Relevant bibliographies by topics / Teacher perspectives

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher perspectives'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Teacher perspectives"

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Martino, Wayne, and Goli M. Rezai‐Rashti. "Male teacher shortage: black teachers’ perspectives." Gender and Education 22, no. 3 (May 2010): 247–62. http://dx.doi.org/10.1080/09540250903474582.

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Kusumayasa, Kadek Ngurah. "Pedagogical Competence of EFL Teachers: Teachers’ and Students’ Perspectives." Jurnal Ilmiah Pendidikan Profesi Guru 5, no. 1 (May 16, 2022): 46–53. http://dx.doi.org/10.23887/jippg.v5i1.46203.

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The pedagogic competence of English teachers plays an important role in developing students' potential in mastering English. Students' perceptions are needed to find out how the teacher's pedagogic competence is in carrying out learning, students can be used as sources of information for reflection because students often interact directly with teachers in the learning process. In addition, the perception of the teacher itself is also needed to find out how his pedagogical competence as a teacher is in carrying out the learning process in order to achieve learning objectives. This study aims to analyze teacher and student perceptions of the pedagogical competence of English teachers and analyze differences in student and teacher perceptions related to pedagogical competence in teaching English. This research is a mixed method research. Data collection in this study used instruments in the form of questionnaires and interviews. The results showed that students' perceptions of their English teacher's pedagogic competence were categorized as positive because the average of all student responses was 4.3547. The English teacher's perception of his pedagogical competence is categorized as positive because the average of all teacher responses is 4.4222. Students and teachers have different perceptions about the teacher's pedagogic competence in teaching English, namely in terms of understanding the characteristics and potential of students.
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Hall, Michael. "Research Ethics: Deontological Perspectives." Shanlax International Journal of Arts, Science and Humanities 7, no. 3 (January 1, 2020): 1–6. http://dx.doi.org/10.34293/sijash.v7i3.1326.

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The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities. Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews. Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations. This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
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Szeto, Elson, and Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives." International Journal of Leadership in Education 21, no. 3 (January 11, 2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.

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Newton, E. H., and W. E. Braithwaite. "Teacher Perspectives on the Evaluation of Teachers." Educational Studies 14, no. 3 (January 1988): 275–88. http://dx.doi.org/10.1080/0305569880140304.

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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.

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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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Ghim, Hyeyoung. "Early Childhood Teachers’ Perception Shifts on Social Studies After Taking a Teacher Education Course From a Critical Perspective." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 823–35. http://dx.doi.org/10.22251/jlcci.2022.22.23.823.

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Objectives This study explores early childhood teachers’ perception shifts on social studies after taking a teacher education course called ‘social studies in early childhood’ designed from a critical perspective. Specifically, it attempts to identify effective teaching methods for transformative learning. The study utilizes critical theory and transformative learning theory as theoretical frameworks. Methods A survey consisting of seven open-ended questions was distributed to the teachers enrolled in class. Results The study found that the teachers have changed their perspectives in two ways. First, the teachers redefined the meaning of social studies and expanded their understanding of the subject. Second, they learned the importance of maintaining critical perspectives when perceiving the subject and society. Conclusions Based on the findings, the study stresses the importance of holding critical perspectives as teacher educators and suggests ways to incorporate their perspectives into instructional practices in teacher education.
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Stearns-Pfeiffer, Amanda. "One educator, four perspectives." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 260–69. http://dx.doi.org/10.1108/etpc-03-2015-0025.

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Purpose – The author of this paper aims to reflect on the past 14 years of English education in the USA and the resulting effects of state standards and standards implementation on secondary English teachers. Design/methodology/approach – Controversy surrounding standards implementation often includes balancing the struggle between teacher autonomy and district-mandated curriculum. The journey described here includes four roles in education: first, an undergraduate in a teacher education program at a state university; second, a classroom teacher learning to create pacing guides based on the standards; third, a graduate student writing a dissertation about standards implementation; and, fourth, a teacher educator who works with pre-service and practicing teachers. Findings – Educators at all levels must determine how to best navigate standards to help students succeed in the classroom, and what teaching practices must endure even in the face of increased standardization. Originality/value – Lack of curricular autonomy and few teacher-centered professional development opportunities during early standards implementation experiences led the author to understand the importance of a workshop model of standards implementation for teachers. In addition, strong support for reading and writing workshops in the secondary English Language Arts classroom is also provided, including the specific Common Core Standards met during these classroom activities.
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Bennett, Christine. "Teacher Perspectives: Strengthening Reflective Teacher Education." Teaching Education 8, no. 1 (January 1996): 3–12. http://dx.doi.org/10.1080/1047621960080102.

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Smestad, Bjørn, Monica Johannesen, and Hanne Christensen. "Editorial: Perspectives on teachers’ transdisciplinary professional competence." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 1–8. http://dx.doi.org/10.7577/njcie.4009.

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What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence.
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Dissertations / Theses on the topic "Teacher perspectives"

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Aramburuzabala, Higuera Pilar, Cynthia Martínez-Garrido, and Rocío García-Peinado. "University teacher training in Spain: Evolution and perspectives." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117096.

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In Spain, the first formal experiences in the field of University Teacher Training (abbreviated to FPU in Spanish) appear in the seventies, responding to isolated initiatives. In the eighties the first groups of FPU specialists are configured in scattered universities with the support of the government. Later, specialized departments arise that rely on the also emerging distance learning services and educational technology. Today, in a time when there are major changes in the university structure and the teaching models, it seems clear that the teaching and research staff will have to adapt to a very different environment. Thus, FPU becomes a powerful tool that can help improve the quality of university teaching and promote the professionalization of the teaching role. This article aims to make an approach to the experiences and research in the field of the FPU that were held in Spain from its origins. It also describes some of the emerging trends in the university system that will form the basis of a new University. This analysis will provide information to the debate on the professionalization of the teaching role that is currently taking place.
En España, las primeras experiencias formales en el campo de la Formación del Profesorado Universitario (FPU) aparecen en los años setenta, respondiendo a iniciativas aisladas. Con el apoyo de las administraciones en los años ochenta se configuran los primeros núcleos de especialistas en FPU en centros universitarios dispersos. Posteriormente surgen departamentos especializados que se apoyan en los también incipientes servicios de educación a distancia y tecnologías educativas. En el momento actual, de profundos cambios en la estructura universitaria y los modelos didácticos, parece claro que el personal docente e investigador tendrá que adaptarse a un entorno muy distinto al conocido hasta hace poco tiempo.La FPU se convierte, así, en un poderoso instrumento que puede contribuir a mejorar la calidad de la docencia universitaria y a impulsar la profesionalizacióndel rol docente. En este artículo se pretende hacer una aproximación a las experiencia se investigaciones que en el campo de la FPU se han llevado a cabo en España desde sus orígenes. Se describen también algunas de las tendencias emergentes del sistema universitario que constituirán la base de una nueva universidad. Este análisis aportará información al debate sobre la profesionalización del rol docente que se está desarrollando en la actualidad.
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Gunsel, Stacy. "Middle School Health Policies: Teacher Perspectives." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125434359.

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Sneddon, Jacquelyn Rae. "Teacher Perspectives of Causes of Attrition." UNF Digital Commons, 1989. http://digitalcommons.unf.edu/etd/46.

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This study attempted to identify causes of teacher attrition by using a survey distributed to 74 certificated teachers at Loretto Elementary School in Jacksonville, Florida. Seven possible causes of teacher attrition, identified in the review of the related literature, were worded in statement form for use in the survey. Each possible cause was stated from three different perspectives: as it applied to the individual respondent, to teachers as a whole, and to the general public. The teachers were then asked to indicate agreement or disagreement on a four-point Likert scale. Conclusions suggested that inadequate salary and physical harm were the two causes viewed by the respondents as most likely to drive both the respondents and most other teachers from teaching. The two causes least likely to foster teacher attrition were the requirement of non-teaching duties and a lack of adequate instructional supplies. Results also seemed to indicate a distinction between the way the respondents viewed the seven possible causes with respect to themselves and most other teachers. Results of the survey, supporting tables, and a copy of the survey are included.
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Freking, Teresa A. Crumpler Thomas P. Haynes Thomas. "Missing voices beginning teachers' experiences and perspectives on the mentoring relationship /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152511&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177683010&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Thomas P. Crumpler, Thomas S. Haynes (co-chairs), Aimee D. Adkins, Barbara B. Meyer. Includes bibliographical references (leaves 173-180) and abstract. Also available in print.
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Zuercher, Friesen Deborah Kae. "Indigenous American Samoan Educators’ Perceptions of their Experiences in a National Council of Accreditation for Teacher Education (NCATE) Accredited Program." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1182301897.

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Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.

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This study is about the ways in which the term subject knowledge is conceptualised and interpreted by student teachers, university tutors and school mentors in the context of undergraduate primary initial teacher training (ITT) in two post-1992 university providers. Subject knowledge has been a consistent feature of the policy context of ITT over decades, although disparities are apparent between the rhetoric of policy directives, the theoretical knowledge base and how primary teachers’ subject knowledge is represented, and enacted, in communities of practice in primary ITT. The conceptual framework for the research is underpinned by Shulman’s (1987) theoretical knowledge bases for teaching, and draws significantly on the conceptual tools of culture, practice and agents in educational settings, provided by Ellis’s (2007) situated model of subject knowledge. The perspective of the individual is developed further by utilising Kelchtermans’s (2009) personal interpretative framework. An additional lens is provided by the external political context, within which primary ITT is located. The research adopted an inductive, interpretative approach that incorporated multiple methods to construct a bricolage. Data collection included semi-structured questionnaires, semi-structured interviews that incorporated the production of visual data, and content analysis of documents. The study indicates that subject knowledge was understood by participants as an umbrella term representing general teacher knowledge, rather than as a critically distinct concept. Overall, there was a general lack of emphasis on subject-specific pedagogical knowledge evident in the discourse around subject knowledge for primary teaching. Conceptualisations of subject knowledge were highly individualistic. The findings indicated that the culture and practice in different contexts is interpreted and experienced in very different ways by individuals to influence their interpretations of subject knowledge and its place in pedagogy. Thus, this study makes an original contribution to knowledge in the field by: 1) mapping the details of the conceptualisations of subject knowledge held by student primary teachers, university tutors and school mentors in the context of undergraduate primary ITT, to identify commonalities, and disparities, with the theoretical knowledge base; and 2) identifying and examining cross-contextual and personal influences on conceptions of subject knowledge and in so doing, extending and adapting Ellis’s (2007) model of subject knowledge, to the specific context of undergraduate primary ITT.
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Taylor, Dawn Miller. "Perspectives of teacher education graduates about their cooperating teachers during preservice placements." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0928104-230027/unrestricted/TaylorD102704f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0928104-230027 Includes bibliographical references. Also available via Internet at the UMI web site.
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Covington, Robert Matthew. "Integrating Technology in the Classroom: Teacher Perspectives." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77316.

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The purpose of this study was, given the elimination of a Type I barrier, to investigate how teachers utilized the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) and what barriers teachers perceive to be present that may inhibit technology are barriers technology integration in the classroom. This qualitative study was designed based on the naturalistic inquiry approach (Lincoln & Guba, 1985). Through purposeful sampling, this study took place in a suburban school division within the U.S. that has eliminated a Type I barrier, technology access to secondary teachers and students. The site was chosen due to the abundance of technology available to teachers and secondary students within the school division. Ten secondary teachers that participated were in various stages of their profession and years of service within the school division and represented various secondary schools within the division. The findings suggest that teachers fail to fully implement all of the ISTE NETS when it comes to integration in the classroom. Insufficient time to plan and prepare for activities that would integrate technology into the classroom was among the external factors most of the participants listed as to why their instruction did not always utilize technology. Although the division has eliminated a major barrier through its one-to-one laptop initiative, the findings indicated further external, Type I barriers existed. Results of this study suggest the key elements to the barriers that inhibit integration continue to be Type II barriers, teacher beliefs towards technology and teacher-centered pedagogy.
Ed. D.
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Bergström, Peter. "Bridging the distance in teacher education : teachers' perspectives on process-based assessment." Umeå universitet, Interaktiva medier och lärande (IML), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-68390.

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This paper reports on a research project in which a group of teachers in a pre-school teacher education programme based at a “satellite” study centre in a distant rural area used a student-centred learning approach as a means to bridge the distance in the social relationship. A qualitative approach was taken that aimed to develop a greater understanding of the teacher-student relationship through research questions addressing the student role, the learning process and the assessment process. A didactical design for process-based assessment was developed and structured into three phases involving questions about the students’ previous knowledge, reflections and learning. Data were collected through in-depth interviews. The material was analysed using inductive thematic analysis. The underpinning principles of power and control were helpful for understanding the social relations in the teacher-student relationship in this online context. The results indicate a conflict between the student-centred curriculum and traditional beliefs in the teacher-student relationship.
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Henley, Michael J. "Teacher appraisal and its management : a study of the perspectives of teachers." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35644.

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This thesis is inspired by the theory that a system of teacher appraisal can achieve maximum effectiveness only when there is harmony between its managers and other participants. Exploration of the theory is pursued in a study of the anticipatory concerns and relevant experience of a sample of Northamptoshire teachers about to become participants and/or managers. The findings are evaluated in the light particularly of experience of teacher appraisal in Canada and USA, where developments are very much further ahead than here. Government policy is analysed with reference to key considerations which currently determine how schools are managed in this country. A traditional dichotomy separating curriculum management from the management of staff relationships and which has created a style of teacher isolation is found to present problems. The risks of teacher appraisal simply becoming a celebration of the status quo are recognized. The probability emerges that the teachers will soon control the system, not government, nor the appraising bodies. Therefore, in anticipation of that outcome, certain key skills and knowledge are identified and commended in this thesis as governing the effectiveness of teacher appraisal, if it is to progress teaching and learning. The main conclusion of the research is that teachers are capable of initiating and supervising a robust system of teacher appraisal which can bring radical change to school management in the interest of school improvement. Their perspectives contrast with those of government most remarkably because the teachers' primary concern is to ensure that whatever the time and effort which is put in, the impact on pupils provides the justification. This thesis seeks to illustrate the potential value of teacher appraisal when used as an instrument of action learning rather than as an instrument of general management.
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Books on the topic "Teacher perspectives"

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Lehtovaara, Jorma, and Jean-Luc Patry. European perspectives on teacher ethics. [Tampere]: Tampereen yliopisto, 1999.

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Louise, Holly Mary, and Mcloughlin Caven S, eds. Perspectives on teacher professional development. London: Falmer Press, 1989.

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McCarthy, Christopher J., Richard G. Lambert, and Annette Ullrich. International perspectives on teacher stress. Charlotte, NC: Information Age Pub., 2012.

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Watt, Helen M. G., Paul W. Richardson, and Kari Smith, eds. Global Perspectives on Teacher Motivation. Cambridge: Cambridge University Press, 2017. http://dx.doi.org/10.1017/9781316225202.

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Borg, Simon, and Hugo Santiago Sanchez, eds. International Perspectives on Teacher Research. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137376220.

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Heilbronn, Ruth, and Lorraine Foreman-Peck, eds. Philosophical Perspectives on Teacher Education. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118977859.

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Donaldson, Morgaen L. Multidisciplinary Perspectives on Teacher Evaluation. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429054068.

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K, Sharpes Donald, ed. International perspectives on teacher education. London: Routledge, 1988.

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P, Tisher R., Wideen Marvin, and American Educational Research Association. Meeting, eds. Research in teacher education: International perspectives. London: Falmer Press, 1990.

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Teacher learning that matters: International perspectives. New York: Routledge, 2012.

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Book chapters on the topic "Teacher perspectives"

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Martin, Adrian D. "Teacher Identity Perspectives." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_222-1.

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Martin, Adrian D. "Teacher Identity Perspectives." In Encyclopedia of Teacher Education, 1856–60. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_222.

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Shinkfield, Anthony J., and Daniel L. Stufflebeam. "Historical Perspectives of Teacher Evaluation." In Teacher Evaluation, 9–41. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-009-1796-5_1.

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Heilbronn, Ruth. "Teacher Educators: Philosophical Perspectives." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_80-1.

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Heilbronn, Ruth. "Teacher Educators: Philosophical Perspectives." In Encyclopedia of Teacher Education, 1834–38. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_80.

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Wringe, Colin. "Learning to Teach and Becoming a Teacher." In Philosophical Perspectives on Teacher Education, 23–37. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118977859.ch2.

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Johnson, Brad, and Hal Bowman. "On New Perspectives and Second Chances." In Thank You, Teacher, 110–13. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216988-48.

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Kostoulas, Achilleas, and Sarah Mercer. "19. Conclusion: Lessons Learned, Promising Perspectives." In Language Teacher Psychology, edited by Sarah Mercer and Achilleas Kostoulas, 330–36. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099467-023.

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Biesta, Gert. "How Does a Competent Teacher Become a Good Teacher?" In Philosophical Perspectives on Teacher Education, 1–22. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118977859.ch1.

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Bowden, Rachel. "Teacher Research in the English Language Teacher Development Project." In International Perspectives on Teacher Research, 152–69. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137376220_12.

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Conference papers on the topic "Teacher perspectives"

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Chhikara, Daman. "Teacher Autonomy Perspectives in Education." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576246.

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Nahhas, Eman. "Multiculturalism and Teacher Education: Perspectives of Jewish and Arab Preservice Teachers and Teacher Educators." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436928.

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Myers, Joy. "Perspectives of Teacher Candidates and Teacher Educator: Teaching Literacy." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442502.

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Kukushkina, A. G. "Study Of The Future Teacher Ethnic Identity." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.37.

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Quaynor, Laura. "Novice Teachers' Perspectives on Preservice Teacher Preparation for Multilingual Learners." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432363.

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Tsai, Chia-Lin. "Comparing Perspectives on Teacher Quality: Measurement Invariance Across Teacher Candidates, Cooperating Teachers, and University Supervisors." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570794.

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Muibi, Hauwa, Brian Dorn, and Thomas Park. "Teacher Perspectives on Web Design Instruction." In ITICSE '15: Innovation and Technology in Computer Science Education Conference 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2729094.2742606.

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Kamai, Stephanie. "PERSONAL PERSPECTIVES THAT MATTER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end147.

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The purpose of this paper is to contribute to the existing literature about the theoretical and practical aspects of lesson study and its usefulness in preservice teacher reflectivity. Lesson study is a professional development model that began in Japan and is used in schools and universities among educators in many different parts of the world. Collaborative research lesson study, a variation of lesson study that maintains essential elements of lesson study used in Japan, has been used with preservice teachers at a small university in Hawaiʻi. This paper seeks to highlight the differences and suggests areas of study for further consideration.
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Sherayzina, R. M. "Development Of A Rural Teacher Training System In Russia." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.23.

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Krause, Margaret. "Leveraging the Perspectives of Novice Teachers to Reenvision Elementary Teacher Preparation." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442856.

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Reports on the topic "Teacher perspectives"

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Smyth, Emer, Selina McCoy, and Joanne Banks. Student, teacher and parent perspectives on senior cycle education. ESRI, November 2019. http://dx.doi.org/10.26504/rs94.pdf.

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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Holliday, Michelle. The Use of Anti-Bullying Policies to Protect LGBT Youth: Teacher and Administrator Perspectives on Policy Implementation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2917.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Kolesnyk, Larysa, Tetiana Matusavech, and Iryna Shaposhnikova. Democracy in education: examining the experiences, perspectives, and perceptions of democracy in primary teacher education in ukraine Research report. “NAIR” Enterprise, Ivano-Frankivsk Oblast Organization of “RSDP “Institute of Social Policy”, 2020. http://dx.doi.org/10.37271/009-20/978-966-2716-50-4/2020-68.

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Huang, Aris, Debbie Wong, Elizabeth Cassity, and Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.

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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Zenisek, Joseph. How Do Youth and Adults at a Rural High School Conceptualize the Role of Student? An Investigation of the Student Role Identity Standard at the Intersection of Student and Teacher Perspectives. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1828.

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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