Relevant bibliographies by topics / Teacher responsibility

Academic literature on the topic 'Teacher responsibility'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teacher responsibility"

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Lauermann, Fani. "Teacher responsibility from the teacher's perspective." International Journal of Educational Research 65 (2014): 75–89. http://dx.doi.org/10.1016/j.ijer.2013.09.005.

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Blaskova, Martina, Rudolf BlaÅ¡ko, and Kristína TrÅ¡ková. "Decision making of university teacher: motivating and inspiring students versus too high criticality and demands of teacher." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 2 (March 27, 2021): 23–36. http://dx.doi.org/10.18844/prosoc.v3i2.1596.

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Profession of a university teacher is extremely difficult and responsible. On the one hand, teachers are faced with a sense of high social responsibility for their work, and on the other hand, they need a high motivation for their work, often associated with a great deal of altruism and a sense of belonging with their colleagues and students. Based on the questionnaire survey, conducted on a sample of 357 students of University of Žilina, students deemed the skills to motivate and inspire students as essential attribute of a great university teacher. On the contrary, excessive criticism and demands of teachers in relation to students (which basically represents the mirror – reflection – of the teacher’s perceived responsibility) is considered by students as inappropriate, undesirable attribute of teacher. Based on analysis, synthesis, comparison and generalization of theoretical knowledge and evaluation of the survey results, the aim of paper is to focus attention on two academic top- attributes of teacher: (a) the effort to instill in students a high responsibility for their own decisions/outcomes; (b) the skills to motivate and inspire students to expected results. To master a harmonized mixture of these two elements represents a difficult decision problem of many university teachers. Therefore, conclusion of the paper gives a simple qualitative model of decision-making that can simplify teacher’s decision-making regarding the efforts to be popular among the students for easy tasks and/versus be respected in motivating-and-inspiring approach based on precise and hard work and interaction of both the student and the teacher.Â
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Marichal, Nidza V. "“I feel the Responsibility”." Theory & Practice in Rural Education 11, no. 2 (November 9, 2021): 67–94. http://dx.doi.org/10.3776/tpre.2021.v11n2p67-94.

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Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education
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Thornton, Stephanie. "Child protection: Teacher Responsibility." Five to Eleven 3, no. 11 (June 2004): 18–20. http://dx.doi.org/10.12968/ftoe.2004.3.11.18.

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Marlina, Lina, and Restiana Restiana. "PERANAN KEPALA SEKOLAH DALAM MENGEMBANGKAN SIKAP CIVIC RESPONSIBILITY TERHADAP DISIPLIN GURU." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 2, no. 1 (March 8, 2019): 1–17. http://dx.doi.org/10.47080/propatria.v2i1.476.

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This research is motivated by teacher discipline problem that is: some teachers are less timely present in school and enter class, teacher leave class while lesson still ongoing teacher just give task record and problem to student so that student is outside class and outside school during class time take place. The purpose of this research is to know the role of principal in developing civic responsibility attitude toward teacher discipline (Descriptive Study at SMA Negeri 1 Padarincang Class XI IPS1) and to know principal technique in developing civic responsibility attitude to monitor teacher discipline (Descriptive Study at SMA Negeri 1 Padarincang Kelas XI IPS1). The method of this research is descriptive with the depiction in fact, the data in the form of language expression and discourse is appropriate and systematic, qualitative research is a research used to examine the condition of the object that Scientific, where Researcher is as a key instrument. The results of this study indicate the role and responsibilities of principals to support teachers in improving teacher competence, supervision techniques performed by the principal is good at providing examples of discipline against teachers. The conclusion of this research the principal reminded teachers of every ceremony on Monday and meetings to salary and idolize the first day of each week, the principal conducts X-XII class visits, checks the teacher's teaching program such as syllabus, RPP, checks the X-XII class agenda and fix the layout of the room in the school. Suggestions in this study teachers are expected to be on time attend school and enter the classroom, the teacher does not leave the class during the lesson so that students are not outside the classroom or outside the school.
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Roofe, Carmel. "Schooling, teachers in Jamaica and social responsibility: rethinking teacher preparation." Social Responsibility Journal 14, no. 4 (October 1, 2018): 816–27. http://dx.doi.org/10.1108/srj-10-2017-0202.

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Purpose In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students. This paper aims to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Design/methodology/approach Through interviews of 16 in-service teachers, this research sought to explore teachers’ perception of how they are prepared for their role as agents of social responsibility. Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught. Research limitations/implications The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica. The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Practical implications Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students. The results of this paper are means of helping teacher educators understand this. Originality/value This paper is one of the first since the early 1990s to discuss social responsibility as a key component of teacher preparation in Jamaica. It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.
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Mansur, Sopian, Imam Tholkhah, and Mohamad Jaenudin. "OPTIMALISASI PEMBINAAN KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI GURU DI SMK CITEUREUP." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 164–84. http://dx.doi.org/10.47467/jdi.v1i2.82.

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ABSTRACTThe purpose of this study is to find a portrait of optimizing the development of principals, including: Teacher competence; Teacher discipline; and Responsibility of teachers at Vocational High School PGRI Citeureup Bogor. Next is to find out the form of strategy undertaken by the principal in improving teacher competence. This research uses a qualitative descriptive approach through interviews, observation and documentation. The subjects of this study were the principal, teachers and all staff at SMK PGRI Citeureup Bogor. To reflect the results of the study found: a portrait of optimizing the development of school principals in improving teacher competence is very harmonious. All teachers greatly increase competence when seen in implementing the rules, discipline, and responsibility towards their profession as a teacher. As for the form of the principal's strategy in increasing teacher competency in SMK PGRI Citeureup using formal and informal strategies, namely: involving teachers in seminars, training, conducting supervision, promoting discipline and motivating teachers from the principal to motivate teachers to improve improvements in educational innovation as tangible form of developing teacher competence. It is expected that principals can provide encouragement and coaching in teacher performance regarding competence, discipline and teacher responsibility in an effective and efficient manner so as to improve performance both professionally or by teacher competence in schools.Keywords: Optimization, Coaching, School Principals, And Teacher Competencies.
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Maher, Peter. "The Frontiers of Teacher Responsibility." Pastoral Care in Education 3, no. 1 (February 1985): 53–65. http://dx.doi.org/10.1080/02643948509470494.

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Semradova, Ilona, and Sarka Hubackova. "Teacher Responsibility in Distance Education." Procedia - Social and Behavioral Sciences 217 (February 2016): 544–50. http://dx.doi.org/10.1016/j.sbspro.2016.02.042.

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Yun, Cathy, and Lisa Bennett. "Sharing the Responsibility for Teacher Preparation." Educational Renaissance 6, no. 1 (May 2, 2018): 1–9. http://dx.doi.org/10.33499/edren.v6i1.110.

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This case story describes the collaborative development and use of a teaching observation rubric to support and scaffold evidence-based changes in the focal educator preparation program (EPP). The case highlights the power of EPP-district collaborations for improving the teaching and coaching practices for both stakeholders while strengthening trust. Additionally, this case demonstrates how the focal EPP worked with districts to ease preservice-to-inservice transitions for novice teachers, through development of a feedback instrument that spans the transition, thereby decreasing teacher attrition within the first three years on the job.
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Dissertations / Theses on the topic "Teacher responsibility"

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Jackson-Crossland, Barbara A. "The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.

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Silverman, Sarah Kozel. "ON RESPONSIBILITY: TEACHERS’ CONCEPTIONS OF PROMOTING SOCIAL JUSTICE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245300262.

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Burton, Wendy Ellen. "The voice from within, teacher stories, epistemic responsibility, and first nations education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35395.pdf.

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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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Taylor, Dawn Miller. "Perspectives of teacher education graduates about their cooperating teachers during preservice placements." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0928104-230027/unrestricted/TaylorD102704f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0928104-230027 Includes bibliographical references. Also available via Internet at the UMI web site.
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Benson, Anita. "Preschoolers’ Parents Navigate Control and Responsibility." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32212.

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In this paper, I address a situation faced by preschool parents in their interaction with preschool practitioners. In interviews with parents, it became apparent that parents sensed a loss of control over how their children were being raised once they started preschool. The parents in the interviews acknowledge their responsibility regarding how their children are brought up and so struggle to come to terms with this lack of control and try to find solutions. I have looked into previous research as well as policy documents to identify the level of responsibility and control had by preschool institutions and the state and have found that parents are in a position where they are made to have less control but still are held responsible, by themselves and others. An analysis using narrative theory has made more clear the ways in which parents navigate the issue of loss of control versus responsibility. The purpose of the paper is to shed light on a situation faced by parents due to the responsibility attributed to them and the lack of control they have over upbringing, and can help practitioners at preschools be more aware of their role in this and of parents’ struggles.
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Jeffrey, Sally Sherwin Jr. "Sharing the Responsibility for Children's Literacy Development in First Grade: Child - Parent - Teacher Partnerships." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40523.

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The purpose of this study was to describe what happens when parents and children are invited to participate in a child-parent-teacher partnership which mutually supports the child's literacy development during transition into first grade. Questions which helped focus the study were: How do child-parent-teacher partnerships develop? How are participant's understandings and expectations about literacy affected and what is their influence on literacy development? What kind of changes related to involvement with literacy occur during the transition period? What are the conditions under which partnerships were promoted or impeded? Constructivist theory and ecological theory of human development provided the theoretical foundation for the study. Families from the researcher's classroom were invited to participate in child-parent-teacher partnerships. Eight families participated in the study. A case study design was used to describe the partnership process. Data collection consisted of three family surveys, child and parent journals, researcher folios, children's work samples, school records, written and verbal correspondences, unstructured interviews, and audio taped at home child-parent work sessions. Data analysis followed grounded theory methodology. Analysis revealed a uniqueness to each family and each child-parent-teacher relationship. Child-parent-teacher partnerships developed with seven of the eight participatory families. One surprising partnership developed without a positive parent-teacher relationship. The eighth intended partnership failed to emerge. Findings indicate the eight characteristics of partnership development are: interest and willingness to participate; shared purpose; reciprocal flexibility; ability and willingness to negotiate and compromise; unconditional commitment; mutual respect; effective communication; and availability of curriculum materials. Three benefits of child-parent-teacher partnerships are: enhanced literacy development; enriched parental understanding, expectation and involvement; and more informed child-parent-teacher communication.
Ph. D.
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Fowler, Debra Ann. "Proprioception of the mind : balancing science and spirit through emotional intelligence /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,296.

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Liston, Vanessa Marie. "On being a “sama7” teacher : reflecting on colonization, white identity, relationships, and responsibility in Indigenous contexts." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42934.

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Since the majority of teachers of Indigenous students in Canada are non-Indigenous, the current efforts to decolonize Canadian schools are largely dependent on these teachers’ understandings of Indigenous education, as well as their approaches and accountability to decolonization. As a white teacher of Indigenous students, this thesis represents critical self-study of a teacher’s role in decolonization in particular educational contexts. The research considers being a dominant-culture teacher with Indigenous students in terms of the teacher’s relationships, professional identity, and pedagogy. Further, this body of work inquires into the effects of (neo-)colonialism on the above, as well as on educational policy and curriculum in Indigenous contexts. Inasmuch as it is manuscript-based, the thesis reads differently from those written as single studies. Chapters Three and Four are essays based on my first and third-year teaching experiences in two distinct Indigenous communities, and each focus on different aspects of those locations and circumstances. For example, the third chapter is an analysis of the multi-levelled policy setting of a northern Québec school, and the fourth chapter employs a hermeneutical lens to examine my pilot of a culturally responsive curriculum in rural British Columbia. The introduction and literature review (Chapter Two) provide the context for both of these analyses, while the concluding chapter connects the two manuscripts with reference to current literature and my present teaching position. As a whole, my study offers an understanding of the challenges and responsibilities for dominant-culture teachers in decolonizing their classrooms and schools through policies, pedagogies, and relationships. While it does not address the entirety of the experience of being a dominant-culture educator and ally working with Indigenous students, it confronts and inquires into several pivotal and interrelated areas in teaching for social justice. In considering different aspects of my experiences, this study speaks to broader themes of (neo-)colonialism and decolonization, culturally responsive curricula and pedagogies, educational policy, and crosscultural relationships. Individually, these critical reflections on my practice have yielded intimate, yet significant portraits of teacher identity, and as a whole, they offer rich insights and multiple perspectives on some of the most pressing issues in educational politics today.
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Grosch, Malinda Ann. "School-based management : how a superintendent balanced shared decision-making and ultimate responsibility for student outcomes /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Books on the topic "Teacher responsibility"

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Carter, Beverly-Anne. Teacher/student responsibility in foreign language learning. New York: Peter Lang, 2006.

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A, Wilson Elizabeth. Classroom management to encourage motivation and responsibility. Arlington, Va: Educational Research Service, 1996.

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Betty, Reardon, ed. Educating for global responsibility: Teacher-designed curricula for peace education, K-12. New York: Teachers College Press, 1988.

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Carey, William C. Documenting teacher dismissal: A guide for the site administrator : a candidly practical book about an important and delicate management responsibility. 2nd ed. Salem, Or: Options Press, 1988.

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Professional responsibility: New horizons of praxis. New York, NY: Routledge, 2011.

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Rossinskiy, Boris. Administrative law and administrative responsibility. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1694072.

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The course of lectures corresponds to the programs of administrative law for students studying in the bachelor's degree program "Jurisprudence", as well as the specialties" Legal support of national security "and"Law Enforcement". The course of lectures summarizes the author's experience of lecturing on administrative law and administrative responsibility at the All-Russian State University of Justice (RPA of the Ministry of Justice of Russia), the Moscow University of the Ministry of Internal Affairs of Russia, the Academy of the Investigative Committee of the Russian Federation, and a number of other universities. For students, cadets, postgraduates, adjuncts and teachers of law schools and faculties, researchers, employees of state and municipal bodies, persons improving their qualifications.
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Kirillova, Elena. Institute of Administrative Responsibility of Minors in Russia. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1383530.

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The monograph examines the features of the institute of administrative responsibility of minors in the Russian Federation, gives a general description of this institution, examines the concept, legal nature, features of this institution, classifies punishments applied to adolescents, and considers judicial practice. Special attention is paid to the proceedings in cases of administrative offenses of minors, the legal status of the commission on juvenile affairs and protection of their rights is investigated, the features of prosecutorial supervision in the proceedings of cases of administrative offenses of minors are considered. In conclusion, conclusions are drawn and recommendations for improving the current Russian legislation are proposed. For a wide range of readers interested in the issues of administrative responsibility of minors. It can be useful for students, postgraduates and teachers of law schools.
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Bluestein, Jane. 21st century discipline: Teaching students responsibility and self-management. 2nd ed. Torrance, CA: Fearon Teacher Aids, 1999.

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Bluestein, Jane. 21st century discipline: Teaching students responsibility and self-control. Duluth, MN: Instructor Books, 1988.

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Discipline without stress, punishments, or rewards: How teachers and parents promote responsibility & learning. 2nd ed. Los Alamitos, Calif: Piper Press, 2007.

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Book chapters on the topic "Teacher responsibility"

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Kostogriz, Alex. "Teacher Responsibility." In Rethinking Reflection and Ethics for Teachers, 51–64. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9401-1_4.

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Whalan, Frances. "Teacher-to-Teacher Trust and Collective Responsibility." In Collective Responsibility, 139–54. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-882-7_7.

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Spector, Hannah. "The Imagination as Teacher." In In Search of Responsibility as Education, 26–46. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003013716-2.

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Benedict, Cathy. "Thwarting the Authority of Purpose: Epistemic Responsibility within Collaborations." In Musician–Teacher Collaborations, 62–70. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-6.

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Kostogriz, Alex. "Towards a Phenomenology of Teacher Responsibility." In Phenomenological Inquiry in Education, 135–47. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285646-9.

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Laffitte, Rosa. "Teachers' Professional Responsibility and Development." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol220:75—Vol220:86. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-45.

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Smith, Kari, and Marit Ulvik. "Learning to Teach in Norway: A Shared Responsibility." In Workplace Learning in Teacher Education, 261–77. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7826-9_15.

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Holloway, Jessica. "Distributing Leadership: Sharing Responsibility and Maintaining Accountability." In Metrics, Standards and Alignment in Teacher Policy, 131–45. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4814-1_9.

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O’Neill, John. "Teacher Educators’ Responsibility to Prepare Candidates for Classroom Realities." In A Companion to Research in Teacher Education, 495–505. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_33.

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Castillo, Fermin G. "Innovative Pedagogy for Higher Educational Institution: The Teacher Point of View." In Sustainable Development and Social Responsibility—Volume 2, 95–103. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32902-0_13.

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Conference papers on the topic "Teacher responsibility"

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Lechtenberg, Kate. "Taking Responsibility for Interrogating White Teacher Identities." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1692868.

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Alarcon, Jeannette. "Accepting Educational Responsibility: Critical Teacher Professional Development." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690018.

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Warburton, Trevor. "Tensions of responsibility in critical mathematics: defining teacher responsibility and student agency." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-80.

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Efendi, Nur. "The Strategy of The Teacher Training and Education Faculty in The Preparing Quality Teachers." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.60.

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Sugita, Trisha. "Accepting Educational Responsibility: Moving Toward Inclusive Teacher Preparation." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682693.

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Bykova, Svetlana S. "Interdisciplinary Integration For Developing Professional Responsibility Of The Future University Teacher." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.53.

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Zhukovsky, Vladimir Petrovich, Larisa Anatolievna Skvorstova, and Nina Aleksandrovna Zhukovskaya. "The moral responsibility of the teacher: questions of theory." In XI International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-119246.

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Motsoeneng, Molefi. "THE EFFECTS OF TEACHER EDUCATION ON TECHNICAL VOCATIONAL EDUCATION AND TRAINING COLLEGE LECTURERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end082.

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"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers to the universities. Minimum Requirements for Teacher Education Qualifications (MRTEQ) were adopted as the policy document for admission into the teaching profession. The reforms, however, excluded the training of (TVET) lecturers. TVET College lecturer training has not changed and most of the problems regarding lack of Content Knowledge (CK), PCK, and Subject Matter Knowledge (SMK) have not been attended to. This has negatively influenced the quality of lecturers at TVET colleges and resulted in a poor quality of TVET education. Semi-structured interviews collected the data regarding training in relation to courses currently being taught, as well as measuring CK, PCK, and SMK in those courses. The findings revealed that the lecturers were not competent in the courses they taught. Thus, the study strongly recommends more teacher training of the continuous professional development."
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O'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.

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The development of literacy competencies among second-level school students has been highlighted, by the Programme for International Student Assessment as ‘vital to succeed in society’. Literacy competency development has become the remit of all teachers, in all disciplines and initial teacher education programmes have a responsibility to address this. This paper aims to explore the provisions made within one Irish Initial Teacher Education programme, for the development of teaching strategies to enable literacy competency development within the technical-subject classrooms at second level. It also explores the perspectives of its pre-service teachers on this topic. A mixed method case-study was conducted, collecting data through questionnaires, dialogic-discussion groups, focus-groups and interviews. A key finding was the challenge in defining ‘literacy’. This ambiguity left pre-service teachers and teacher-educators unsure of expectations in this regard and resulted in a missalignment between the theory being taught and pre-service teacher practice. Technical-subjects are unexpectedly rich in opportunities to develop literacy competency. However, only some pre-service teachers were recognising the potential for literacy development within these subjects. Further training is required to address the challenges highlighted in this paper and to equip pre-service teachers with the appropriate tools to meet the literacy demands of today’s technical-subject students.
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Nesterova, Anna Alexandrovna. "Environmental Responsibility Of Teacher: Professional Involvement In A Common Cause." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.155.

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Reports on the topic "Teacher responsibility"

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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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O’Brien, Thomas, and Deanna Matsumoto. Mapping E-Commerce Locally and Beyond: CITT K12 Special Investigation Project. Mineta Transportation Institute, November 2021. http://dx.doi.org/10.31979/mti.2021.2067.

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As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.
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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making better use of public spending on supporting private-sector players to reach the poor. Contrary to what is assumed in studies of the private tuition market, the low-fee tuition providers offering services in the Pakistani urban neighbourhoods are not teachers in government schools trying to make extra money by offering afternoon tutorial to children from their schools. Working from their homes, the tutors featured in this paper are mostly women who often have no formal teacher training but are imaginative in their use of a diverse set of teaching techniques to ensure that children from low-income households who cannot get support for education at home cope with their daily homework assignments and pass the annual exams to transition to the next grade. These tutors were motivated to offer tuition by a combination of factors ranging from the need to earn a living, a desire to stay productively engaged, and for some a commitment to help poor children. Arguing that parents expect them to take full responsibility for their children’s educational attainment, these providers view the poor quality of education in schools, the weak maternal involvement in children’s education, and changing cultural norms, whereby children no longer respect authority, as being key to explaining the prevailing low educational levels. The paper presents evidence that the private tuition providers, who may be viewed as education entrepreneurs, have the potential to be used by the state and development agencies to provide better quality education to children from low-income families.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.

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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.

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The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Butler, Nadia, and Soha Karam. Evidence Review: COVID-19 Vaccine Acceptance by Key Influencers in the MENA Region - Teachers and Healthworkers. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/sshap.2021.039.

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As COVID-19 vaccines have been deployed and scaled, concerns about vaccine acceptance have emerged. Effective management of the virus requires that communities everywhere buy into the public health measures designed to protect them, including vaccines. Low acceptance presents a serious challenge for achieving sufficient coverage to reduce circulation of the virus and the risk of new variants emerging. Surveys conducted early in the pandemic showed that the Middle East region had one of the lowest COVID-19 vaccine acceptance rates globally. The low acceptance is driven by specific factors in the region and its different countries and populations; these factors need to be taken into account when formulating policy, programmes and interventions. This review synthesises evidence on vaccine acceptance among two key groups in the Middle East and North Africa (MENA) region: teachers and health workers. It draws from academic studies most of which were cross-sectional studies, largely conducted between February 2020 and June 2021, and grey literature reports, including social listening reports. This review is intended to inform strategies for risk communications and community engagement (RCCE) relating to COVID-19 vaccine uptake, with the aim of boosting confidence in and acceptance of the vaccines among these groups across the region. It is part of the Social Science in Humanitarian Action Platform (SSHAP) series on social science considerations relating to COVID-19 vaccines and was developed for SSHAP by Anthrologica (Nadia Butler and Soha Karam) at the request of the UNICEF MENA Regional Office. It was reviewed by Rose Aynsley (WHO) Amaya Gillespie (UNICEF) and Olivia Tulloch (Anthrologica). The evidence review is the responsibility of SSHAP.
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Youth talk about sexuality: A participatory assessment of adolescent sexual and reproductive health in Lusaka, Zambia. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1023.

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Thirty-six percent of Zambia’s 9 million inhabitants are between 10 and 19 years of age, and most adolescents are sexually active by their mid-teens. Pregnant teenagers have an elevated risk of maternal mortality and complications related to birth. In 1990, at Lusaka’s University Teaching Hospital, self-induced abortion accounted for up to 30 percent of maternal mortality, and one-quarter of these deaths occurred in women under 18 years. Sexually transmitted infections (STIs) are a major health problem for adolescents, yet only a small proportion protect themselves from pregnancy and STIs. There are many barriers to improving the situation, including opposition by parents and teachers to the use of modern contraceptive methods. CARE Zambia is conducting a study to test community-based strategies that increase knowledge of, demand for, and use of barrier methods to reduce unprotected intercourse among out-of-school adolescents in peri-urban Lusaka. As noted in this report, adolescent behavior change will be measured as the prevalence of barrier method use, number of sexual partners, FP attitudes, and measures of self-esteem and responsibility among participants.
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