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Academic literature on the topic 'Teacher role expectations'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Teacher role expectations"

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Grimmett, Peter P., and Harold C. Ratzlaff. "Expectations for the Cooperating Teacher Role." Journal of Teacher Education 37, no. 6 (December 1986): 41–50. http://dx.doi.org/10.1177/002248718603700607.

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Lee, Se Woong, Sookweon Min, and Geoffrey P. Mamerow. "Pygmalion in the Classroom and the Home: Expectation's Role in the Pipeline to STEMM." Teachers College Record: The Voice of Scholarship in Education 117, no. 9 (September 2015): 1–40. http://dx.doi.org/10.1177/016146811511700907.

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Background/Context Although students frequently begin forming ideas about potential college majors or career choices prior to entering college, research on Science, Technology, Engineering, Mathematics (STEM), and (M)edicine has almost exclusively focused on students’ experiences in postsecondary institutions. To better understand the full length of the STEMM pipeline—from high school through to postsecondary levels—it is essential to identify and explore factors that influence students’ choices in STEMM while they are in secondary schools, a setting that is arguably the first critical step of the pipeline. Purpose/Objective Among factors that influence students’ choices to pursue STEMM fields, this study examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree in, and pursue a career in STEMM. Given this focus on expectation specifically, the study employs a conceptual framework developed through the application of prior literature on teacher and parent expectations, as well as Social Cognitive Career Theory. Research Design Using the Longitudinal Study of American Youth (LSAY) 1987 data, the study investigated students’ decision making at three distinct time points along a typical STEMM education/career path and predicted their persistence in the STEMM pipeline by utilizing logistic regression analyses. To further examine whether such sets of expectations are moderated by gender, analysis also included interaction terms for gender and teacher expectation, as well as those of gender and parent expectation. Findings/Results The results of this study indicate that expectation plays a significant role in students’ choices in STEMM and teacher expectation is shown to be especially influential. Focusing on gender differences, males’ choices in STEMM were shown to be most affected by their teachers’ educational expectations and encouragement while females’ choices were most affected by those of their parents. Conclusions/Recommendations The decision to pursue education and a career in a STEMM is not a one-time decision, but a longitudinal process that begins during secondary education and carries on through into college. The findings of this study provide meaningful information about the importance of students’ self-efficacy and expectation within the STEMM pipeline, as well as the influence teacher expectations and encouragement can have on students’ pursuit of and persistence in STEMM.
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Park, Joo-Ho, In Heok Lee, and North Cooc. "The Role of School-Level Mechanisms: How Principal Support, Professional Learning Communities, Collective Responsibility, and Group-Level Teacher Expectations Affect Student Achievement." Educational Administration Quarterly 55, no. 5 (December 31, 2018): 742–80. http://dx.doi.org/10.1177/0013161x18821355.

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Purpose: The purpose of this study was to examine how principal support, professional learning communities, collective responsibility, and group-level teacher expectations affect 11th-grade student math achievement. Research Methods: Data for this study were from the High School Longitudinal Study of 2009, administered by the U.S. Department of Education, National Center for Education Statistics. This study used a multilevel structural equation model to examine how principal support, professional learning communities, collective responsibility, and teacher expectations at the group level affect school math achievement. Findings: The study identified a model of school-level factors affecting students: Principal support positively influenced both professional learning communities and collective responsibility, which in turn, affected student math achievement via group-level teacher expectations; on the other hand, the impact of principal support on group-level teacher expectation and the direct associations of both professional learning communities and collective responsibility with student achievement were not statically significant. Implications: Focusing on how a school-level mechanism influences student achievement provides a better understanding of sustaining high school performance through school reform initiatives (e.g., principal leadership training, building professional learning communities, or interventions to improve group-level teachers’ expectations). To improve student achievement, the current study emphasizes why principals should give more attention to exerting supportive and egalitarian leadership that can contribute to a school’s positive climate and lead to changing teachers’ instructional behaviors and attitudes, rather than focusing on directive or restrictive leadership and managing behaviors.
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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL programs." Australian Review of Applied Linguistics 29, no. 1 (January 1, 2006): 4.1–4.21. http://dx.doi.org/10.2104/aral0604.

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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.
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Bordia, Sarbari, Lynn Wales, Jeffery Pittam, and Cindy Gallois. "Student expectations of TESOL Programs." Australian Review of Applied Linguistics 29, no. 1 (2006): 4.1–4.21. http://dx.doi.org/10.1075/aral.29.1.02bor.

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Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, we develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students’ learning and performance, and enhancing student morale.
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Muntoni, Francesca, and Jan Retelsdorf. "Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes." Contemporary Educational Psychology 54 (July 2018): 212–20. http://dx.doi.org/10.1016/j.cedpsych.2018.06.012.

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Gawlik, Iwona. "Oczekiwania nauczycieli i rodziców wobec nauczyciela edukacji wczesnoszkolnej." Parezja Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, no. 2(16) (2021): 69–78. http://dx.doi.org/10.15290/parezja.2021.16.06.

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This article focuses on the issue of parents’ and teachers’ expectations concerning the early childhood education (ECE) teacher, who plays an important role in the process of teaching, upbringing, and taking care of children in primary school grades 1–3. Consequently, parents’ and teachers’ expectations are high. This article is of a theoretical and empirical nature. The results of the findings indicate divergences in the teachers’ (43) and parents’ (54) opinions regarding the expected traits of the ECE teacher. Parents’ and teachers’ expectations differ and diverse traits of the ECE teacher are important to various respondents: parents value ECE teachers’ education and their friendly attitude to pupils, while ECE teachers emphasise decisiveness, consistency, and a good attitude towards their responsibilities.
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Tabroni, Imam, Ade Heni Maryani, and Rini Purnama Sari. "Teacher Performance Improvement In Building Quality Education." Al-Abshar: Journal of Islamic Education Management 1, no. 1 (November 14, 2022): 1–16. http://dx.doi.org/10.58223/al-abshar.v1i1.6.

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Teachers play a very important role in carrying out their functions and duties as educators in realizing national education, because teachers are educators who will produce quality and quality students by providing knowledge to their students. To help the teacher's role in meeting these expectations, it is necessary to have efforts that can be taken to improve teacher performance in order to achieve quality education and produce quality students. Which educator or teacher will provide a direction in accordance with the guidelines which will produce results from the learning process that the nation and state can be proud of. This study aims to analyze improving the quality of education related to improving teacher performance. The quality of teachers can be improved through training programs and professional development as professional teachers
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Runions, Kevin C. "Does Gender Moderate the Association Between Children's Behaviour and Teacher-Child Relationship in the Early Years?" Australian Journal of Guidance and Counselling 24, no. 2 (June 16, 2014): 197–214. http://dx.doi.org/10.1017/jgc.2014.3.

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Prior research has shown that teacher-child relationship quality predicts school emotional wellbeing and academic engagement, but it is unclear whether the relationship quality reflects teachers’ perceptions of children's social-emotional behaviours differently for girls and for boys. The purpose of this study was to examine whether teachers’ reports of relationship quality were differentially associated with children's behaviours depending on child gender. Teachers provided behavioural reports and ratings of closeness and conflict for children from kindergarten (n = 598), pre-primary (n = 496), and year 1 (n = 451). Of 19 significant associations, only 5 were moderated by gender, including hyperactivity and emotional problems. The findings suggest that, primarily, gender does not moderate how teachers’ perceptions of behaviours correlate with their ratings of relationship quality, but that gender role expectations may affect teacher-child relationship quality in some behavioural domains. Suggestions for counsellors working with teachers are presented that target teacher self-reflection on gender expectations, behavioural expectations and their intersection, to improve teacher-child relationship quality.
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Dirsa, Andika, Silvia Anggreni BP, Chanti Diananseri, and Ilham Setiawan. "Teacher Role as Professional Educator in School Environment." International Journal of Science Education and Cultural Studies 1, no. 1 (November 22, 2022): 32–41. http://dx.doi.org/10.58291/ijsecs.v1i1.25.

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Teachers play an essential and strategic role in education. This is because the teacher is a component of education and is at the forefront of carrying out educational goals. This educational component impacts improving the quality of teaching and students' character in schools. The teacher works directly with students to instil science and technology and instil positive values ​​by leading and setting good examples. The method in this study uses a qualitative approach with the type of library research, in which the researcher collects data from literary sources such as books and journals and utilizes online sites and other relevant references. Related. After data analysis, it can be concluded that the teacher plays an essential role in school and society. From the point of view of society, teachers are people who provide education in a particular field. Teachers have a respectable position in society. Starting from his position as a teacher, he must show the correct behaviour as a teacher and make it the norm in all situations inside and outside the school according to society's expectations.
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Dissertations / Theses on the topic "Teacher role expectations"

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Schwendenman, Diane. "Gender Role Expectations of Classroom Teachers." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1337199263.

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Pipher, Lauren E. "Consultation approach and teacher expectations: Implications for consultant effectiveness." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374146283.

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Eades, Jerre P. (Jerre Pauline). "The Role Expectations of Academic Counselors in Vocational Education as Perceived by Home Economics Cooperative Education Teachers and Academic Counselors in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331646/.

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The purposes of this study were to determine the role expectations of academic counselors in vocational education as perceived by home economics cooperative education teachers and academic counselors, to compare the extent of agreement between these two groups, and to determine if selected demographic variables caused significant differences in perceptions of role expectations. This study surveyed randomly selected counselors and teachers by means of a questionnaire designed to ascertain role perceptions and to collect demographic data. The Likert-type scale instrument consisted of 46 items that were categorized into six areas of counseling tasks. A total of 45 teachers and 158 counselors returned usable questionnaires.
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Choi, Pik Lin. "Contemporary role negotiations of beginning teachers in Hong Kong : understanding the gaps between societal expectations and the realities of teacher professionalism." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273563.

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Hoffmann, Janet Margaret. "The role of teacher-student interaction in the relationship between teacher expectations for students with communication apprehension and subsequent achievement in two elementary school classrooms /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8232.

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Emrick, Jessica Paige. "Understanding high school students' aspirations to go to college: role of parent, teacher, and peer expectations and students' social goals." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406725187.

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Tang, Lai-luen. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264550.

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Lomurno, Maryellen. "Roles and expectations in inclusion /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Anderson, Michelle. "Target Practice: Exploring Student TL/L1 Use in Paired Interactions." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6296.

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Teachers of foreign languages typically encourage their students to speak in the target language (TL) often, but due to various factors, this is not always achieved. Some reasons might include insufficient vocabulary, lack of topic knowledge, embarrassment, or simple unwillingness. Much of the existing research observes uses of the TL or native language (L1). The purpose of this study was to examine how often students use the TL in paired interactions and whether that amount has any relationship to the students' oral proficiency at the end of the course. In a SPAN 105 course at Brigham Young University, 27 students participated in this project by recording themselves during six in-class, paired interactions, after which they provided comments via questionnaires. This study was conducted using a mixed-methods approach, with both quantitative and qualitative data. The quantitative data revealed information about the time spent in the TL, as well as the time spent in the L1, and what relationship these variables had with listening comprehension and oral proficiency. The qualitative data exposed emergent findings related to TL/L1 use: helpful tools, effects of task type, pitfalls the students experienced, struggles and benefits of partnering, effects of recording, and student perceptions about the L1. The results of the study indicate a need for teacher strategies to encourage TL use in the classroom.
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Tang, Lai-luen, and 鄧麗聯. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196042X.

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Books on the topic "Teacher role expectations"

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McLaughlin, Margaret L. Appropriate inclusion and paraprofessionals: Changing roles and expectations. Washington, DC: National Education Association, 1996.

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McLaughlin, Margaret J. Appropriate inclusion and paraprofessionals: Changing roles and expectations / Written by: Margaret McLaughlin in collaboration with The National Education Association. Washington, DC: National Education Association, 1996.

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Art, education and gender!: The shaping of female ambition. Houndmills, Basingstoke Hampshire: Palgrave Macmillan, in the UK is an imprint of Macmillan Publishers Limited, 2015.

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Professors As Academic Leaders: Expectations, Enacted Professionalism and Evolving Roles. Bloomsbury Publishing Plc, 2018.

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Evans, Linda. Professors As Academic Leaders: Expectations, Enacted Professionalism and Evolving Roles. Bloomsbury Publishing Plc, 2019.

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Welch, Graham, and Adam Ockelford. The role of the institution and teachers in supporting learning. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0029.

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This article discusses how learning and teaching in music are shaped by processes outside the individual, not least because of the influences of group membership (allied to age and gender), performance expectations and practices, and professional and institutional cultures. The process of individual induction into the characteristics of a particular musical culture by teachers and institutions influences the formation of identities in music, for better or for worse, at least in terms of dominant models within the culture. Indeed, the development of music teachers themselves can be seen within an activity system, i.e. the teacher's understanding of their role is developed both by informal personal reflection of the experience of performance and their own learning, and, more systematically, through their own induction process by attendance at a specialist, pedagogically focused institution.
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Inoue-Smith, Yukiko. Faculty Roles and Changing Expectations in the New Age. IGI Global, 2019.

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Inoue-Smith, Yukiko. Faculty Roles and Changing Expectations in the New Age. IGI Global, 2019.

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O'Connell, James W. Counselor role: An investigation of the current perceptions and ideal expectations of middle/junior high school teachers, principals, and counselors. 1987.

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Stitzlein, Sarah M. American Public Education and the Responsibility of its Citizens. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657383.001.0001.

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Not only is the future of our public schools in jeopardy, so is our democracy. Public schools are central to a flourishing democracy, where children learn how to deliberate and solve problems together, build shared identities, and come to value justice and liberty. As citizen support for public schools wanes, our democratic way of life is at risk. While we often hear about the poor performance of students and teachers, the current educational crisis is at heart not about accountability, but rather about citizen responsibility. Yet citizens increasingly do not feel that public schools are our schools, that we have influence over them or responsibility for their outcomes. Citizens have become watchdogs of public institutions largely from the perspective of consumers, without seeing ourselves as citizens who compose the public of public institutions. Accountability becomes more about finding fault with and placing blame on our schools and teachers, rather than about taking responsibility as citizens for shaping our expectations of schools, determining the criteria we use to measure their success, or supporting schools in achieving those goals. This book sheds light on recent shifts in education and citizenship, helping the public to understand not only how schools now work, but also how citizens can take an active role in shaping them. It provides citizens with tools, habits, practices, and knowledge necessary to support schools. It offers a vision of how we can cultivate citizens who will continue to support public schools and thereby keep democracy strong.
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Book chapters on the topic "Teacher role expectations"

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Rolle, Christian, Verena Weidner, Julia Weber, and Matthias Schlothfeldt. "Role Expectations and Role Conflicts within Collaborative Composing Projects." In Musician–Teacher Collaborations, 50–61. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-5.

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Jaroneski, Laura A., and Lori A. Przymusinski. "Role modeling and professional expectations." In So You Want to Teach Clinical?, 10–15. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429462320-3.

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Olson, Joanne K., Michael P. Clough, and Kimberly A. Penning. "Social Networking Technology and Societal Expectations for Teachers as Role Models." In The Nature of Technology, 129–62. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-269-3_9.

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Mutch, Carol. "High Expectations, Low Recognition: The Role of Principals and Teachers in Disaster Response and Recovery in the Asia–Pacific." In Disaster Risk, Resilience, Reconstruction and Recovery, 147–73. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4811-3_8.

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"The Role of Positive Expectations." In Becoming a Teacher, 20–25. Routledge, 2002. http://dx.doi.org/10.4324/9780203485750-6.

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Zonnefeld, Ryan G., and Valorie L. Zonnefeld. "Innovative Pathways in STEM Teacher Preparation: Bridging the Gap between University Expectations & Secondary School Needs." In Theory and Practice: An Interface or A Great Divide?, 649–51. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.122.

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Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.
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Heimly, Gisle, Egil Eide, and Njål Vidar Traavik. "Psykologisk kontrakt med studenter i høyere utdanning." In Praksisnær undervisning – i praksis og teori, 53–66. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.94.ch3.

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In this article, we present how a shared psychological contract was negotiated with students at the Practical Pedagogical Education for Vocational Teachers (PPU-Y) at the beginning of the program, autumn 2016. A modified version of the nominal group technique (NGT) was used in groups and in whole class negotiations. General themes representing the individual students as well as common expectations of the role of the teacher and their own role as students were identified. The findings show that the students have a high degree of relational expectations to the teacher, expect structure and predictability in the study, and expect relevance between education and objectives of education and that individual expectations to the teacher and the negotiated psychological contract in class are relatively similar.
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Woods, R. J., Stevie Johnson, and Myron L. Pope. "Teaching in an Anti-Deficit Pedagogical Mindset." In Advocacy in Academia and the Role of Teacher Preparation Programs, 190–205. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2906-4.ch011.

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Anti-deficit pedagogy is an innovative and practical concept that aids in closing the cultural gap minority students face in education. Minority students often bare an undue burden in regards to accessing standard content under current pedagogical approaches. They are faced with unrealistic expectations of simultaneously learning content, the context of the content, and the skills and tools needed to access and unpack the content. Those expectations are in addition to minority students being discouraged and disconnected from a system of education that seemingly devalues them by either ignoring contributions made by individuals that they share commonalities with or that offers minimal acknowledgement of events with any significant relevancy. Anti-deficit pedagogy addresses many of the critical issues responsible for the expanding cultural gap between students and educators who are content knowledgeable, but lack cultural proficiency. This chapter highlights the development and implementation of a course for a group of African American male students.
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Flores-Mejorado, Dina, and Dianne Reed. "The Influence of Self-Determination Theory on African American Males' Motivation." In Overcoming Challenges and Creating Opportunity for African American Male Students, 72–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5990-0.ch004.

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In this chapter, the authors provide an overview of the research investigating academic resiliency and factors that impact motivation among African American males. Research identifies factors that improve academic achievement and motivation for African American males: mentoring and role modeling; encouraging positive self-identification; school, community, and church involvement; teacher expectations and instructional quality; teacher quality and preparedness; real-life applications of their experiences; and African American male teachers as role models.
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Lund, Anne Bonnevie, and Anna Järnerot. "En gryende læreridentitet." In Studenten skal bli lærer, 45–63. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.98.ch2.

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This article is based on a study of the reflection notes written by 62 first term preservice teachers. These reflection notes revolve around how they understand their future professional roles, their concepts of the “good teacher”, and to what degree they feel qualified to become competent professionals. The data was analysed through open coding and constant comparative method. The participants show insight into important aspects of the teaching role. They have their own ideas, visions, and place importance on their own professional attainment. A significant majority of the preservice teachers found their duties to be more complex and demanding than anticipated. In particular, the intense need for involvement and the amount of unforeseen issues that arose came as a surprise to many. The participants display high expectations of themselves in terms of classroom management, but at the same time seem to have faith in their abilities to meet these expectations. At an early stage in their education, we can see a dawning teacher identity among the participants.
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Conference papers on the topic "Teacher role expectations"

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Uibu, Krista, and Age Salo. "THE DUAL ROLE OF SCHOOL MENTORS: HOW TO ESTABLISH TEACHING AND SUPERVISION GOALS?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end027.

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"In several countries, the schools’ responsibilities in preparing student teachers for their future work have increased over the last decade (Sandvik et al., 2019). In cooperation with the universities, school mentors are expected to set an example of how to teach pupils and use appropriate teaching practices in lessons. School mentors are expected to be capable of choosing teaching practices that achieve several educational goals and to connect student teachers’ theoretical concepts with practical training. However, not all school mentors are sufficiently prepared to supervise students and many do not appreciate the importance of their role in training future teachers. The purpose of the present study was to investigate Estonian school mentors’ teaching and supervising goals when they teach pupils and supervise student teachers as well as to identify how teachers in the role of mentors understand university expectations. The sample included 16 teachers, all of them had supervision experience with student teachers and they all taught various subjects at university teacher training schools (in grades 1 to 6). Observations and stimulated recall interviews were used to collect the data. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and mentors. The results demonstrated that Estonian school mentors have the challenge of combining two responsibilities: how to maintain balance between their teaching and supervising. It also appeared that mentors did not perceive clearly what universities expected from them as supervisors and, therefore, relied rather on their personal perception and experience than a clear knowledge of their supervision goals. Mentors’ main goal in model lessons for student teachers was to establish good teaching experience. To conclude, it is necessary to encourage cooperation between teachers and universities and support mentors’ professional development."
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Fojcik, Marcin, Martyna Katarzyna Fojcik, Sven-Olai Høyland, and Jon Øivind Hoem. "CHALLENGES IN TEACHING PROGRAMMING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end034.

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"Teaching is a profession that helps learners to gain new knowledge and insight. Therefore, a teacher needs to choose what to teach the students and how to approach them in an engaging and understandable way. In teaching programming, choosing the content and engaging students can be a challenge because the term programming is used in a variety of ways and contexts, which in turn demands different competencies. This paper uses the Didactical Triangle to discuss some challenges that arise when teaching programming on content, teacher, and student level. Some challenges arise from the structure of programming (syntax, interfaces, approaches, experience, and qualifications), while others are developed from the individual context of the learning situation (role of the teacher, students’ motivation, expectations). While programming in computer science is relatively well described in the subject literature, programming in other professions is not well defined. Teaching computer programming in different courses can cause different challenges. Some situations of learning programming might be difficult for computer science students, while other situations might cause challenges for «non-data» students. This paper will present teachers’ experiences combined with the theoretical view of challenges that arise when teaching programming in different study programs."
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Orgoványi-Gajdos, Judit, and Ida Zagyváné Szűcs. "A tanárképzés fejlesztendő területei a képző intézmények szakmai együttműködésének fényében." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.50.

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Korábbi hazai felmérések rámutattak arra, hogy a pedagógusképzésben résztvevő hallgatók képzéssel kapcsolatos elvárásai nem minden esetben teljesülnek. A jelöltek úgy érzik, az egyetemi képzés nem szentel kellő figyelmet a tanulási-tanítási folyamat hatékony irányításához szükséges szakmai kompetenciák fejlesztésére. Ezek az adatok egybecsengenek a kezdő pedagógusok kihívásaival foglalkozó hazai és nemzetközi kutatásokkal is. Kutatásunk a gyakorlóiskolák tanárképzésben betöltött szerepét és hatékonyságát vizsgálta ún. felderítő típusú esettanulmányon keresztül. A mintát az Eszterházy Károly Egyetem gyakorlóiskolai képzésében résztvevő hallgatók (N=22), az egyetemen tanító szakmódszertanos oktatók (N=16) és a gyakorlóiskolában tanító pedagógusok (N=102) alkották. Mérőeszközeink nyílt és zárt (likert-skálás, egyválasztós, többválasztós) kérdéseket tartalmazó online kérdőívek voltak. Az általuk nyert adatok segítségével leíró és matematikai statisztikai vizsgálatokat végeztünk. A nyílt kérdésekre adott válaszok elemzése tartalomelemzéssel, nyílt kódolással történt, a kategóriák megbízhatóságát intra-kódolás biztosította. Eredményeink szerint a tanárképzés hallgatók által visszajelzett hiányosságainak hátterében számos okok között az intézményen belüli és intézmények közötti szakmai együttműködés hiánya áll. A kölcsönösségen alapuló egyenrangú szakmai együttműködés gondolata sem a gyakorlóiskola pedagógusai sem pedig az egyetemi oktatók nézetrendszerében nem élvez prioritást. A csoportos gyakorlat fő célja a hallgatók egyéni tanítási képességeinek fejlesztése, ugyanakkor azok a képességek, amelyek a szakmai együttműködést tennék lehetővé, nem kapnak kellő figyelmet. Emellett a pedagógusok tanítási-tanulási folyamatra vonatkozó nézeteiben sem jelenik meg domináns fogalomként a szakmai együttműködés. Eredményeink alapján olyan javaslatokat fogalmaztunk meg, amelyek támogatják a hazai pedagógusképzés megújítását. ----- Fields which should be developed in Teacher Education in the mirror of professional cooperation ----- arlier Hungarian researches pointed out that student teachers’ expectations related to Teacher Education have not always been fulfilled. The candidates think that during their university training certain professional competences are not adequately developed. These professional competences are classroom management, supporting students with special needs and cooperation with parents. These data coincide with the results of Hungarian and international studies dealing with challenges which novice teachers have to cope with. Our research examined the role and effectiveness of practice schools in Teacher Education with a descriptive case-study. The sample consisted of student teachers doing their MA courses at Eszterházy Károly University (N=22), university instructors of subject methodology (N=16) and teachers working at the university’s practice school (N=102). Our research tools were online questionnaires containing Likert-scales and open-ended questions. The data were analysed with descriptive and mathematical statistics. The open-ended questions were content analysed with an open coding process of the answers. The reliability of our categories was provided with intra-coding. Our results showed that the one of some weaknesses of the present system is the lack of cooperation between the university and the practice school. The main goal of the school group practice is to improve candidates’ individual skills but those of enhancing collaboration are not developed adequately. Moreover, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process. On the basis of our results we formed some proposals in connection with renewing Hungarian Teacher Education. We hope that our suggestions will help change the student teachers’ group practice and form new foundations of the partnership between the university and the practice school.
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Craig, Annemieke, Annegret Goold, Jo Coldwell, and Jamie Mustard. "Perceptions of Roles and Responsibilities in Online Learning: A Case Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3205.

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The extensive introduction of online technologies to support teaching and learning is impacting how teachers teach and students learn. It is also affecting both teaching staff s and students’ perceptions of what each others’ roles are. The research reported here is part of a larger study that explored different aspects of teaching and learning in online environments. This study was undertaken within an Australian university and involved an institution-wide survey of students. The paper reports on students’ perceptions of their roles as online learners and the expectations they have of online teachers. The outcomes of the research suggest that different cohorts of students have different expectations. These expectations are informed by their mode of study and also by their perceptions of how staff engage with online teaching. Recommendations include proactive management of student expectations by staff, as well as a commitment by staff to meet those expectations.
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Evain, Christine, Simon Carolan, and Morgan Magnin. "Preparing for Generation Z: The Hippocampus Experiment at Ecole Centrale de Nantes." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82034.

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Although social researchers who have written about Generation Z have found it difficult to classify the generation precisely, “Gen Z” is generally defined as the younger children of Generation X — in other words, Gen Z starts with today’s teenagers. For the last fifteen years, technoculture theorists have been exploring the consequences of the wide availability of internet connectivity to the first generation of people born to it, who are referred to as “Digital Natives”. Their purpose is to address issues such as shifts in the concept of identity, privacy, content creation, activism, and piracy. Our objective will be to apply the findings of generational experts to highlight possible avenues for pedagogical innovation in our University of science and engineering. We cover a range of questions: What are the online behavioral differences between generation X, Y and Z? What is our experience at ECN in terms of blended teacher and student driven pedagogies? What is the role of Information and Communication Technologies (ICT) in education? What are the expectations and contributions of the “Digital Natives” likely to be? Our purpose will be to define the type pedagogical approach which has the potential to appeal to Gen Z and help them face the challenges of their generation. This paper will be based on the research and testimonies of a wide range of experts: it will include the work of technoculture theorists such as John Palfrey, Urs Gasser and Cathy Davidson as well as our own practical experience at ECN, mainly the Hippocampus project. Our purpose will be to determine how we — researchers and pedagogues — can draw on our present pedagogical experiences to prepare for generation Z1.
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Xu, Shun, and Feng Wang. "Investigation of Rural Teachers' Role Expectation and Reconstruction in the View of Education Informatization." In 2015 International Conference of Educational Innovation through Technology (EITT). IEEE, 2015. http://dx.doi.org/10.1109/eitt.2015.69.

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Adamska, Małgorzata. "EXPECTATIONS OF GENERATION Z - A CHALLENGE FOR ACADEMIC DIDACTIC STAFF." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/05.

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The social, cultural, and technological aspects of the environment significantly affect the generation Z student’s behaviour. Expectations regarding teachers' work are rising and students' commitment to learning is declining. The aim of the article is to present challenges posed before the didactic process, based on the research results regarding the role and significance of the didactic staff in the opinion of generation Z. The presented issues constitute an introduction to a discussion regarding the current approach to the educational process, in the light of technological and social challenges. The methods selected for the purposes of this study are an analysis based on a profound source literature query, which was combined with empirical research performed among students at the Opole University of Technology, using the computer-assisted web interviewing method, by means of a proprietary survey questionnaire. Research results constitute an essential source of knowledge regarding factors that, in the opinion of generation Z students, have the most significance for the efficiency of the educational process, and for the construction of interpersonal relations between students and lecturers. On the basis of the achieved results, recommendations for the didactic staff were developed, regarding the creation of new, engaging didactic forms, and assuming the role of a mentor both for the career, as well as life path. The key value achieved in a result of the research is primary data, constituting the basis for developing a recommendation regarding challenges posed before the academic didactic staff.
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Bally, Alexandra. "Le plagiat comme pratique informationnelle : le rôle méconnu des professeurs-documentalistes et bibliothécaires dans la formation des étudiants pré-universitaires." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9930.

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Internet researches and copy-pastes are nowadays widespread information practices in the school context of high school and university entrance. This article focuses on the role and pedagogical mission of high school teachers-librarians and university librarians in the french pre-university institutional educational framework concerning specifically the notion of plagiarism. The analysis of the first results depicts us that the expertise of teachers-librarians and librarians is not generalized to all students, not being able to fully contribute to the expectations of their ethical informational curriculum (respect of copyright and prevention of plagiarism). We will give some clues to explain the gap between the ambitious prescriptive framework of high school, university entrance, and the actions of library-teachers and librarians.
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Cohen Zilka, Gila. "The Tutor’s Role in the Online Training of Preservice Teachers: Tutor and Tutee Perspectives." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4946.

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Aim / Purpose This study examined the perception of the role of tutors in online training of preservice teachers during the COVID period, from the perspective of pre-service teachers and their tutors. Background Because of the COVID pandemic, learning in schools was conducted online, therefore preservice teachers’ practicum also took place online, as did the tutoring process. Methodology The research question was: How did preservice teachers and their tutors perceive the experience of teaching during the COVID period perceived by them; specifically, what was their sense of self-efficacy and satisfaction, and what difficulties did they encounter? This was a quantitative study. The sample included 221 participants comprising 111 tutors and 110 preservice teachers. Data were collected in Israel in 2021. Contribution This study sheds light on the process of online tutoring of preservice teachers by their tutors. Findings The study found that preservice teachers and their tutors perceived the practicum during the COVID period to be helpful, answering preservice teachers’ needs and providing professional assistance in their training. This was more so in the professional aspects of teaching, in the emotional aspects of the tutoring process, and in the process of shaping the preservice teachers’ professional identity, and less so in the organizational aspects of the school. In both groups (tutors and preservice teachers), it emerged that during a com-plex period of social isolation, maintaining contact reinforces the sense of self-efficacy. Tutors who encountered fewer technical difficulties and thought the tutoring process was enjoyable expressed more satisfaction with the tutoring process. Tutors felt that they were able to get better acquainted personally with the preservice teachers they taught, and vice versa, and preservice teachers were able to get to know their tutors personally. Tutors thought that their interpersonal communication benefitted the preservice teachers, that they listened to their mentees, and understood them. Preservice teachers felt that tutors allowed them to voice their expectations and concerns about their teaching experiences. Recommendations for Practitioners One of the main goals of practicum in studies toward a teaching certificate is to prepare the students for their role as teachers. In the online tutoring process, emphasis should be placed on professional aspects (such as instruction and classroom management, identifying points for improvement and setting them as goals and challenges for the future) and on emotional aspects (such as promoting growth and personal development of preservice teachers in the process of shaping their professional identity). Recommendations for Researchers One of the findings of the study is that the tutor-mentee relationship should be preserved in remote tutoring. The findings showed a positive correlation between maintaining such contact and high self-efficacy for both tutors and preservice teachers. It was found that tutors who reported high self-efficacy felt that interpersonal communication benefitted the teachers they were guiding. Impact on Society Information collected in this study indicates that the tutors made a great effort to provide preservice teachers with meaningful coaching during the COVID period. In certain aspects, the tutoring was more successful and in other aspects less so, given the characteristics of the period, such as social distancing, no attendance of regular classes at school, and so forth. Future Research It is recommended to continue investigating the online tutoring process, both from the perspective of preservice teachers and of tutors, to explore in-depth the correlation between self-efficacy and interpersonal communication, with emphasis on feedback between the tutors and preservice teachers.
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DAUKILAS, Sigitas, and Judita KASPERIŪNIENĖ. "PRINCIPLES OF CONNECTIVISM LEARNING THEORY IN INTERNATIONAL STUDIES." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.107.

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The research is intended to determine the dominant principles of connectivism learning theory in international studies that are related to student’s learning expectations. For that purpose the roles of teachers and students in the process of cognition, the dominant methods of study and technical means employed in the knowledge of the process of cognition are analysed. Also, the parameters of student satisfaction with international studies are analysed: the possibility to interactively know and interpret knowledge, to learn by learning strategies suitable for a student, to choose a meaningful curriculum for a student. The research results show that learning expectations of students in international study programmes are associated more with principles of connectivism than with constructivist learning theory. An essential factor in causing the reaction of student dissatisfaction with studies is the quality of pedagogical communication in a foreign language.
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Reports on the topic "Teacher role expectations"

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Великодна, Мар’яна Сергіївна. Psychoanalytic Study on Psychological Features of Young Men «Millionaires» in Modern Provincial Ukraine. Theory and Practice of Modern Psychology, 2020. http://dx.doi.org/10.31812/123456789/3873.

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The article is based on three cases of private psychoanalytic work with successful businessmen from central and northern parts of Ukraine. The research methodology was psychoanalytic theories devoted to the unconscious meanings of money and the role of money in the psychoanalytic setting, including object theory, drive theory, psychosexual development theory, narcissism theory, Oedipus complex, transference and resistance. What presents the interest of this study are the cases when those who grew up in poverty finally obtains such a desired object — money, wealth, however, something unconscious hinders this person to get satisfied by it and even to admit obtaining it. The presented clinical work was conducted as classic psychoanalysis in person with different duration: 5, 10 and 46 months. Men were asked to tell whatever comes to mind: thoughts, memories, dreams, phantasies, feelings etc. The role of psychoanalyst was to hear specific connections between patient’s stories and to analyze them together with the patient. The cases presented highlight several psychological features of young men «millionaires» who suffer from their own success. 1. Sensitivity to Father’s (real or symbolic) acceptance of their business and financial success. 2. Activation of unconscious Oedipus complex and Complex of castration because of the risk to dethrone the Father in reality, with experiences of guilt, fear and expectation of punishment. 3. Projection of their own envy, hate, wish to avenge and killing phantasies into external objects (friends, partners, psychoanalyst) with building individual defensive strategies from them. These psychological features were associated not only with suffering and psychopathological symptoms but also with impossibility to continue business development. In addition, the cases analyzed in the article show some difficulties in building business connected with the generations gap. Fathers from the USSR or the 90s teach their sons to act in the way that is not relevant for successful careers nowadays. This latent or manifested struggle between generations may be an important factor in abovementioned psychological features.
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Céspedes, Nelly Yolanda, and Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.

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Co-teaching strategies, co-teaching roles, collaborative teaching benefits, assessment in EFL, language student teachers' Education desde la construcción de un currículo en Matemática aplicada a la formación de licenciados bilingües no matemáticos se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentre relacionado con las necesidades de la enseñanza y el aprendizaje de la Matemática, a través de los contextos que le permita a los estudiantes reconocer la riqueza de los escenarios educativos promovidos por la Matemática En este sentido, pensar un currículo en matemática para la formación de licenciados no matemáticos, debe presentar nuevas expectativas frente a un tema específico y al mismo tiempo generar en los estudiantes una posibilidad más real de comprender las aplicaciones de los saberes disciplinares que conforman la Matemática no sólo de manera formal sino a través de situaciones didácticas, que proporcione una producción de conocimiento más vivencial en su desarrollo profesional. Por lo tanto, como marco de referencia la Matemática que se ha venido planteando ha pasado por una transición de contenidos rígidos hacia una flexibilización didáctica del contenido, sin perder el horizonte académico y los procesos pedagógicos que deben estar presentes en la generación de aprendizajes en el aula. La construcción de un currículo en Matemática se encuentra ligado al conocimiento del contexto, los actores y los actos educativos, en donde se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentra relacionado con las necesidades de vincular a la enseñanza de la Matemática, todas las técnicas y métodos precisos, que les permitan a los estudiantes generar un proceso de conocimiento aplicado a las ciencias del conocimiento.
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