Journal articles: 'Teacher profiles'

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Oonk, Carla, Judith T. M. Gulikers, Perry J. den Brok, Renate Wesselink, Pieter-Jelle Beers, and Martin Mulder. "Teachers as brokers: adding a university-society perspective to higher education teacher competence profiles." Higher Education 80, no. 4 (April 2, 2020): 701–18. http://dx.doi.org/10.1007/s10734-020-00510-9.

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Abstract Higher education institutions are increasingly engaged with society but contemporary higher education teacher competence profiles do not include university-society oriented responsibilities of teachers. Consequently, comprehensive insights in university-society collaborative performance of higher education teachers are not available. This study empirically develops a teacher profile for an exemplary university-society oriented, multi-stakeholder learning environment and builds an argument for university-society collaborative additions to existing higher education teacher profiles. A showcase example of a new university-society collaborative, multi-stakeholder learning environment, the Regional Learning Environment (RLE), provides the context of analysis. Thirteen RLE establishments were included in the study. The study uses a descriptive qualitative design, triangulating data from RLE documents, teacher interviews and focus groups with teachers and managers on RLE teacher roles, tasks and competencies. The resulting RLE teacher profile comprises nine roles, nineteen tasks and 21 competencies. The new profile echoes scattered indications for teacher responsibilities as identified in previous studies on teaching and learning in university-society collaborative learning settings. The study argues that the role of broker, including boundary crossing competence, and the competency ‘stimulating a collaborative learning attitude’, might be added to existing higher education teacher competence profiles. Adding this university-society engaged perspective to existing teacher competence profiles will support higher education institutions in developing their university-society collaborative responsibilities and subsequent teacher professionalisation trajectories.

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Pozas, Marcela, and Verena Letzel. "Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles." Open Education Studies 3, no. 1 (January 1, 2021): 163–75. http://dx.doi.org/10.1515/edu-2020-0151.

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Abstract Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.

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Ferradás, María del Mar, Carlos Freire, Alba García-Bértoa, José Carlos Núñez, and Susana Rodríguez. "Teacher Profiles of Psychological Capital and Their Relationship with Burnout." Sustainability 11, no. 18 (September 18, 2019): 5096. http://dx.doi.org/10.3390/su11185096.

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This study adopts a person-centered approach to identify the possible existence of different teacher profiles of psychological capital, according to the way in which its four components combine (efficacy, hope, optimism, and resilience). The study aimed to examine whether the identified profiles differed in their levels of burnout. In total, 1379 non-university teachers participated in the study. A latent profile analysis was performed using MPlus 7.11 software. Seven teaching profiles of psychological capital were identified, differing both quantitatively and qualitatively. The differences between the profiles in burnout were estimated using SPSS 26 software. Teachers with a profile of low psychological capital (i.e., low confidence of successfully completing challenging tasks—efficacy; lack of energy for establishing personal goals and working towards achieving them —hope; little tendency to make positive causal attributions and develop expectations of success—optimism; and low capacity to recover or emerge stronger from adverse situations—resilience) exhibited significantly higher levels of burnout. The lowest levels of burnout were found in the profile of high psychological capital (i.e., higher in efficacy, hope, optimism, and resilience). These results suggest that teachers who can muster the four components of psychological capital are more protected against burnout.

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Herman, Keith C., Jal’et Hickmon-Rosa, and Wendy M. Reinke. "Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes." Journal of Positive Behavior Interventions 20, no. 2 (October 6, 2017): 90–100. http://dx.doi.org/10.1177/1098300717732066.

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Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.

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Al Ayubi, Sholihudin, and Wildah Nurul Islami. "Aktualisasi Profil Guru Nahdlatul Ulama Inspiratif dalam Menghadapi Tantangan Revolusi Industri 4.0." Syaikhuna: Jurnal Pendidikan dan Pranata Islam 11, no. 1 (March 28, 2020): 48–63. http://dx.doi.org/10.36835/syaikhuna.v11i1.3841.

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Abstract: Inspirational teacher is a teacher who becomes a "mirror" for other teachers and has positive values in themselves for students and the surrounding environment. Among the current problems of NU teachers is how to deal with the development of information and communication technology with an inspiring role. The formulation of the problem in this study is "What is the form of actualizing the profile of inspiring NU teachers in facing the industrial revolution 4.0?" This study aims to analyze the actualization of the profile of inspiring NU teachers in facing the challenges of the industrial revolution 4.0. This research is a qualitative research using a conceptual approach. Data collection methods using documentation and data analysis methods using qualitative descriptive analysis. The steps for actualizing the inspirational NU teacher profile include: 1. Examining the role of teachers and the challenges of the industrial revolution 4.0, 2. The importance of reflecting on the figure of KH. Hasyim Asy'ari was an inspiring figure of NU's ulama and teacher in the past but the results of his thoughts are still relevant to be applied in millennial times. Among the actualization forms of inspiring NU teacher profiles include three criteria namely ASWAJA's character, actively innovating, and actively literating.

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Rushton, Stephen, Jackson Morgan, and Michael Richard. "Teacher's Myers-Briggs personality profiles: Identifying effective teacher personality traits." Teaching and Teacher Education 23, no. 4 (May 2007): 432–41. http://dx.doi.org/10.1016/j.tate.2006.12.011.

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Underwood, Brian. "Professional Profiles and the Serving Teacher." British Journal of In-Service Education 22, no. 3 (January 1996): 275–83. http://dx.doi.org/10.1080/0305763960220303.

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Rots, Isabel, and Antonia Aelterman. "Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment." European Educational Research Journal 7, no. 4 (January 1, 2008): 523–34. http://dx.doi.org/10.2304/eerj.2008.7.4.523.

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Although several studies have confirmed the importance of teaching commitment for beginning teachers' retention in the profession, research on the factors that enhance the teaching commitment of teacher education graduates is scarce. The purpose of the current study is thus to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. Four categories of predicting variables were distinguished: (1) personal characteristics (sex, personality); (2) initial motivation for teaching; (3) teacher education (type of teacher training, graduation degree, preparedness for teaching, faculty support and mentor support); and (4) integration into teaching (teacher efficacy and professional orientation). The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor ‘conscientiousness’, the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy. As such, the findings of this study have important implications for teacher education since the results confirm the importance of teacher education for the teaching commitment of graduates.

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Kavenagh, Mark, Elizabeth Freeman, and Mary Ainley. "Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship." Australian Educational and Developmental Psychologist 29, no. 1 (July 2012): 1–16. http://dx.doi.org/10.1017/edp.2012.3.

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Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

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Keller, Melanie M., Eva S. Becker, Anne C. Frenzel, and Jamie L. Taxer. "When Teacher Enthusiasm Is Authentic or Inauthentic: Lesson Profiles of Teacher Enthusiasm and Relations to Students’ Emotions." AERA Open 4, no. 2 (April 2018): 233285841878296. http://dx.doi.org/10.1177/2332858418782967.

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It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reported experienced enthusiasm and student-reported enthusiastic teaching behaviors and to investigate whether those patterns were related to students’ enjoyment and boredom. Findings imply that the two enthusiasm components do not always co-occur. Four lesson profiles were identified: (1) experienced enthusiasm and enthusiastic teaching coinciding at a high level, (2) teachers reporting high levels of experienced enthusiasm but not being perceived as enthusiastic, (3) teachers being perceived as enthusiastic but not reporting high levels of experienced enthusiasm, and (4) low levels of experienced enthusiasm and enthusiastic teaching. The first pattern was superior to the other profiles regarding students’ emotions. Study findings are discussed with respect to teachers’ emotional well-being and teaching effectiveness.

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Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms." ReCALL 23, no. 3 (September 1, 2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.

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AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.

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Qayyum, Abdul, Sidra Rizwan, and Nasir Mahmood. "PROFESSIONAL DEVELOPMENT OF SECONDARY SCHOOL TEACHERS: ASSOCIATING THINKING STYLE PROFILES AND INSTRUCTIONAL PRACTICES." Humanities & Social Sciences Reviews 9, no. 3 (May 18, 2021): 372–283. http://dx.doi.org/10.18510/hssr.2021.9338.

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Purpose of the study: The study aimed to find the association between teachers' thinking style profile types (TSPT-I, II, and III) instructional practices (IPs) at the secondary school level in Pakistan. Methodology: The sample of the study was 550 teachers in public sector schools of district Sialkot. Thinking style inventory (TSI-RII) based on a 7-point Likert type scale was used to collect data for the identification of (TS). Frequency distribution and Pearson chi-square were used to analyze the data. Main Findings: The results revealed that the teachers in (TSPT-I) preferred using Concept Accomplishment, Simulations, cooperative Learning, Homework, and Reinforcement, whereas teachers in (TSPT-II)Rich Vocabulary, Lecturing, Daily Assessment, Concept Accomplishment, and teachers in(TSPT-III)Cooperative Learning, Rich Vocabulary, Reinforcement, Simulations, and Daily Assessment as a set of (IPs). Application of the study: This study may help the teacher trainers and school principals to understand the thinking styles of the teachers and their preferences for the certain set of instructional practices to focus the preferences of the teachers according to their thinking style profiles to save time and money. Novelty/Originality of this study: Teacher training programs are conducted on the assumption that all the teachers can be trained uniformly regardless of their preferences for instructional practices. But this study has shown the association between thinking style profiles and set of instructional practices and secondary school level.

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Nagovitsyn, Roman Sergeevich, Aleksander Yurievich Osipov, Mikhail Dmitrievich Kudryavtsev, Konstantin Konstantinovich Markov, Aleksander Nikolayevich Savchuk, Larisa Vyacheslavovna Zakharova, and Irina Igorevna Orlova. "Styles of professional activity of a teacher of higher education of a pedagogical profile." Revista Amazonia Investiga 9, no. 26 (February 21, 2020): 341–48. http://dx.doi.org/10.34069/ai/2020.26.02.39.

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This article discusses the different styles of professional activity of a teacher of higher education of a pedagogical profile. The purpose of the study: to develop the basic characteristics of the styles of professional activity of teachers in the humanitarian, natural sciences and physical education and sports areas of teacher education and experimentally prove the effectiveness of their implementation in the process of interaction "teacher-student". The obtained statistical data in the study prove the need for differentiation of styles of professional activity for students of various training profiles of the pedagogical institute. Based on the style of the teacher’s professional activity and the direction of the student’s pedagogical training, a reliably positive result was revealed in increasing the academic performance of students of the pedagogical institute.

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Chen, Zan, and Christine Goh. "Teacher knowledge about oral English instruction and teacher profiles: an EFL perspective." Teacher Development 18, no. 1 (January 2, 2014): 81–99. http://dx.doi.org/10.1080/13664530.2013.854270.

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Zacharová, Zlatica Jursová, Miroslava Lemešová, and Lenka Sokolová. "ANALYSIS OF PRE-SERVICE TEACHERS' COGNITIVE PROFILES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 629. http://dx.doi.org/10.17770/sie2019vol2.3677.

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In recent years there has been increased attention to the problem of teachers' competences. The need for developing critical thinking in schools turns the focus also on the teachers' cognitive skills including not only intelligence but also cognitive reflection and implicit theories of intelligence. This study aimed to analyse pre-service teachers' (N = 344) cognitive profiles covering data from cognitive reflection test (CRT), implicit theories of intelligence test and Mannheim intelligence test (MIT, measuring verbal, numerical and spatial abilities). Significant correlations were found between cognitive reflection and other cognitive abilities. However, the implicit theories of intelligence seemed to be independent of cognitive abilities. Significant differences between senior and junior pre-service teachers were found in cognitive reflection and two MIT items. Based on the presented results, we discuss the assessment of pre-service teachers’ competences and the development of critical and higher order thinking in pre-gradual teacher education.

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Corbalán, Mara, M. Puy Pérez-Echeverría, Juan-Ignacio Pozo, and Amalia Casas-Mas. "Choral conductors to stage! What kind of learning do they claim to promote during choir rehearsal?" International Journal of Music Education 37, no. 1 (October 24, 2018): 91–106. http://dx.doi.org/10.1177/0255761418800515.

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Current research on choral practice has studied various aspects of interpretation and different strategies for improving rehearsal. This article considers the amateur choral rehearsal as a setting for teaching and learning music. It analyses choir conductor profiles that may be related to conceptions of teaching and learning and their possible relationship with the implicit theories of teaching and learning. A questionnaire was administered to 41 conductors, considering three variables (expert/non-expert, teacher/non-teacher, and children’s/adult choir conductor). Quantitative evaluation through different cluster analyses showed three conductor profiles: Traditionals, including conductors who use little supervision, few different ways of representation other than corporeal, poor difficulty management and greater use of repetition during the rehearsal; a Focus on Reading profile, conductors who, in addition to using moderately complex processes, rely heavily on reading the score; and finally a Focus on Learning and Representation profile including non-experts and teachers, who use different representation modes in the rehearsal (corporeal, audio, visual, combined) and other complex processes such as transferring learning or metacognition. We also found significant differences among conductors for score processing levels. Finally, some features common to all three profiles characterise the choral environment as a peculiar field of musical learning, which may suggest some strategies for learning music.

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Kao, Yu Shu. "Teachers’ Belief and Practices in Teacher-Centered Empowerment Reform in Taiwan." International Journal for Innovation Education and Research 3, no. 2 (February 28, 2015): 1–16. http://dx.doi.org/10.31686/ijier.vol3.iss2.308.

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Over the past 2 decades, Taiwan has introduced a series of decentralization reforms in school administration and curriculum. Teachers, who are at the center of these reforms, are expected to enrich their knowledge and cultivate strong beliefs regarding these reforms; the teachers’ beliefs and knowledge are not only affected by their personal profile but also by contextual factors of structure and culture at all levels. I conducted this study in order to explore these factors and determine how they affect teachers’ beliefs and practices. Qualitative methods guided this study in which a case-study approach was used. The findings of this study highlight a variety of factors that were identified by teachers. Contextual factors of structure and culture identified by the teachers include the context of the classroom, school administration and top-down authority, teachers’ culture, and government policy. The personal factors include personality, educational background and teacher preparation, demographic profiles, and teachers’ abilities. For the purpose of developing a comprehensive and culturally sensitive model of belief development, implications for practice and future research are provided.

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McIntyre, Nancy S., Brianne Tomaszewski, Kara A. Hume, and Samuel L. Odom. "Stability of Literacy Profiles of Adolescents With Autism Spectrum Disorder and Associations With Stakeholder Perceptions of Appropriate High School Support Needs." Language, Speech, and Hearing Services in Schools 52, no. 1 (January 18, 2021): 209–24. http://dx.doi.org/10.1044/2020_lshss-20-00016.

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Purpose For many individuals with autism spectrum disorder (ASD), postsecondary outcomes are poor. This may be due to insufficient academic supports, particularly with regard to literacy skills, during high school. More information is needed about skill profiles so that we can better differentiate support for students with varying social, communication, cognitive, and academic proficiency levels. This study was designed to (a) identify unique literacy profiles of high school students with ASD, (b) assess profile stability over time, (c) identify predictors of profile membership, and (d) analyze stakeholder reports of required school support intensity. Method Participants were a diverse sample of high school students with ASD, 14–21 years old ( N = 544), their parents, and their teachers who participated in a randomized controlled trial of a comprehensive treatment model for high school students with ASD. Standardized measures were administered to assess nonverbal IQ, autism symptomatology, language/adaptive communication, reading comprehension, academic knowledge, and parent/teacher report of school support needs intensity. Latent transition analysis was conducted to examine sample heterogeneity and to explore the stability of the profiles. Associations between profiles and reports of support intensity were examined. Results Four literacy profiles were identified that were stable over 2 years: Emergent Literacy/Comprehensive Support, Low Literacy/Intensive Support, Average Literacy/Moderate Support, and Average Literacy/Limited Support . Parent and teacher reports of school support intensity generally aligned with the profiles. Conclusions These analyses provide insight into the diverse literacy and support needs in ASD. Implications for practice and the role of speech-language pathologists in assessment and intervention are discussed. Supplemental Material https://doi.org/10.23641/asha.13495119

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Can, Hatice Belge. "Enacted Pedagogical Content Knowledge Profiles of Chemistry Teachers." Journal of Educational Issues 7, no. 1 (June 28, 2021): 565. http://dx.doi.org/10.5296/jei.v7i1.18643.

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This research focuses on chemistry teachers’ enacted pedagogical content knowledge (ePCK) in equilibrium in chemical reactions. The enactment dimension of this pedagogical content knowledge (PCK) encompasses enacted knowledge and skills as well as those embedded in practice concerning the Refined Consensus Model of PCK, the most recent PCK model in science education. As ePCK plays out throughout the whole pedagogical cycle, it was conceptualized as to exist in three forms, such that ePCKP, ePCKT, and ePCKR. While ePCKP and ePCKR represent the knowledge and skills that a teacher uses for planning and reflecting respectively, ePCKT is related to what a teacher does in the classroom. The holistic nature of ePCK was investigated by using multiple data sources in real-life contexts. Specifically, pre-and post-observation interviews and lesson observations were used to elicit ePCK profiles and to provide triangulation. The grand rubric was customized for use both as an interview protocol and as an observational protocol for analyzing all of the three dimensions of ePCK around the analytical parameters of knowledge and skills related to curricular saliency, conceptual teaching strategies, and student understanding of science. Results revealed that chemistry teachers’ ePCK profiles are not uniform across planning, teaching, and reflecting phases, ePCK components, and evaluation criteria. Chemistry teachers perform highest in reflection concerning conceptual teaching strategies and lowest in teaching in terms of curricular saliency. Recommendations for science PCK research were shared.

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Lemaire, Célia, and Pauline Paquin. "How interpretive and critical teacher-researchers in accounting infuse research into their lessons – a research note." Qualitative Research in Accounting & Management 16, no. 4 (October 14, 2019): 542–62. http://dx.doi.org/10.1108/qram-10-2018-0072.

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Purpose Teacher-researchers carry out two singular, demanding and time-consuming, activities: research and teaching. Some, convinced of the cross-fertilization of these two activities, try to introduce elements of their research into their courses. This intention becomes a major challenge for interpretive and critical teacher-researchers in accounting who cannot rely on textbooks, mostly oriented for the mainstream. The purpose of this paper is to investigate how those teacher-researchers proceed to infuse their research into their courses. Design/methodology/approach This paper is an exploratory qualitative study based on interviews. Findings The results show three typical profiles that correspond to three ways of infusing research into courses, and how these profiles can evolve and combine. Originality/value The identification of teacher-researcher profiles allows categorization of how they infuse their research into their teaching. By listing the constraints imposed on teacher-researchers intending to infuse research, proposals for ways to overcome the identified constraints that hinder the cross-fertilization of research and teaching are suggested. The paper also reexamines the status of teachers-researchers in accounting who address a critical approach in their teaching.

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Zhuravleva, Ju A. "INTERPERSONAL RELATIONS AMONG PEDAGOGICAL PROCESS MEMBERS WITH VARIOUS CRISIS PROFILES." Bulletin of Kemerovo State University, no. 1 (April 25, 2018): 117–25. http://dx.doi.org/10.21603/2078-8975-2018-1-117-125.

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The current paper features some results of an empirical study of interpersonal relations among members of pedagogical process exhibiting various «crisis profiles». It is shown that those with a variable «crisis profile» reveal differences in the relations according to harmony – disharmony. It has been empirically proven that crisis experience has a significant impact on the components of the socio-psychological distance between various participants of pedagogical process. The research has revealed that crisis experience in interpersonal relations has general and distinctive features in various systems of relations, i.e. "teacher – teacher", "teacher – administration", "teacher – student", "teacher –parents". "Teacher – administration" relations are especially sensitive to the destructive crisis experience. On the contrary, "teacher – children" relations remain harmonious and based on mutual understanding and emotional intimacy. The results can be used in psychological follow-up of pedagogical process aimed at prevention and overcoming of destructive crisis experience in the interpersonal relations among pedagogical process members.

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Kim, Hyung Won, Woo Jin Kim, Aaron Thomas Wilson, and Ho Kyoung Ko. "Attitudes toward Using and Teaching Confidence Intervals: A Latent Profile Analysis on Elementary Statistics Instructors." International Journal on Social and Education Sciences 1, no. 2 (September 20, 2019): 43–56. http://dx.doi.org/10.46328/ijonses.19.

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The use of confidence intervals (CIs) for making a statistical inference is gaining popularity in research communities. To evaluate college statistics instructors’ readiness to teach CIs, this study explores their attitudes toward teaching CIs in elementary statistics courses, and toward using CIs in inferential statistics. Data were collected with a survey that classifies instructors’ attitudes on the basis of three previously established pedagogical components: affective, cognitive, and behavioral. Based on the survey responses from 270 participants, we created three profiles (subgroups) via latent profile analysis, and identified each profile’s pattern of attitudes toward CIs and common characteristics of the instructors that fit each profile. In addition, we compared the profiles across groupings created by six variables: gender, academic background, statistics teaching experience, subject preference, degree level, and desire to improve teaching. The results of the latent profile analysis support three profiles within the population of statistics instructors, and the results of the comparative analysis of teacher characteristics indicate that the six variables are moderate to strong predictors of the grouping of the sample into three profiles.

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Melnyk, Nataliya. "FEATURES OF PROFESSIONAL PREPARATION FOR PRESCHOOL IN THE GREAT BRITAIN." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 98–108. http://dx.doi.org/10.28925/1609-8595.2018(1-2)98108.

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The article is devoted to the analysis of the concept meaning «qualification» in the European scientific terminology, analyzes its contextual peculiarities. It is distinguished that what is meant by qualification requirements is characterized by documents certifying the qualification of a teacher in European countries, as well as the terminology «qualified preschool teacher» in the context of the European dimension of higher education is explained. The author outlines the analysis of peculiarities of pre-school teachers’ qualifications in the UK. Among the key competencies of the pre-school teacher, which governs the qualification requirements for «Early Years Professional with EYP Status» in the UK, the following are identified: Knowledge and understanding of the peculiarities of the planning, organization and implementation of the educational process, effective professional activities, mutual understanding and cooperation with children, communication and ability to work with families and caregivers, teamwork and cooperation, professional development. The factors influencing the formation of qualification requirements and the content of professional competence are determined. The main professional profiles and profiles of the professional competence of preschool teachers in Britain are described in the article; the main contradictions in the attribution of qualifications are outlined in the issue. Proficiency profiles for UK preschool teachers include a description of the requirements for working with children, parents, colleagues, the public and self-development competencies for the qualification of «Early Years Professional with EYP Status». The research’s results identifies, that the qualification requirements for preschool teachers in the UK, despite on the diversity of the administrative system and the functioning of the three models of vocational training, are characterized by similarity and, in general, are of an integrated nature. In the restructuring of pre-school teacher training in the United Kingdom, in particular, professional competence, the content of training, the development and improvement of professional profiles have been prioritized.

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Aulén, Anna-Mari, Eija Pakarinen, Taru Feldt, and Marja-Kristiina Lerkkanen. "Teacher coping profiles in relation to teacher well-being: A mixed method approach." Teaching and Teacher Education 102 (June 2021): 103323. http://dx.doi.org/10.1016/j.tate.2021.103323.

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Wan, Sally Wai-Yan. "Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice." ECNU Review of Education 3, no. 4 (November 27, 2020): 694–714. http://dx.doi.org/10.1177/2096531120969988.

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Purpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context. Design/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice. Findings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices. Originality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.

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Medina, Jessica C., and José A. González. "Graduation Profiles of Pedagogy Programmes According to the Current Educational Policies." International Education Studies 12, no. 6 (May 29, 2019): 83. http://dx.doi.org/10.5539/ies.v12n6p83.

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The research analyzes the graduate profiles of pedagogical careers belonging to the universities of the Valparaíso region, Chile. For this purpose, a metrically consistent instrument has been proposed and created, according to the main Education Policies of the country that is called as an integral profile, which includes aspects with which Chilean teachers are evaluated, plus indicators of inclusion and citizen education. These Policies are not always measured, that’s why universities give such importance to these three educational policies. For these reasons, the objective of this article is to analyze, based on quantitative techniques, the relation of similarity between graduation profiles and educational policies, contributing to empower the descended aspects and to visualize the importance that the universities grant to train students with an integral profile. The results of this research invite to promote the Educational Policies related to the exit profiles of the pedagogical careers, since having integral profiles contributes to form a model of teacher training for the country, especially in those with emerging economies, such as those of Latin America.

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Melnyk, Natalia, Borys Maksymchuk, Roman Gurevych, Andrii Kalenskyi, Sofiia Dovbnya, Olga Groshovenko, and Lesya Filonenko. "The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 208–33. http://dx.doi.org/10.18662/rrem/13.1/369.

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The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.

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Yot-Domínguez, Carmen, María Dolores Guzmán Franco, and Ana Duarte Hueros. "Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts." Social Sciences 8, no. 1 (January 11, 2019): 21. http://dx.doi.org/10.3390/socsci8010021.

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This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers’ profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile. The need to approach this issue in the initial training of future education professionals is a main conclusion.

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Smith-Sherwood, Heather. "Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan." Journal of Education and Learning 7, no. 2 (December 21, 2017): 139. http://dx.doi.org/10.5539/jel.v7n2p139.

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This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity.

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Watt, Helen M. G., Colin Carmichael, and Rosemary Callingham. "Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education." School Psychology International 38, no. 2 (March 22, 2017): 166–83. http://dx.doi.org/10.1177/0143034316688373.

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The Best Practice in Mathematics Education project was funded by the Australian Office of the Chief Scientist, to examine promotion of students’ learning, engagement and aspirations in this core learning domain. We draw upon cross-sectional survey data from 551 students in grades three to nine to examine how students’ mathematics engagement relates to key dimensions of their learning climate (mastery or performance focused classrooms), teacher enthusiasm, and school caring. Engagement is known to be associated with positive school outcomes and influenced by environmental factors. Less known is whether, and the extent to which, students have different profiles of engagement across component dimensions (Fredricks, Blumenfeld, & Paris, 2004); and, how profiles may differ according to experienced environment dimensions. We first develop profiles of adolescents’ behavioral, emotional, and cognitive engagement using multilevel latent class analysis, educing three profiles of ‘engaged’, ‘compliant’, and ‘disengaged’ students, who systematically differed on experienced environmental factors. Mastery focused classrooms, enthusiastic teachers and caring school environment were experienced most by engaged, and least by disengaged students; performance focused classrooms were unrelated to engagement profiles. Identified patterns will be of particular use to teachers in understanding how class, teacher, and school influences together shape students’ own engagement in mathematics.

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Hu, Bi Ying, Liang Chen, and Xitao Fan. "Profiles of teacher-child interaction quality in preschool classrooms and teachers’ professional competence features." Educational Psychology 38, no. 3 (May 12, 2017): 264–85. http://dx.doi.org/10.1080/01443410.2017.1328488.

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Jacobs, Johanna C. G., Janneke Wilschut, Cees van der Vleuten, Fedde Scheele, Gerda Croiset, and Rashmi A. Kusurkar. "An international study on teachers’ conceptions of learning and teaching and corresponding teacher profiles." Medical Teacher 42, no. 9 (June 15, 2020): 1000–1004. http://dx.doi.org/10.1080/0142159x.2020.1772465.

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Huéscar Hernández, Elisa, Juan Antonio Moreno-Murcia, Lorena Ruíz González, and Jaime León González. "Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior." International Journal of Environmental Research and Public Health 16, no. 10 (May 16, 2019): 1714. http://dx.doi.org/10.3390/ijerph16101714.

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(1) Background: The purpose of this study was to identify distinct motivational profiles in high school Physical Education students. These motivational profiles were examined in relation to controlling teacher behaviors, as well as to various psychological correlates including the perceived importance of physical activity to the student, student intentions to be physically active, psychological need satisfaction and current physical activity levels. (2) Methods: 416 high school Physical Education students comprised the sample. (3) Results: Cluster analysis and additional multivariate analyses revealed two motivational profiles, Wilk’s Λ = 0.56, F (7, 431) = 45.50, p < 0.01. The “Self-Determined” profile was characterized by high levels of self-determined motivation; high levels of competence, autonomy and relatedness; importance of physical activity; stronger intentions to engage in physical activity; and greater current actual physical activity involvement. The “Less Self-Determined” profile was associated with the perception of controlling teacher behaviors, and with greater external regulation and amotivation. (4) Conclusions: These findings help to provide new insights into the explanation of student motivation in Physical Education and the design of intervention programs.

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Rodríguez, Susana, Bibiana Regueiro, Rebeca Blas, Antonio Valle, Isabel Piñeiro, and Rebeca Cerezo. "Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education." European Journal of Education and Psychology 7, no. 2 (October 29, 2015): 107. http://dx.doi.org/10.30552/ejep.v7i2.106.

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During the past few decades, researchers have proposed that teacher self-efficacy influences student achievement and motivation. The main aim of this work is to identify possible teacher self-efficacy profiles and to determine possible differences in some affective-motivational variables of students. 95 teachers and 1924 students from five Spanish public Universities took part in this study. Using cluster analysis, three distinctive profiles of teachers were generated: high self-efficacy, medium self-efficacy, and low self-efficacy. ANOVA results suggest that teachers with intermediate self-efficacy perception have more learning-oriented students than teachers with high self-efficacy. Students of teachers who are overconfident of their teaching capacity seem to engage less in studying to learn, they are more indifferent to the subjects, and they value the contents of the subject less. These students could also be less confident about the results of their efforts, showing a low perception of self-efficacy, greater academic work avoidance, and more anxiety than students of teachers with a moderate perception of self-efficacy. The results are discussed in light of the hypothesis of overconfidence.

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Glava, Adina-Elena, and Cătălin-Cosmin Glava. "Profiles of metacognitive reflection in future teacher university students." Procedia - Social and Behavioral Sciences 15 (2011): 988–92. http://dx.doi.org/10.1016/j.sbspro.2011.03.226.

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Keogh, Barbara K., and Nancy D. Burstein. "Relationship of Temperament to Preschoolers' Interactions with Peers and Teachers." Exceptional Children 54, no. 5 (February 1988): 456–61. http://dx.doi.org/10.1177/001440298805400509.

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Two groups of preschool children (9 handicapped, 9 nonhandicapped) were observed, with the focus on frequency of interactions with teachers and peers. Teachers rated temperaments of each child, using a derivation of the Thomas and Chess Teacher Temperament Scale, producing scores on task orientation, personal-social flexibility, and reactivity. Teachers rated handicapped children (compared with nonhandicapped) as low in task orientation and flexibility, and as underreactive or overreactive. For both groups of children, positive temperament patterns were related to frequency of interactions with peers—and for nonhandicapped children, to frequency of child-teacher interactions. Teachers interacted more with those handicapped children with negative than with positive temperament profiles.

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Perera, Harsha N., Helena Granziera, and Peter McIlveen. "Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction." Personality and Individual Differences 120 (January 2018): 171–78. http://dx.doi.org/10.1016/j.paid.2017.08.034.

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Decker-Woodrow, Lauren. "The Relationship Between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten." Journal of Research in Childhood Education 32, no. 1 (December 19, 2017): 32–51. http://dx.doi.org/10.1080/02568543.2017.1393030.

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Engledowl, Christopher, Corey Webel, and Sheunghyun Yeo. "Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise." International Electronic Journal of Mathematics Education 16, no. 2 (February 13, 2021): em0626. http://dx.doi.org/10.29333/iejme/9702.

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Margolis, A. A., M. A. Safronova, A. S. Panfilova, and L. M. Shishlyannikova. "Testing of Assessment Tools of Future Teachers Professional Competence." Психологическая наука и образование 20, no. 5 (2015): 77–92. http://dx.doi.org/10.17759/pse.2015200507.

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The article presents design methodology and independent assessment experience of future teachers professional competence according to requirements of a professional teacher standard and Federal State Educational Standards and based on the actual teaching practice. Methods of independent assessment were developed with universities participating in the project of teacher education modernization and their network partners; educational organizations made up practice bases). The tools testing was attended by 38 universities and 3603 students. The analysis allowed to show up specific profiles of students’ professional competence on assessing professional activities.

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Jagiełło-Rusiłowski, Adam, and Zhandarbek Immanchiyev. "Intercultural competencies of Polish and Kazakh teachers explored in their Facebook profiles." Problemy Wczesnej Edukacji 28, no. 1 (March 31, 2015): 56–68. http://dx.doi.org/10.5604/01.3001.0008.5670.

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The aim of the study was to analyze Facebook profi les of teachers in Poland and Kazakhstan as the virtual educational space where intercultural competencies are manifested and further developed. The rationale for intercultural learning was derived from the pedagogies of Abay and Korczak while the list of attitudes, skills and knowledge to be observed was adapted from Deardorff’s (2009) model. Digital ethnographic research approach was used for capturing teachers’ behavior and artifacts in the fi eld site. Teachers collaboration on a divergent problem and focus discussion afterwards provided further narrative material of refl ective nature. The results suggest that Facebook profi les show ample evidence of competent intercultural behavior; they could be considered as e-portfolios and further researched for development of proper educational and validation tools for teacher training involving global networks.

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Laskowski, Mirosław. "PROFILES OF SOCIAL COMPETENCE OF ACADEMIC TEACHERS OF MILITARY UNIVERSITIES." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 19 (June 10, 2019): 195–207. http://dx.doi.org/10.5604/01.3001.0013.2218.

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Among the many requirements posed today for the education system, the question of teacher competence deserves special attention. Previous explorations have demonstrated the unquestionable excellence of professional competences over formal qualifications, including in other professions. Psychological competences, increasingly appreciated by psychologists, are still searching for their place in pedagogy and other scientific disciplines. When I examined the social competence profiles of a particular group of teachers of academic military universities, I decided to show a new perspective on education in the army. I presented the subject matter with the help of a standardized measurement tool on the example of The War Studies University in Warsaw.

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Kartal, Seval Kula. "Examining the Willingness of Turkish Teachers for Vocational Development in Educational Assessment in Terms of Different Variables." Journal of Educational Issues 5, no. 2 (December 29, 2019): 208. http://dx.doi.org/10.5296/jei.v5i2.15127.

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The aim of this study is to reveal how many different groups Turkish teachers constitute according to their vocational development needs in educational assessment, willingness for development in this area, gender, age, experiences, and subject areas. In addition, it is aimed to examine how teachers’ willingness for vocational development vary for different teacher profiles that were defined based on their gender, age, experience, and subject areas. The subject pool included 1407 teachers teaching different subjects. The data was obtained from the answers given by the teachers to the Teacher Questionnaire of Teaching and Learning International Survey (TALIS). The latent class analysis was performed with the Mplus 7.4 program to reveal how many groups teachers constitute according to their professional development need, willingness for the development, gender, age, experience, and subject areas. Results of the latent class analysis showed that teachers constitute two different classes. The probability of belonging to the first latent class is high for the male teachers older than 40 years old, having experience more than 20 years, not needing professional development, and not willing to attend in-service training in this area. Female teachers, younger than 40 years old, having experience less than 11 years need professional development in assessment, and they are also willing to attend more training in this area. Based on the results of the study, it was recommended to increase the number of in-service trainings especially for this teacher profile. The study revealed that Turkish teachers are not motivated and willing to develop their assessment skills. Researcher suggested examining possible reasons of low motivations among teachers to develop their assessment skills.

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Kobayashi, Noriyoshi. "Profiles of a Teacher and a Student in Duncan Academy." Historical English Studies in Japan, no. 26 (1993): 137–47. http://dx.doi.org/10.5024/jeigakushi.1994.137.

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Hu, Bi Ying, Xitao Fan, Jennifer LoCasale-Crouch, Liang Chen, and Ning Yang. "Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features." Early Childhood Research Quarterly 37 (2016): 58–68. http://dx.doi.org/10.1016/j.ecresq.2016.04.002.

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Parker, Elizabeth Cassidy. "The Experience of Creating Community." Journal of Research in Music Education 64, no. 2 (May 18, 2016): 220–37. http://dx.doi.org/10.1177/0022429416648292.

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The purpose of this intrinsic case study was to explore four midwestern choral teachers’ experiences of creating and sustaining community within their public school choirs. Research questions included (1) how choral teachers describe their experiences of creating choral communities, (2) how the teacher–student relationship is experienced, and (3) what challenges get in the way of sustaining choral communities. Writings by Edith and Victor Turner, Martin Buber, and Nel Noddings were used as a theoretical lens. Participants were selected purposively and represented heterogeneous choral programs, different school sizes, and diverse population densities. Participants included one 8th-year middle school male choral teacher, two female high school choral teachers who had taught for more than 18 years each, and one male middle and high school choral teacher who had taught for 12 years. Cases were bounded by interviews, written and observational data, and artifacts. The data collection included 20 observations, 12 interviews with choral teachers, and 16 student interviews. Data analysis was inductive; 31 codes emerged and were gathered into four themes including support and care, fostering a sense of belonging and acceptance, quality creates and inhibits community, and program legacy and vision. Teacher profiles are included in the findings.

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Kingir, Sevgi, Bilge Gok, and Ahmet Selman Bozkir. "EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS’ MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING." Journal of Baltic Science Education 19, no. 5 (October 15, 2020): 804–23. http://dx.doi.org/10.33225/jbse/20.19.804.

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Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers’ performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers’ characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers’ motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies. Keywords: constructivist learning environment, data mining, learning strategies, motivational belief, pre-service science teacher

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Rasmita, Rasmita. "English teaching profiles at islamic Of elementary schools in kuranji - padang." Jurnal Ilmiah Pendidikan Scholastic 2, no. 3 (December 19, 2018): 1–15. http://dx.doi.org/10.36057/jips.v2i3.136.

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The design of this research was descriptive qualitative that to draw about English teaching profiles at Islamic of Elementary Schools in Kuranji – Padang. The researcher takes three schools by using purposive sample. They were Islamic State of Elementary schools Korong Gadang, Islamic State of Elementary School Gunung Sarik and Private Islamic State of Elementary School Sungai Sapih. The respondents consisted of three English teachers and the headmasters. In gathering the data, the researcher did observation and interview as instruments. In analyzing the data, the resercher followed two ways, namely; pure analysis and analytic. Pure analysis and analytic in order to describe the data naturally and connect it to the theory. The findings of this research showed that the English teachers at Elementary School should graduate from English pedagogical, because of that the teacher have to good techniques in teaching. In spite of the English teachers must able to prepare the suitable media with the material. The English teachers also use good methods and evaluation to increase the students’ achievement.

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Kang, Woonsun. "Perceived Barriers to Implementing Education for Sustainable Development among Korean Teachers." Sustainability 11, no. 9 (May 1, 2019): 2532. http://dx.doi.org/10.3390/su11092532.

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The objective of this study was to identify whether there are any homogeneous subclasses of teachers exhibiting different profiles of barriers to implementing ESD among Korean secondary teachers, and to examine whether teachers’ experiences of taking an ESD course in their pre-service teacher education and in their in-service training on ESD are predictive of membership in subclasses of perceived barriers to implementing ESD. Korean secondary teachers from various subjects were selected as a sample. I carried out latent class analysis (LCA) on barrier variables and assessed the association of both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD with membership in the latent subclasses using multi-nominal logistic regression. These analyses were performed using PROC LCA. Research results are as follows: Firstly, four latent classes were identified: the few barrier, the individual barrier, the combination of individual and class-driven structural barrier, and the combination of individual and structural barrier. Secondly, both the experiences of taking an ESD course in their pre-service teacher education and in-service training on ESD were significant predictors of latent class membership. The current study could potentially assist both pre-service teacher educational institutions and in-service teacher training organizations with strategies designed to improve ESD competency among teachers.

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Grollmann, Philipp. "The Quality of Vocational Teachers: Teacher Education, Institutional Roles and Professional Reality." European Educational Research Journal 7, no. 4 (January 1, 2008): 535–47. http://dx.doi.org/10.2304/eerj.2008.7.4.535.

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What are quality vocational teachers? This article analyzes the different factors exerting an influence on the professional knowledge, practices and performance of teaching staff involved in technical and vocational education and training (TVET). The international variety of vocational teacher education patterns, profiles and recruitment practices is presented. Any assessment of the quality of teachers' work, be it in theory or practice, needs to be considered against the background of the institutional environment in which they practise. Hence, some common trends of institutional change within vocational education are introduced. Most particularly here, the author focuses on the professional reality of vocational teachers as made manifest in the conjoined elements of the knowledge of teachers and professional cultures. In doing so, the author draws on some empirical exemplars. The author shows how closely teacher education and the institutional contexts are entwined in the minds of teachers as well as in professional cultures. Finally, some conclusions are drawn as to what this implies for high-quality vocational teacher education and recruitment.

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Journal articles on the topic 'Teacher profiles'

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