Journal articles: 'Teacher research'

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Thornbury, S. "Teachers research teacher talk." ELT Journal 50, no. 4 (October 1, 1996): 279–89. http://dx.doi.org/10.1093/elt/50.4.279.

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Stewart, Timothy. "Teacher-Researcher Collaboration or Teachers' Research?" TESOL Quarterly 40, no. 2 (June 1, 2006): 421. http://dx.doi.org/10.2307/40264529.

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Borg, Simon. "Language teacher research engagement." Language Teaching 43, no. 4 (August 23, 2010): 391–429. http://dx.doi.org/10.1017/s0261444810000170.

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The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

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Rudduck, Jean. "Teacher research and research‐based teacher education." Journal of Education for Teaching 11, no. 3 (October 1985): 281–89. http://dx.doi.org/10.1080/0260747850110305.

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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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McGroarty, Mary, Julian Edge, and Keith Richards. "Teachers Develop Teachers Research: Papers on Classroom Research and Teacher Development." Modern Language Journal 80, no. 2 (1996): 234. http://dx.doi.org/10.2307/328642.

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Pateman, Neil. "Research into Practice: Teachers Researching Their Mathematics Classrooms." Arithmetic Teacher 37, no. 2 (October 1989): 36–38. http://dx.doi.org/10.5951/at.37.2.0036.

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Teachers typically are treated as consumers of what other people produce. For example, as a consumer, the teacher is supposed to work from ready-made materials, using accompanying teacher's guides, even though the entire curriculum has been prepared in a different place. Such material are often characterized as being “teacher proof.”

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Kumar, David D. "Research That Informs Teachers and Teacher Educators." Teaching Education 4, no. 1 (December 1991): 227–28. http://dx.doi.org/10.1080/1047621910040131.

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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Taiwan Defense Education Curriculum Teacher's Essential Ability and the Teachers Cultivate Research of the System." Applied Mechanics and Materials 121-126 (October 2011): 4806–10. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.4806.

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Taiwan defense education teacher cultivates research of the system conception. Taiwan's Senior middle school or in university's school the military training and the national defense pass know the curriculum teacher are hold the post by the active duty officer, Master unit for Republic of China Ministry of Education. Recent years the domestic education environment tended to the serviceman to withdraw from the school edition curriculum, did not have the academic license serviceman status teacher, always shouldered the people to accuse it to not to have the card interferes the education according to the teacher and the serviceman, often directed the person question is the military officer is also teacher's this crowd of associations otherwise has the teacher specialized ability. The question lies in this group of military officer teacher not to have the further education to obtain the qualified teacher card, and before the present education system also does not have the defense education curriculum teacher duty, to train with the university which awards cultivates the unit. This research discussion's key is defense education teacher's essential ability and the teachers cultivates the system the relations. We watched proposed that more than school union-like teachers cultivate the organization plan the solution conception. Was the utilization already the qualified teacher, but not yet investigated teacher of the employment, gave the second specialty to give public notice of entrance examination receives training, opened the second specialty teachers to the common teacher to authenticate by the time supplements insufficiency of the teachers. The male even plan is gives comprehensive duty training to the military officer teacher to award the certificate of quality again

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Liu, Xinling. "Overseas Research on Teacher Collaboration: Progress and Enlightenment." Journal of Education and Development 6, no. 1 (March 30, 2022): 28. http://dx.doi.org/10.20849/jed.v6i1.1073.

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Teacher collaboration is of great significance to improve the professional ability and development of teachers. This study shows that the traditional path of teachers' professional development has gradually lagged behind the pace of the development of the times, and the new path of teachers' professional development with teachers' collaboration as the core is attracting much attention. This study examines and reflects on the hot topics in the concept and practice of teacher collaboration from the aspects of the theoretical implication, manifestation and implementation dilemma of teacher collaboration. In fact, under the development concept of teacher collaboration, there are many implementation difficulties. Providing time guarantee for teacher collaboration, guiding teachers to correctly understand teacher collaboration and balancing the limits of teacher autonomy and collaboration are very important to promote teacher collaboration.

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CROOKES, G. "Action Research for Second Language Teachers: Going Beyond Teacher Research." Applied Linguistics 14, no. 2 (June 1, 1993): 130–44. http://dx.doi.org/10.1093/applin/14.2.130.

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Darling-Hammond, Linda. "Research and Rhetoric on Teacher Certification." education policy analysis archives 10 (September 6, 2002): 36. http://dx.doi.org/10.14507/epaa.v10n36.2002.

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In October, 2001, the Baltimore-based Abell Foundation issued a report purporting to prove that there is "no credible research that supports the use of teacher certification as a regulatory barrier to teaching" and urging the discontinuation of certification in Maryland. The report argued that large inequities in access to certified teachers for poor and minority students are not a problem because research linking teacher education to student achievement is flawed. In July, 2002, the U.S. Secretary of Education cited the Abell Foundation paper in his Annual Report on Teacher Quality as the sole source for concluding that teacher education does not contribute to teacher effectiveness. The Secretary's report then recommended that requirements for education coursework be eliminated from certification standards, and attendance at schools of education and student teaching be made optional. This article documents the many inaccuracies in the Abell Foundation paper and describes the actual findings of many of the studies it purports to review, as well as the findings of other studies it ignores. It details misrepresentations of a number of studies, including inaccurate statements about their methods and findings, false claims about their authors' views, and distortions of their data and conclusions. The article addresses methodological issues regarding the validity and interpretation of research. Finally, the article presents data challenging the Abell Foundation's unfounded claims that uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers. It concludes with a discussion of the policy issues that need to be addressed if all students are to be provided with highly qualified teachers.

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Graham, Peg. "Teacher Research and Collaborative Inquiry: Teacher Educators and High School English Teachers." Journal of Teacher Education 49, no. 4 (September 1998): 255–65. http://dx.doi.org/10.1177/0022487198049004003.

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Han, Yuting. "Emerging Research Efficacy Through Scaffolded Research Practice: An EFL Preservice Teacher Autobiographical Narrative." Chinese Journal of Applied Linguistics 44, no. 1 (March 1, 2021): 35–53. http://dx.doi.org/10.1515/cjal-2021-0003.

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AbstractEFL preservice teachers ’ research efficacy, as perceived competence to perform tasks in research, is crucial to their research engagement. This autobiographical narrative inquiry investigates the contribution of scaffolded research practice to a female EFL preservice teacher ’ s research efficacy. The data were collected through conversations, notes, journals, and portfolios. The findings suggest that teacher research efficacy was pliable through scaffolded research practice. It emerged gradually over time, in different places with social and personal interaction. The factors contributing to the emerging research efficacy were: teacher educators ’ support, peers ’ support, and research participation. The study sheds light on teacher educators and EFL preservice teachers, with the intention of establishing an inquiry-based pedagogy for M.Ed. programs.

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Ajmal Shahim. "Relationship between Classroom Research, Teacher Research and Action Research." International Journal for Research in Applied Sciences and Biotechnology 8, no. 2 (March 30, 2021): 147–52. http://dx.doi.org/10.31033/ijrasb.8.2.29.

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Classroom Research, Teacher Research, and Action Research are three methods that are often misunderstood. Classroom analysis is research undertaken in language classrooms that reflects on participation in the lessons; the Research’s emphasis as well as the environment in which the data is obtained characterizes it. For language teachers and the discipline as a whole, doing classroom Research may be helpful. Teacher research is classified as research performed by the Teacher; in other words, the person who performs the thesis specifies it. The iterative cyclic procedures of preparing, behaving, observing, evaluating, and replanting are used in action analysis to address challenges and develop local practice. The aim of this analysis is to evaluate the distinctions between classroom research, Teacher research, and Action research, as well as familiarity with the research method in this field. The analysis of vague information in the field of science research, particularly research in the classroom, professorial research, and practical research in language teaching, is the product and result of the research work on this subject, which has added to the richness of this scientific – research essay. Aim- Receiving correct and necessary knowledge on these three forms of Research in the field of English language and literature, as well as a brief summary of systematic and general research on classroom research, Teacher training, and Action research in language teaching classrooms.

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Peterson, Blake E., Steven R. Williams, and Penelope H. Dunham. "Connecting Research to Teaching: Mentoring Beginning Teachers." Mathematics Teacher 91, no. 8 (November 1998): 730–34. http://dx.doi.org/10.5951/mt.91.8.0730.

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The most crucial stage in the process of becoming a teacher occurs at the very outset, during the transition from student to student teacher to novice teacher. Many people can provide vital support to the new teacher: cooperating teachers, university supervisors, instructors of methods classes, and more experienced teachers in the school can all act as mentors. What is known about the mentoring process? What is unique to mentoring mathematics teachers? In this article we hope to outline what is known and offer some guidance for those wishing to be effective mentors.

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Hazmi, Nahdatul. "Tugas Guru dalam Proses Pembelajaran." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 29, 2019): 56–65. http://dx.doi.org/10.31539/joeai.v2i1.734.

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The purpose of this study is to find out the teacher's duties in learning. The research method that I use is a type of qualitative descriptive research. Qualitative descriptive research. The results of the study, the teacher's task in the learning process still looks like: the existence of teachers who have not fully carried out their teaching and educating duties as teachers and lack of implementation of supervision from the principal to teachers in assessing how to teach teachers and correct shortcomings of the way the teacher carries out his duty. Conclusions, factors that influence the lack of implementation of the teacher's duties in the learning process that comes from the teacher itself and from students. The factors that influence the teacher itself such as physical and mental inadequacies in the learning process and the level of teacher income that affect the teacher's lack of focus are disturbed because the teacher thinks about the income coming from outside and the unfavorable climate that can adversely affect into the learning process. Keywords: teacher assignment, learning process

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18

Hammack, Floyd M. "Ethical Issues in Teacher Research." Teachers College Record: The Voice of Scholarship in Education 99, no. 2 (December 1997): 247–65. http://dx.doi.org/10.1177/016146819709900201.

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This article identifies and examines the ethical issues surrounding teacher research, especially when the participants of the research are the teachers' own students. I first explore the movement to increase the relevance and applicability of research on and for teachers, and then address ethical issues in teaching and in research, especially as they stem from federal regulation requiring the protection of human subjects. The article then turns to the specific issues that arise in teacher research. Dual-role conflicts are described, as are the difficulties of assuring unfettered informed consent. The article relates these problems to the difficulties of deciding what is research and what is normal educational practice in the classroom setting, especially when qualitative research methodologies are used. Suggestions as to how the potential conflicts and ethical problems can be addressed are provided, but teacher researchers are cautioned that work with their own students raises particularly thorny issues.

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STODDARD, KIM, Margaret Hewitt, DAVA O'Connor, Jen Beckner, Martyne Elder, Cathy Laporta, and Julie Poth. "Inclusive Practices Through Teacher Research." Remedial and Special Education 17, no. 4 (July 1996): 237–44. http://dx.doi.org/10.1177/074193259601700406.

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THE EDUCATIONAL REFORM MOVEMENT HAS PROVIDED THE CONTINUED IMPETUS FOR PUBLIC SCHOOLS AND UNIVERSITY FACULTY TO WORK IN PARTNERSHIP TO EXPLORE STRATEGIES THAT ENHANCE INCLUSIVE PRACTICES. THIS ARTICLE DESCRIBES A SCHOOL-UNIVERSITY PARTNERSHIP WHERE A CULTURE OF RESEARCH EMERGED. THE PROCESS OF DEVELOPING AN ENVIRONMENT FOR TEACHER RESEARCH WITHIN CLASSROOMS IS DESCRIBED, AS ARE THE EFFECTS OF TEACHER RESEARCH ON THE CHANGING ROLE OF TEACHERS AS THEY IMPLEMENT INCLUSIVE PRACTICES. THE PLANNING AND IMPLEMENTATION OF FOUR TEACHER RESEARCH PROJECTS ARE HIGHLIGHTED.

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Fields, Barry A. "Research on Teacher Effectiveness: Implications for Remedial Teachers." Exceptional Child 34, no. 2 (July 1987): 117–32. http://dx.doi.org/10.1080/0156655870340205.

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Nolin, Mary Jo, and Elizabeth Farris. "Research Reports: Teachers' Perspectives on Teacher Performance Evaluations." Kappa Delta Pi Record 31, no. 2 (January 1995): 60–65. http://dx.doi.org/10.1080/00228958.1995.10531902.

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Knowles, Gary, Rosebud Elijah, and Karleen Broadwater. "Preservice Teacher Research: Enhancing the Preparation of Teachers?" Teaching Education 8, no. 1 (January 1996): 123–32. http://dx.doi.org/10.1080/1047621960080115.

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Puspitasari, Yunita. "EFL TEACHERS’ LEVEL OF TEACHER ACTION RESEARCH ENGAGEMENT." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 2 (February 2, 2022): 64. http://dx.doi.org/10.32682/jeell.v8i2.2202.

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Teachers doing action research has been recommended as a powerful and transformative model for teacher professional development but remains trivial among the population of teachers worldwide, including those who teach English as a foreign language (EFL). The present study investigates EFL teachers’ level of engagement with and in Teacher Action Research (TAR), as well as their motives for the engagement. Employing a quantitative approach with a survey as the design, a questionnaire was distributed to EFL teachers teaching at secondary school to collect data. Descriptive statistics were run to analyze the data. The results showed that EFL teachers’ engagement with TAR was high, while their engagement in TAR was moderate. Thus, encouraging EFL Teachers to conduct TAR will consequently get them used to continuously make reflections on what they did in their classroom in which better teaching-learning quality can be achieved. Besides, the policy makers should provide some fundamental supports to encourage the teachers making the research engagement.

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Souto-Manning, Mariana. "Teacher as Researcher: Teacher Action Research in Teacher Education." Childhood Education 88, no. 1 (January 10, 2012): 54–56. http://dx.doi.org/10.1080/00094056.2012.643726.

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Leaman, Heather, and Connie DiLucchio. "Multimedia Teacher Research." Networks: An Online Journal for Teacher Research 17, no. 2 (December 6, 2015): 593. http://dx.doi.org/10.4148/2470-6353.1027.

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Neubert, Gloria A. "Supporting teacher research." Teacher Educator 25, no. 1 (June 1989): 2–9. http://dx.doi.org/10.1080/08878738909554949.

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Wilson, Suzanne M., Robert E. Floden, and Joan Ferrini-Mundy. "Teacher Preparation Research." Journal of Teacher Education 53, no. 3 (May 2002): 190–204. http://dx.doi.org/10.1177/0022487102053003002.

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Goodlad, John I. "Teacher Education Research." Journal of Teacher Education 53, no. 3 (May 2002): 216–21. http://dx.doi.org/10.1177/0022487102053003004.

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Ornstein, Allan C. "Teacher Effectiveness Research." Education and Urban Society 18, no. 2 (February 1986): 168–75. http://dx.doi.org/10.1177/0013124586018002003.

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Dobber, Marjolein, Sanne F. Akkerman, Nico Verloop, and Jan D. Vermunt. "Student teachers’ collaborative research: Small-scale research projects during teacher education." Teaching and Teacher Education 28, no. 4 (May 2012): 609–17. http://dx.doi.org/10.1016/j.tate.2012.01.009.

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Zamorski, Barbara, and Margaret Bulmer. "Engaging teachers in research: teacher engagement in research as professional development." Pedagogy, Culture & Society 10, no. 2 (July 2002): 279–91. http://dx.doi.org/10.1080/14681360200200144.

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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.

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Ubaque, Diego Fernando, and Harold Castaneda-Pena. "Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research—A Colombian Case." International Education Studies 10, no. 3 (February 27, 2017): 35. http://dx.doi.org/10.5539/ies.v10n3p35.

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This work explores real-life experiences around research. Thinking of the English as a foreign language (EFL) teacher as an inquirer of the academic reality, the study presents accounts of professional identity as narrated in the life histories of three EFL teachers-researchers in a private but non-profit institution in Bogota, Colombia. This study sheds light on different institutional practices that, grounded on a community of practice, reinforce research as an inquiry process and as an opportunity for professional and institutional development. Additionally, the study also addresses issues of investment when teachers engage in this practice. The work concludes by reflecting that teachers’ professional identities as researchers are composed of experiences that have an important effect on their teaching expertise. Thus, teachers tend to alter their identities based on the relationships they establish within the community and undergo changes when previous and current experiences are put together. It is suggested that teacher education should help teachers-to-be understand these dynamics.

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Timchenko, A. G., and N. A. Burmakina. "IMAGE OF AN IDEAL TEACHER: LINGUOAXIOLOGICAL RESEARCH." Siberian Philological Forum 20, no. 3 (September 30, 2022): 138–51. http://dx.doi.org/10.25146/2587-7844-2022-20-3-131.

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Statement of the problem. The article analyzes an element of the value picture of the world in teachers of the Krasnoyarsk region, illustrating the image of an ideal teacher, which can be perceived in different ways by the participants in the pedagogical process, and the values of society and the era as a whole can influence the idea of an ideal teacher. The purpose of the work is to determine the basic values-qualities of the image of an ideal teacher, with the help of relying on the perceived level of linguistic consciousness of teachers of the Krasnoyarsk region. Methodology (materials and methods). We researched the perceived level of linguistic consciousness: the questionnaire method revealed the qualities characteristic, in the opinion of the respondents, of an ideal teacher. The identified qualities were proposed to be distributed in the order from the most important to the least important. The questionnaire was filled in by teachers of schools, gymnasiums, teachers of higher educational institutions of the city of Krasnoyarsk, as well as school teachers working in the countryside of the Krasnoyarsk region. Research results. The data of the questionnaires made it possible to identify 6 semantic types of values-qualities. In the image of an ideal teacher, social, psychophysiological and moral qualities turned out to be predominant. Intellectual, professional, aesthetic and civic values-qualities turned out to be less frequent, therefore, psychological and social aspects predominate in the image of an ideal teacher. The hierarchy of teacher values-qualities in the conceptual core of linguistic consciousness made it possible to present 10 most frequent semantic groups, of which: 7 semantic fields in the hierarchy indicate moral values-qualities, 6 – social, 4 – psychophysiological, 2 – intellectual, 1 – professional ones, and1 – aesthetic value-quality.

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Sunu, Sunu. "KOMPETENSI PEDAGOGIK GURU DALAM MENGIMPLEMENTASIKAN MODEL PEMBELAJARAN FIKIH DI MAN II PAMEKASAN." Al-Ulum Jurnal Pemikiran dan Penelitian ke Islaman 6, no. 2 (July 12, 2019): 71–80. http://dx.doi.org/10.31102/alulum.6.2.2019.71-80.

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The teacher is one component in the learning process. The teacher has a very important role in determining the quality of learning. Therefore, the teacher must think about and plan for improving the quality of education in every learning activity because the teacher is the key that will determine whether or not educational goals are achieved. For that quality education must be accompanied by qualified teachers so that if we expect quality education, but without improving the quality of teachers it is an illusion. With regard to the context of the above research, the author has conducted research on the pedagogical competence of teachers in fiqh learning in MAN II pamekasan. The research focus was set: (1) What is the teacher's pedagogical competence in understanding educational insights (2) What is the teacher's competence in understanding students (3)What is the pedagogical competence of the teacher in planning fiqh learning (4) What is the pedagogical competence of the teacher in the process of fiqh learning (5) What is the pedagogic competence of the teacher in utilizing fiqh learning technology (6) What is the teacher's pedagogical competence in evaluating results Jurisprudence learning in MAN II Pamekasan.

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Ansel, Maria Finsensia, and Yohana Nono BS. "Pengaruh Komtmen Guru dan Motivasi Kerja terhadap Profesionalisme Guru Sekolah Dasar Katolik di Kota Ende." Journal on Education 5, no. 3 (February 3, 2023): 7156–67. http://dx.doi.org/10.31004/joe.v5i3.1505.

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The teacher is the spearhead of the process of implementing education in schools. Teachers are required to be professional in carrying out their duties and responsibilities in the learning process. This study aims to determine the effect of teacher commitment and work motivation on the professionalism of Catholic elementary school teachers in the city of Ende. This research method is quantitative research with data collection techniques using questionnaires or questionnaires in the form of questionnaires about teacher commitment, work motivation, and teacher professionalism. Respondents in this study were teachers at a Catholic elementary school in the city of Ende. The number of samples in this study were 52 people. The results showed that teacher commitment and work motivation had a significant effect on teacher professionalism where a significance value of 0.000 <0.05 and an R square value of 0.405 means that the influence of teacher commitment and work motivation on teacher professionalism is 40.5%. In conclusion, the higher the teacher's commitment and work motivation, the higher the teacher's professionalism and conversely the lower the teacher's commitment and work motivation, the lower the teacher's professionalism.

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Petlak, Erich. "TEACHER ACTION RESEARCH IDEAS." Slavonic Pedagogical Studies Journal 11, no. 1 (February 2022): 147–53. http://dx.doi.org/10.18355/pg.2022.11.1.10.

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The study analyzes action research in educational practice and its contribution to the quality of education. The author describes the difference between action research and the random application of methods, tools, or non-standard procedures in a teacher's work and analyzes teachers 'views on action research, as well as teachers' attitudes to research.

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Schwarz, Gretchen. "Using teacher narrative research in teacher development." Teacher Educator 37, no. 1 (June 2001): 37–48. http://dx.doi.org/10.1080/08878730109555279.

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Zeichner, Ken. "Commentary: A Candid Look at Teacher Research and Teacher Education Today." LEARNing Landscapes 8, no. 2 (August 2, 2015): 49–57. http://dx.doi.org/10.36510/learnland.v8i2.695.

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In this interview, Ken Zeichner describes the current changes and trends in teacher education and examines the university’s role in providing teachers with the necessary skills and knowledge. He advocates a model where the university, community, and school work together as partners to give teachers a more diversified set of knowledge and skills. This type of teacher education can be situated in the university, but it may be more effective if it takes place "outside of the bureaucracy and budget of both the university and the school system." Dr. Zeichner sees teacher research as a critical part of teacher development and firmly believes that each teacher should adopt an inquiry stance, where research is part of the practice rather than a separate activity. In conclusion, he states that, "…the old traditional forms of university-based teacher education…are not going to survive."

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Wei, Dan Dan, and Le Xing Qiu. "Research on Application of "Flipped Class" Model in Teacher Education." Applied Mechanics and Materials 644-650 (September 2014): 5756–60. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5756.

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Teacher as a profession, has its own specialty. To make teachers have strong professional, the quality of teacher education is the key. The teaching mode called "flip class" is beneficial to the development of the teachers' theory quality and technological literacy. If we bring it into the teacher education curriculum teaching, it’ll promote teachers' professional specialization development.

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Alkan, Fatma. "A research on positive teacher behaviours." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 204–14. http://dx.doi.org/10.18844/prosoc.v7i3.5254.

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The aim of this study is to examine positive teacher behaviours that teachers should show in the class in terms of students. The research has been designed within a general survey model. The sample of the research consists of 641 high school students. In the research, the effects of positive teacher behaviours on students’ success questionnaire have been used as the data collection tool. According to the results of the analysis, teachers carry out planning, application and consolidation and evaluation behaviours in the classroom at a high rate. In the questionnaire, the highest average is in the planning behaviour, which explains the objectives of the course to students’ item. On the other hand, it is noteworthy that the lowest average is in the application behaviour, which arranges the seating arrangement in a way that makes it easier for students to learn. The results of the research expected that the positive behaviours that teachers carry out in the classroom at a high rate will have a high or very high-level effect on students’ success. Keywords: Positive teacher behaviours, students’ success, high school students.

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Alam, Syah Khalif. "Efforts to increase the group of teacher competency through the teacher work groups in central bakung cimahi." P2M STKIP Siliwangi 5, no. 2 (November 30, 2018): 106. http://dx.doi.org/10.22460/p2m.v5i2p106-113.1061.

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EFFORTS TO INCREASE THE TEACHER'S GROUP TEACHER COMPETENCY THROUGH THE TEACHER WORK GROUPS IN CENTRAL BAKUNG CIMAHI Syah Khalif Alamradityaalief@gmail.comIKIP Siliwangi AbstractThis study aims to determine the implementation process and the results of teacher competency development in the group of teachers of the kindergarten cluster Bakung Cimahi Tengah. The formulation of the problem in this research is whether the teacher working group can improve the competence of kindergarten teacher group in Central Cimahi? And how the implementation process, the results of coaching, advantages, and disadvantages after the guidance of pedagogic competence of teachers in the cluster group of teachers Cilahi Tengah. The approach used in this research is qualitative approach with descriptive research method. The population in this research is in Cimahi Tengah lily group consisting of 29 teachers from 7 kindergarten schools. Based on the results of research that during the process of implementation of the working group of teachers still do not understand its role as a subject of learning. While the result of guidance pedagogic competence of teachers successfully implemented, the teacher showed an active, enthusiastic, and happy attitude during the learning took place. It can be concluded that improving the competence of teachers through teacher workgroups can experience a significant increase as when supervisors provide direction and guidance look more active and confident, and improve the competence of teachers through teacher work groups more effectively and better, teachers are more understanding and can doing activities well. Key Words: Teacher Competence, Early Childhood Education, Teacher Working Groups

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Kasirin, Kasirin. "THE EFFORTS TO IMPROVE TEACHER PERFORMANCE THROUGH ACADEMIC SUPERVISION BY THE PRINCIPAL IN PRIMARY SCHOOL." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 3, no. 3 (October 29, 2020): 112. http://dx.doi.org/10.26418/jp2d.v3i3.113.

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There have been many attempts to prepare teachers to become professionals. The fact shows that not all teachers have a good performance in carrying out their duties. Supervision, which is assumed to be a teacher guidance service, is expected to advance and develop teaching so that teachers can teach well and impact student learning. The research aims to improve teacher performance through academic supervision by the principal at SDN 7 Sungai Ambawang. The research method used was descriptive research, with school action research with a collaborative nature with the teacher. The subjects in this study were 18 teachers at SDN 7 Sungai Ambawang, Sungai Ambawang District. Data collection technique in this study was measurement technique and the instrumentl used was the observation sheet. This study's results are as follows: The first finding, the teacher's performance increases in doing learning planning. The second finding, the teacher's performance increases in carrying out learning. The third finding, the teacher's performance increases in assessing student learning achievement. To improve teacher performance at SDN 7 Sungai Ambawang has been done well. Researchers provide motivation, guidance, and direction to teachers to compile complete teaching administration and teaching planning through academic supervision to produce higher quality learning. (2) In the implementation of academic supervision to improve teacher performance at SDN 7 Sungai Ambawang, almost all of the 18 teachers could carry out learning well. Academic supervision activities can increase teacher competence in preparing and implementing learning well, creatively, and fun.

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Arto, Subi, and Wakhudin Wakhudin. "The Role of Teachers in Improving the Discipline Character of Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 71. http://dx.doi.org/10.30595/dinamika.v13i2.11552.

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This study aimed to examine and describe the role of the teacher in improving the character of discipline for students. This research is a descriptive qualitative research. The research subjects were the principal, teachers, and students. The data collection techniques used were interviews, observation, and documentation. Data analysis was performed using qualitative descriptive analysis techniques. The results of this study indicated that the role of teachers in the character building of student discipline at SD Negeri 1 Kendaga is a teacher as an educator, a teacher as ainstructor, a teacher as a guide, a teacher as a trainer, and a teacher as an evaluator. The teacher's efforts in shaping student character are by using the method of habituation, exemplary, lectures and simulations.This research is useful for teachers, to be able to act as good role models, to provide guidance and supervision to improve students discipline.

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ABAH, Joshua Abah. "Advocating Mathematics Teacher Research Prowess for Improved Professionalism." International Journal of Trends in Mathematics Education Research 1, no. 1 (December 8, 2018): 1. http://dx.doi.org/10.33122/ijtmer.v1i1.9.

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While serving in the field of practice, teachers have continued to hold to the view that research is an activity carried out by professional researchers based outside the basic schools. This is because traditionally, class teachers have never been expected to comment on the theory and practice of their work. However, recent push by the Teacher Research movement across the globe has emphasized teacher research as a process in which educators note problems in the context of their own schools and classrooms and propose investigative methods appropriate to address the problems. On this premise, this review first considers the ramification of mathematics teacher research in improving professionalism in the teaching and learning of mathematics. Secondly, teacher professionalism in mathematics education was given a detailed coverage. Thirdly, the task of mathematics teachers as researchers was considered. The role of higher education in nurturing fruitful collaborations with basic schools was discussed along with the implications of mathematics teacher research for classroom practice in Nigeria.

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Muschamp, Yolande. "Improving education through research: the relationship between research and teaching." Scottish Educational Review 45, no. 2 (March 13, 2013): 29–35. http://dx.doi.org/10.1163/27730840-04502004.

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This paper is based on a keynote address to the 2012 Scottish Educational Research Association Annual Conference. It explores the relationship between research and teaching, particularly in the context of teacher education in Scotland but also in terms of wider implications. The paper begins with a discussion of how key terms such as education, teaching, learning and research are approached. The relationship between the tasks of teaching and research in UK teacher education and higher education generally is initially considered from the perspective of Skelton’s ‘three identities’ for university tutors. The paper moves on to analyse the role which research could play in each of Winch’s three models of the teacher: the craft model; the technology model; the professional model. The paper concludes that the craft and technology models provide only limited roles for research, while the professional model requires more significant research skills in methods, theory and scholarship. This model will apply to teacher educators, university teachers more generally, and to the wider teaching profession.

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Tateo, Luca. "What do you mean by "teacher"?psychological research on teacher professional identity." Psicologia & Sociedade 24, no. 2 (August 2012): 344–53. http://dx.doi.org/10.1590/s0102-71822012000200012.

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Teacher Professional Identity is today an autonomous theoretical construct. The paper explores the dimensions of TPI stressed in psychological and educational research, presenting different answers provided to questions such as: Which dimensions have been taken into account to define what a teacher is? The image of teachers actually emerging from literature analysis points out vectors of tension between "mainstream" Social Representations of teacher and everyday experience; between different perceptions of TPI; between established practices and innovation in teaching; between technical rationalist assumptions and lived experience of teachers' job, involving ethical and emotional nature of teaching; and, definitely, between "reality-as-it-is" and "reality-to-be" in teaching. These questions are closely connected to the wider social debate on the future of education. Asking what a teacher is also implies questions about what a "good" teacher is, what should be and, consequently, what are the role and the Social Representations of teachers in society.

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Cloonan, Anne, Kirsten Hutchison, and Louise Paatsch. "Promoting teachers’ agency and creative teaching through research." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 218–32. http://dx.doi.org/10.1108/etpc-11-2018-0107.

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Purpose In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency. Design/methodology/approach The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated. Findings Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed. Originality/value Three separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.

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Levrints, Marianna. "Foreign language teacher education in psycho-pedagogical research." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 170–76. http://dx.doi.org/10.33310/2518-7813-2019-65-2-170-176.

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The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

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Rachmawati, Lilik, and Laurens Kaluge. "Kompetensi Profesional Guru, Motivasi Kerja, dan Disiplin Kerja terhadap Kinerja Guru." Jurnal Penelitian dan Pendidikan IPS 14, no. 1 (September 21, 2020): 1–6. http://dx.doi.org/10.21067/jppi.v14i1.4764.

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Abstract The success of the national education system can be seen from the performance of teachers. Teacher performance is expected to boost the quality and relevance of education, in its implementation depends on many factors that influence it and interrelated, such factors competence, motivation and discipline. This research is aimed to analyze the effect simultaneously (together) or partially (individually) between teacher professional competence, work motivation, and work discipline on teacher performance. The method used in this research is quantitative with the type of explanatory research and a sample of 120 teachers taken using proportional random sampling techniques. The results showed the teacher's professional competence, work motivation, and work discipline simultaneously had effect on teacher performance. Teacher professional competence has effect on teacher performance. Work motivation has effect on teacher performance. Work discipline has effect on teacher performance.

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Journal articles on the topic 'Teacher research'

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