera Ghazi Khan. A total of 260 teachers were selected for the study sample. Then 140 primary school teachers having the most positive attitude towards corporal punishment were selected and equally divided into two groups and then each group was equally sub-divided in control and treatment groups. Combination of attitude modification strategies by two different modes (face-to-face workshop and virtual/online treatment) were applied to treatment groups. t-test was applied to measure statistically significant difference between control group and experimental group. The study results show that most of the teachers were inclined towards corporal punishment. Teachers’ attitudes could be reduced by some strategies like face-to-face workshops for teachers and online training for teachers to modify of positive attitude of teachers toward corporal punishment. Scholars tested strategies by two different modes and found both were decent, but the face-to-face training strategy was more effective than online workshops. It is recommended that frequent training sessions may be conducted to change teachers’ attitude towards corporal punishment on regular bases.
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Rukmana, Diki, Andi Suhandi, Taufik Ramlan Ramalis, and Achmad Samsudin. "Religious Values-Based Learning Materials on Earth and Space Science: Analysis Spirituality and Conceptual Understanding Levels." Indonesian Journal of Science and Mathematics Education 5, no. 3 (November 13, 2022): 271–84. http://dx.doi.org/10.24042/ijsme.v5i3.12489.
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This study aims to determine the effect of religious values-based earth and space science teaching materials on the level of mastery of concepts and spiritual attitudes. Using one group pretest-posttest design, 14 items of concept understanding essays test and 15 items of spiritual attitude questionnaire were given to 32 prospective elementary school science teachers who took earth and space science courses in the even semester of 2021/2022. The results of data analysis showed that 30.13% of prospective teacher an increase to the level of partial understanding and 34.60% of prospective teacher an increase to the level of sound understanding. In the aspect of spiritual attitudes, 91.25% of prospective teacher have the perception that their spiritual level has increased and 8.75% of prospective teacher have the perception that their spiritual level is fixed. These results indicate that the religious value-based science teaching materials used are good enough to increase the level of conceptual understanding and spiritual attitudes
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Syring, Marcus, Teresa Tillmann, Sabine Weiss, and Ewald Kiel. "Do Open-Minded Student Teachers Have More Favorable Attitudes Towards Different Dimensions of Heterogeneity?" Journal of Educational and Developmental Psychology 8, no. 1 (March 20, 2018): 133. http://dx.doi.org/10.5539/jedp.v8n1p133.
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The present study aims at investigating student teachers’ attitudes towards heterogeneity, which represent one part of teachers’ profession and determine future teacher action. Particularly, it addresses research gaps regarding the relationship between attitudes and personality traits such as the Big Five, which are also important in the field of teacher professionalism. Through confirmatory factor analysis, the validity of an existing measurement instrument of attitudes was verified in a sample with 294 student teachers. Personality traits represented significant predictors of some of the attitudes measured, but were only able to explain relatively little variance. Practical implications for teacher training are discussed.
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İlhan, Nail, Hülya Güngör, and Emine Gülseven. "Scale of Attitudes Towards Online Formative Assessment: Teacher’ Attitudes during COVID-19 Pandemic." International Journal of Educational Methodology 8, no. 2 (May 15, 2022): 241–57. http://dx.doi.org/10.12973/ijem.8.2.241.
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<p style="text-align: justify;">Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of "Assessment Systems" was lower than that of the "Assessment Approaches". In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.</p>
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Pinto, J. Alexandre, J. Bernardino Lopes, António Alberto Silva, and Carla A. Santos. "DEVELOPING A TEACHER EDUCATION PROGRAMME TO PROMOTE SCIENTIFIC LITERACY IMPROVING A POSITIVE ATTITUDE ABOUT SCIENCE." Problems of Education in the 21st Century 60, no. 1 (July 10, 2014): 134–55. http://dx.doi.org/10.33225/pec/14.60.134.
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Usually elementary teacher education has pitfalls in developing important dimensions of scientific literacy (SL) through science teaching. So, to refine some Teacher Education Program (TEP) characteristics is important to potentiate their positive attitudes towards links amongst science technology and society themes (STS) so that they may improve their students’ SL. This study aims at identifying characteristics of a TEP that promote teachers’ key attitudes about STS and develop dimensions of teaching practice transferral to teachers’ practices to foster their students’ SL. It reports a longitudinal case study (3 years) to refine characteristics of a TEP, answering the questions: a) what features should a TEP have, to improve consistently positive attitudes of teachers about STS?, (b) which gains in teachers' attitudes towards the STS were obtained from the implementation of TEP? The TEP incorporated, progressively, findings based on literature and other characteristics resulting from improvements, namely: (a) exploring contexts and using materials and equipment from daily routine; (b) developing epistemic practices related with experimental work in open challenge activities; (c) transferable teacher mediation traits. The TEP, with the referred characteristics, allowed teacher to develop important attitudes about: scientific inquiry, willingness to engage in issues related to science and science as a social enterprise. Key words: teacher education, teachers STS attitudes, scientific literacy.
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Gursimsek, Isik. "Sexual Education and Teacher Candidates' Attitudes Towards Sexuality." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 81–90. http://dx.doi.org/10.1375/ajgc.20.1.81.
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AbstractThe aim of this study is to investigate teacher candidates' attitudes related to sexuality and homosexuality and to determine the relationship between these attitudes and course attendance, gender and cultural background. The sample of the study consist of teacher candidates that have (n= 302) and have not (n= 176) attended the sexual education course during the 2006–2007 academic year at a faculty of education in Izmir — a city in the western coastal region of Turkey. The Sexual Attitude Scale (SAS) and the Homosexuality Attitude Scale (HAS) were used to gather data at pre-test and post-test levels. Results demonstrate that sexuality education has a positive effect on participants' attitudes towards sexuality. In contrast, the course does not have any influence on candidates approach to homosexuality.
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Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (October 2, 2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.
Full textAbstract:
<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>