Journal articles: 'Teacher roles'

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Shafer, Susanne M. "Teacher Education and Teacher Roles." Western European Education 19, no. 2 (July 1987): 3–5. http://dx.doi.org/10.2753/eue1056-493419023.

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Voltz, Deborah L., Raymond N., and Hazel B. Cobb. "Collaborative Teacher Roles." Journal of Learning Disabilities 27, no. 8 (October 1994): 527–35. http://dx.doi.org/10.1177/002221949402700808.

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Kim, JiYoung, and jin ju Youn. "Searching for Images of Good Early Childhood Teachers Recognized by Pre-service Teachers." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 1057–71. http://dx.doi.org/10.33645/cnc.2022.10.44.10.1057.

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The purpose of this study is to analyze the image of a good early childhood teacher recognized by pre-service teachers, focusing on the qualities and roles of teachers. The participants of this study were 32 pre-service teachers in the 3rd year of the 4-year early childhood education department. For data analysis, images were analyzed and meanings were given using the open coding method of Kim Young-cheon (2006). Results, First, as the qualities of a good early childhood teacher recognized by preservice teachers, infinite and fair love, positive emotions and neat appearance, and educational philosophy and beliefs as a teacher were mentioned. Second, as the roles of good early childhood teachers, caregivers, guides, observers, education providers, playmates, facilitators, and universal entertainers were mentioned. Through this, we intend to establish a correct self-image as an early childhood teacher by exploring the qualifications and roles to be performed in the future, and to provide the basic data necessary for cultivating the teacher's professionalism.

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Deshpande, Anjali M. "Dental Teachers’ Perceptions about Their Roles as Teacher." Journal of Research in Medical Education & Ethics 6, no. 2 (2016): 67. http://dx.doi.org/10.5958/2231-6728.2016.00011.1.

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Clipa, Otilia. "Roles and Strategies of Teacher Evaluation: Teachers’ Perceptions." Procedia - Social and Behavioral Sciences 180 (May 2015): 916–23. http://dx.doi.org/10.1016/j.sbspro.2015.02.243.

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Harris, Kylie, and Sally Barnes. "Male teacher, female teacher: exploring children’s perspectives of teachers’ roles in kindergartens." Early Child Development and Care 179, no. 2 (February 2009): 167–81. http://dx.doi.org/10.1080/03004430802667005.

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Erlia, Winda. "Roles of the teacher for increasing learning quality of students." ETUDE: Journal of Educational Research 1, no. 3 (March 31, 2021): 77–86. http://dx.doi.org/10.56724/etude.v1i3.35.

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Background: Understanding the role of teachers in improving the quality of student learning and knowing that students even though using e-learning can learn effectively or not and can improve the quality of student learning, even though they do not learn face-to-face or directly but the teacher must be able to know the ability of students to master and understand this learning and students get maximum and effective learning from the teacher because the teacher is an educator. In this education, especially in e-learning, teachers or educators do not provide maximum learning or are less effective in E-learning. Purpose: In order to know the teacher's perspective on improving the quality of student learning in E-learning. Design and methods: This type of research uses the case study method, data sources: documents and interviews using a qualitative approach. The research subjects were 6 elementary school teacher respondents. Data validation used inter-researcher triangulation. Results: the results of this study show that there are various kinds of teacher roles that are very important in improving the quality of student learning, even though e-learning is less effective in improving the quality of student learning.

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Hart, Ann Weaver. "Creating Teacher Leadership Roles." Educational Administration Quarterly 30, no. 4 (November 1994): 472–97. http://dx.doi.org/10.1177/0013161x94030004005.

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Yoder, Marian K., and Coleen Saylor. "Student and Teacher Roles." Nurse Educator 27, no. 5 (September 2002): 201–3. http://dx.doi.org/10.1097/00006223-200209000-00003.

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Cornbleth, Catherine, and Jeanne Ellsworth. "Teachers in Teacher Education: Clinical Faculty Roles and Relationships." American Educational Research Journal 31, no. 1 (March 1994): 49–70. http://dx.doi.org/10.3102/00028312031001049.

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Yaacob, Wan Suhaila Wan, and Dr Yahya Don. "Teacher Leadership Model: Roles and Values." JOURNAL OF SOCIAL SCIENCE RESEARCH 12, no. 1 (March 13, 2018): 2556–67. http://dx.doi.org/10.24297/jssr.v12i1.6994.

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This project paper aimed at identifying the dimensions for teacher leadership model. The instrument used to measure the dimensions was adapted from Teacher Leadership Self-Assessment (TLSA) by Katzenmeyer and Moller (2009). This measurement tool consists of 47 items distributed into seven dimensions namely 1) self-awareness, 2) leading change, 3) communication, 4) diversity, 5) instructional proficiency and leadership, 6) continuous improvement, and 7) self-organization. This project paper involved 130 teachers of Mara Junior Science Colleges in the state of Kelantan, Malaysia. Structural Equation Modelling technique was utilized to perform the required statistical analysis of the survey data. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were carried out to substantiate the dimensions used. Based on the EFA and CFA, 4 dimensions are relevant for teacher leadership practice in Malaysian setting with 28 items identified to have high value of validity and reliability. The four dimensions are labelled as 1) self-awareness, 2) communication and change, 3) diversity and instructional proficiency, and 4) organized and continuous improvement. These dimensions could be characterized as values or roles of teacher leaders.

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Aktekin, Nafiye Cigdem, and Hatice Celebi. "ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise." International Journal of Language Education 4, no. 2 (March 30, 2020): 113. http://dx.doi.org/10.26858/ijole.v4i2.10655.

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In this study, we direct our focus to identity construction in an English language teaching (ELT) teacher education program. We explore the teacher roles in which student teachers are struggling to position themselves comfortably and the teacher expertise domains (subject matter, didactics, and pedagogy) that they are dedicating themselves to improving. To address our research focus, we have collected reflections and survey responses from 18 student teachers in an ELT education department. Our findings indicate that ELT student teachers find it difficult to position themselves as experts in and about the English language and that they feel a need to be equipped with expertise first and foremost in the subject matter, and then in didactics, followed by pedagogy. These results imply that in ELT teacher education, certain language ideologies are still prevalent and need to be dealt with by teacher educators for transformative outcomes in education.

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Juryatina, Juryatina, and Amrin Amrin. "Students’ interest in Arabic language learning: the roles of teacher." Journal of Educational Management and Instruction (JEMIN) 1, no. 1 (May 10, 2021): 40–49. http://dx.doi.org/10.22515/jemin.v1i1.3459.

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Arabic language education is a compulsory subject in Madrasah (Primary education level) under the auspices of the Ministry of Religious affairs. The students’ interest in Arabic language learning in Madrasah Aliyah Nurul Haq Rite Indonesia was very low. This is due to the students’ dislike of Arabic that demands the students to think, memorize, and be proficient in speaking as well as other skills. The current learning activities are non-varied and teacher-centered learning models. This study aims to determine the role of teachers in increasing students’ interest in Arabic learning. This study used a qualitative approach with field studies. Data collection techniques were interview, observation, and documentation. The data analysis techniques were in the form of data reduction, data display, and conclusion drawing. The results of this study on the roles of teachers indicate that; (1) the teacher provides motivation and guidance for every Monday ceremony and Imtaq activities on Friday, (2) the teacher only uses textbooks without semester learning plans and other learning tools, (3) the teacher uses non-varied methods ( such as the lecture and discussion method), (4) the teacher provides an assessment of learning outcomes, (5) the teacher provides evaluation or tests, (6) the teacher gives praise to students, and (7) the teacher punishes students who do not do assignments. The results of this study contribute as practical insights for teachers, especially Arabic teachers in maximizing their roles to increase interest in learning Arabic in schools.

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Hermansen, Hege, Marte Lorentzen, Sølvi Mausethagen, and Tatjana Zlatanovic. "Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere." Acta Didactica Norge 12, no. 1 (April 13, 2018): 8. http://dx.doi.org/10.5617/adno.4351.

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Den norske lærerrollen har blitt påvirket av en rekke utviklingstrekk siden årtusenskiftet. I denne artikkelen undersøker vi hva som kjennetegner forskning på lærerrollen publisert siden innføringen av Kunnskapsløftet. Vi beskriver tematiske, metodiske og analytiske egenskaper ved forskningsfeltet, basert på en systematisk forskningskartlegging av tidsskriftsartikler publisert mellom 2007 og 2016 med norske lærere, lærerstudenter og lærerutdannere som informanter. Et hovedfunn er at forskningen i stor grad er orientert mot læreres praksis, mens andre aspekter av lærerrollen er mindre belyst. Avslutningsvis diskuterer vi implikasjoner for forholdet mellom forsknings- og praksisfeltet.Nøkkelord: forskningskartlegging, kunnskapsoppsummering, lærerrollen, lærerprofesjonalitetWhat characterises research on teacher roles during the Knowledge Promotion? A systematic review of studies of Norwegian teachers, student teachers and teacher educatorsAbstractNorwegian teacher roles have been affected by a range of developments since the turn of the century. In this article, we examine the characteristics of research on teacher roles, published since the introduction of the Knowledge Promotion curriculum. We describe thematic, methodological and analytical characteristics of the research field, based on a systematic, configurative literature review of journal articles published between 2007 and 2016 that include Norwegian teachers, student teachers, and teacher educators as informants. A main finding is that the research literature is primarily oriented towards teachers' professional practice, whereas other aspects of teacher roles have received less attention. In conclusion, we discuss implications for the relationship between the field of research and the field of practice.Keywords: systematic review, literature review, teacher roles, teacher profes-sionalism

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Akkaya, Burcu. "The Analysis of Metaphorical Perceptions of Teachers Related to Teachers in terms of Teaching Approaches They Adopt." Journal of Education and Learning 10, no. 5 (August 30, 2021): 109. http://dx.doi.org/10.5539/jel.v10n5p109.

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This research aimed to determine the metaphorical perceptions of class teachers and reveal whether these perceptions are affected by the teaching approaches they adopt. Because teachers’ opinions were collected in written form, this study is a descriptive survey model study. The participants of the study consisted of 64 class teachers chosen through the maximum variety sampling method. A data collection tool consisting of two open-ended questions was developed to determine the metaphors and educational approaches teachers adopt. According to research results, teacher metaphors are highlighted in two categories as “metaphors giving active roles to the teacher” and “metaphors giving passive roles to the teacher”. Generally, teachers adopted one of the behaviouristic, cognitive, and constructivist approaches. This study revealed that participants who adopted behavioural and cognitive educational approaches produced metaphors giving active roles to the teacher. Participants who adopted the constructivist educational approach produced metaphors giving passive roles to the teacher. It was determined that there is a strong significant relationship between the metaphors that teachers produce and the educational approach they adopt.

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Agustiani, Indah Windra Dwie. "MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS." English Community Journal 3, no. 1 (July 15, 2019): 289. http://dx.doi.org/10.32502/ecj.v3i1.1694.

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This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.

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Clarke, Doug M. "The Changing Role of the Mathematics Teacher." Journal for Research in Mathematics Education 28, no. 3 (May 1997): 278–308. http://dx.doi.org/10.5951/jresematheduc.28.3.0278.

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This case-study research investigated changing teacher roles associated with two teachers' use of innovative mathematics materials at Grade 6. Using daily participant observation and regular interviews with the teachers and the project staff member responsible for providing in-school support, a picture emerged of changing teacher roles and of those factors influencing the process of change. One teacher demonstrated little change in either espoused beliefs or observed practice over the course of the study. The second teacher demonstrated increasing comfort with posing nonroutine problems to students and allowing them to struggle together toward a solution, without suggesting procedures by which the problems could be solved. He also increasingly provided structured opportunities for students' reflection on activities and learning. Major influences on this teacher's professional growth appeared to be the provision of the innovative materials and the daily opportunity to reflect on classroom events in conversations and interviews with the researcher.

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Kazragytė, Vida. "The Combining the Roles of a Teacher and an Artist: the Analysis of the Prospective Theatre Teachers’ Action Research." Pedagogika 125, no. 1 (April 13, 2017): 68–80. http://dx.doi.org/10.15823/p.2017.05.

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The article deals with the empirical study, which inquiries in the combining the roles of an artist and of a teacher during artistic creation and education processes. The data were obtained by making the qualitative analysis of the accounts of the prospective theatre teachers’ action research reports (N – 24). The prospective theatre teachers were creating the theatrical performances and taught the students who performed the roles in their performances. There were not found any statements which would indicate that the roles of an artist and of a teacher are considered to be opposite to each other or hard to combine. The prospective theatre teachers are performing these roles in some types of combination: a) artist-teacher; b) artist- teacher specialist and 3) teacher-artist according to the different communication situations. During the performing of artist-teacher roles, communication with students is as if they were already artists. That is a way to raise the creative-artistic goals for students and encourage students to achieve them through learning. It can be said that this combination of roles is important, in view of the final objective. The artist- teacher specialist roles require to communicate with the imaginary artistic results (scenario), and the students work on the stage. In other words, to combine what is imaginary with what appears real. Also to determine which students’ skills are necessary to develop for the imaginary result to be closer to reality. This combination of roles is important, for to the evolving artistic result. According to the teacher-artist roles performing and communication is aimed at students “to grow up” to their actual role as artists. The teachers as artists take care of the development of the new students’ artistic abilities to be correct, based on what the students already have appropriate. And they try to develop the new student’s abilities needed for the performances. This makes the content of the education more purposeful and meaningful. The prospective theatre teachers do not mention any difficulties associated with the combining of roles. Only when the artistic creation and education processes slow down or are no longer productive, they analyzed their communication and found dissonance stemming from the loss of the role of a teacher. It can be assumed that this is due to lack of teaching experience and the fact that a lot of time and concentration has been spent on the communication in the world of imagination. Imbalance occurs also when they lack the knowledge of theory. The prospective theatre teachers combine the roles of an artist and of a teacher intuitively, without their explicit realisation. So, it is necessary to provide the students with knowledge about the combination of roles during the study process.

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Suarcaya, Putu. "Interpreting Deconstructed EFL Teacher Roles." Journal of AsiaTEFL 18, no. 3 (September 30, 2021): 1032–39. http://dx.doi.org/10.18823/asiatefl.2021.18.3.23.1032.

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BALYER, AYDIN, KENAN OZCAN, and ALI YILDIZ. "Teacher Empowerment: School Administrators Roles." Eurasian Journal of Educational Research 17, no. 70 (July 31, 2017): 1–18. http://dx.doi.org/10.14689/ejer.2017.70.1.

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Carey, Doris M. "Teacher Roles and Technology Integration:." Computers in the Schools 9, no. 2-3 (January 1993): 105–18. http://dx.doi.org/10.1300/j025v09n02_10.

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Cheek, Earl H., and Jimmy D. Lindsey. "Principal's Roles and Teacher Conflict." Journal of Learning Disabilities 19, no. 5 (May 1986): 280–84. http://dx.doi.org/10.1177/002221948601900506.

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Anggraeni, Novita. "Efforts to Improve Teacher Performance: A Theoretical Review." Eduvest - Journal Of Universal Studies 1, no. 7 (July 20, 2021): 596–602. http://dx.doi.org/10.36418/edv.v1i7.98.

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This article describes about improving teacher performance from the point of view of teacher performance. The writing of this article uses descriptive analytical methods by reviewing the literature on teacher performance theory. Based on this study four conclusions were found: (a) Teachers are one component of education that play an important role in the success of education, teachers are expected to be able to play the role of ideal teachers. (b) Improving teacher performance is one way to improve the quality of education. (c) Teacher performance is the teacher's perception of teacher's work performance related to the quality of work, responsibility, honesty, cooperation and work results. (d) Several factors that influence teacher performance include: (1) the principal's leadership role, (2) personal relationships between peers, (3) teacher-controlled competencies, (4) good training and development of Teacher Resources (HR). Teachers have an important role as a determinant of the success of a quality learning process. Therefore, efforts are needed to improve teacher performance to know their roles and functions so that educational goals can be achieved.

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Hasba, Sandra. "Multi Peran Guru di SMP Negeri 1 Konawe Selatan (Antara Kinerja dan Panggilan Moral)." Shautut Tarbiyah 25, no. 2 (November 30, 2019): 359. http://dx.doi.org/10.31332/str.v25i2.1672.

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This article aims to provide an overview of the roles of teachers in improving performance in SMP Negeri 1 Konawe Selatan, which includes: 1) The role of teachers in creating a learning climate; 2) Factors that affect teacher performance; 3) Portrait of the teacher at SMP Negeri 1 Konawe Selatan; 4) the role of the principal in improving teacher performance. This research uses descriptive qualitative research, where the process of collecting data is done through interviews, observations, and documentation studies. Data analysis is performed through the stages of reduction, display, and data verification. The results showed that the learning climate in SMP Negeri 1 Ranomeeto was created because of the high involvement of the teachers. The ability, motivation and skill factors greatly affect the performance of teachers in SMP Negeri 1 Konawe Selatan. Teacher roles performed by teachers in SMP Negeri 1 Konawe Selatan have exceeded their performance obligations. The headmaster became a mover in expanding roles and improving teacher performance in SMP Negeri 1 Konawe Selatan. Keywords: Performance, Teacher Competence, Leadership

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Diputro, Angga Dwi Cahyo Andar, and Pratnyawati Nuridi Suwarso. "PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES TOWARDS TEACHER PROFESSIONALISM: A NARRATIVE INQUIRY." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 95–110. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25975.

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Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method and a narrative inquiry research design. The subjects were ten pre-service English teachers who have different background of studies, experiences, and even interests in becoming teachers. An adapted semi-structured interview guideline from Yuwono (2008) and FGD guideline developed from 4 previous studies and the Law Number 14 Year 2005 were employed to collect the data. To avoid bias data, triangulation of source and methodology was conducted. The results show that the PSTs thought that it has to be more flexible and practical. They also revealed that teacher roles, teacher competencies and teacher professional development program are the determiners of teacher professionalism as what is explained in the law. However, they considered that teacher roles can be supportive aspect towards teacher competencies performed in the classroom. Thus, teacher competencies are the most dominant factor that can influence and determine teacher professionalism. Further, professional teacher certification consisting various professional development programs is needed to improve their competencies.

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Mangin, Melinda M. "Distributed Leadership and the Culture of Schools: Teacher Leaders’ Strategies for Gaining Access to Classrooms." Journal of School Leadership 15, no. 4 (July 2005): 456–84. http://dx.doi.org/10.1177/105268460501500405.

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Formal teacher leadership roles—such as coach and coordinator—have become a standard component of education reform efforts intended to support teachers’ instructional improvement efforts. Yet the culture of schools is widely understood to favor autonomy and egalitarianism, suggesting that classroom teachers may be resistant to peer leadership. This study examines how 12 elementary-level teacher leaders negotiate access to classrooms and encourage instructional change in light of teacher resistance. Findings suggest that teacher leaders make concessions that may ultimately limit their impact on instructional improvement. Also for these positions to contribute to instructional change, teacher leaders require the support of school administrators who offer guidance to teacher leaders and set expectations for teachers with regard to the enactment of teacher leadership roles.

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Rust, Frances O’Connell. "Redesign in teacher education: the roles of teacher educators." European Journal of Teacher Education 42, no. 4 (July 4, 2019): 523–33. http://dx.doi.org/10.1080/02619768.2019.1628215.

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Houser, Neil O. "Teacher-Researcher: The Synthesis of Roles for Teacher Empowerment." Action in Teacher Education 12, no. 2 (July 1990): 55–60. http://dx.doi.org/10.1080/01626620.1990.10462749.

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Ganser, Tom. "How Teachers Compare the Roles of Cooperating Teacher and Mentor." Educational Forum 66, no. 4 (December 31, 2002): 380–85. http://dx.doi.org/10.1080/00131720208984858.

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Chaovanapricha, Khacheenuj, and Panna Chaturongakul. "Interdisciplinary Teacher Collaboration in English for Specific Purposes Subjects in a Thai University." English Language Teaching 13, no. 5 (April 27, 2020): 139. http://dx.doi.org/10.5539/elt.v13n5p139.

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The purpose of this research study was to investigate the roles of English teachers and subject teachers engaged in the collaborative process of interdisciplinary teaching in English for Specific Purposes subjects at a Thai university and explore the benefits and drawbacks of implementing such collaborations. In addition, students’ attitudes towards interdisciplinary teacher collaboration (ITC) in ESP classrooms were explored. Participants were English teachers, subject teachers, and students studying on ESP subjects. This research study used a mixed methods approach from four sources of data. The findings revealed the extensive roles taken on by both teachers involved in the ITCs. Roles for the English teacher involved being a lesson planner, teacher, learning organizer, and class activities designer. The subject teacher’s role was identified as a consultant or informant, supporter, monitor, and facilitator. The benefits were that an English teacher gained confidence, reduced worry in teaching ESP subjects, and received instant feedback from the subject teacher. The drawbacks were that it was challenging to balance the different schedules of both teachers and that lesson planning was time consuming. Students showed positive attitudes towards this method of teaching. They liked to study because of the enjoyable and knowledgeable activities and the teacher’s confidence.

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Chien, Chin-Wen. "Taiwanese elementary school English teachers' perception of teacher leadership." Research in Education 108, no. 1 (November 14, 2018): 46–61. http://dx.doi.org/10.1177/0034523718809390.

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This study used documents, interviews, and questionnaires to explore 10 Taiwanese elementary school English teachers’ perceptions of teacher leaders and leadership and to what extent their background influenced their perceptions of leadership. The conceputal framework was developed based on the component of teacher leaderships, principles for leadership and domains of leaderships. The study had the following major findings. First, participants unanimously agreed on the perceptions of leaders in terms of teaching as an important profession, the influence of institutions on teacher leaders, and teacher leaders’ roles in decision making. Secondly, participants disagreed in their perceptions about balancing between being teachers and teacher leaders and teacher leaders’ roles in school-wide plans. Next, English teachers’ age, school size, and years of teaching experience were the major factors for such discrepancies. Arousing English teachers' awareness of instructional leadership is crucial in the language teacher education.

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Setiawan, Doni, and Elpri Darta Putra. "Peran Guru Dalam Menegakkan Tata Tertib Sekolah Di SDN 006 Bukit Kapur Kota Dumai." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 13, no. 2 (November 19, 2021): 661–70. http://dx.doi.org/10.37680/qalamuna.v13i2.1075.

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The role of the teacher in the school environment is not only as a teacher, there are so many teacher roles that the teacher must carry out. One of the teacher's roles in schools is to enforce school rules, where this order is very important to carry out so that discipline is embedded in students. In this study, the main objective is to describe how the role of teachers in enforcing school rules and regulations. Techniques for collecting the data needed in this study used interview, observation, and documentation techniques. To manage the data using an interactive analysis model from Miles and Huberman, namely collecting data, reducing data, presenting data, and drawing conclusions. In this study resulted in a style of role performed by the teacher such as using a role style that is seen in the process undertaken by the teacher in supervising students, making decisions, and enforcing rules and acting in determining a solution or problem that arises.

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Anggarsari, Rian Hardika, Abdurrachman Faridi, and Dwi Rukmini. "Code-Switching in Interactions between Teacher and Students with Different Levels of Language Proficiencies." English Education Journal 11, no. 2 (June 20, 2021): 166–76. http://dx.doi.org/10.15294/eej.v11i1.44072.

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In an English teaching and learning process, teachers and students have interactions that occupy the studentsâ€™ first language. It can be related to the existence of code-switching. It can help them fill in the gap which occurs during a conversation. It can improve the quality of teaching and learning. This study focuses on the analysis of code-switching in the interactions between the teacher and the students with different levels of language proficiency. This study examines how the teacher produced code-switching, the studentsâ€™ responses towards the teacherâ€™s code-switching, and the teacherâ€™s roles code-switching. This study employed qualitative research. The instruments used for collecting data were audio-video recording, test, interview, and questionnaire. Findings of the study revealed that (1) the teacher used three types of code-switching to the students with different levels of language proficiency and the function of repetitive was the most frequent function found in the interactions, (2) the students responded to the teacherâ€™s code-switching by using English, Indonesian language or code-switching, and (3) the roles of teacher as a controller and a director have the crucial use in the interactions. Hopefully, further studies can explore code-switching deeply in the interactions between teachers and students with different language proficiency levels in instructional settings.

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Angelle, Pamela, and Ginger M. Teague. "Teacher leadership and collective efficacy: teacher perceptions in three US school districts." Journal of Educational Administration 52, no. 6 (August 26, 2014): 738–53. http://dx.doi.org/10.1108/jea-02-2013-0020.

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Purpose – Collective efficacy and teacher leadership, two constructs central to school reform, were examined in this quantitative study of three school districts. The purpose of this paper is to examine the relationship between teacher perceptions of the extent of teacher leadership and the extent of collective efficacy. Research was guided by the following questions: Do teachers who perceive a strong sense of collective efficacy also perceive a greater extent of teacher leadership in their schools? Are there differences in perceptions of collective efficacy and the factors of teacher leadership, specifically, sharing expertise, shared leadership, supra-practitioner, and principal selection? Design/methodology/approach – Data were collected utilizing two instruments, the Teacher Leadership Inventory (TLI) (Angelle and DeHart, 2010) and the Teacher Efficacy Belief Scale – Collective Form (Olivier, 2001). Descriptive statistics and ANOVA were run to examine mean differences by district in teacher collective efficacy and the extent of teacher leadership in the school (n=363). In addition, ANOVA were run to examine district differences in the four factors on the TLI. A one-way ANOVA contrasted the overall collective efficacy mean scores of Districts A, B, and C. Demographic data were also collected from participants. Findings – Findings indicate a clear and strong relationship between collective efficacy and teacher leadership. District B was markedly stronger in teacher leadership and collective efficacy than the other two districts. The highest percentage of participants indicating they have a leadership role were from District B. Findings from this study also indicate that teachers perceive the informal aspects of teacher leadership as a greater indicator of collective efficacy. District B, which reported significantly higher collective efficacy than did District A or C, also reported a significantly lower extent of principal selected teacher leadership. Formal roles such as department heads and grade level chairs were not perceived as extensive indicators of teacher leadership as were teacher roles in collaboration or extra role behaviours. Research limitations/implications – This study took place in three small districts in a southeastern US state. Generalizability to larger school districts should be approached with caution. This study may be limited in that teacher leaders may have a greater tendency to complete a survey on teacher leadership than teachers who do not take on leadership roles. Practical implications – This study provides support for developing shared leadership which can impact the collective beliefs of the faculty in a positive manner. Results from this study affirms those leaders who believe in the power of professional learning communities, shared decision making, and other indicators of teacher leadership. Success of teacher leaders depends, in large part, on the principal's philosophy of power sharing in the context in which they work. Teachers can be given the power to lead but they must also be willing to accept the roles this power brings. Originality/value – While several studies have been conducted on collective efficacy in schools, most of these studies have been quantitative. Studies of teacher leadership have tended to focus on the formal roles of teacher leaders with a qualitative. Using quantitative methodology for collective efficacy and teacher leadership, this study approaches teacher leadership from an organizational perspective, examining the extent to which both informal and formal, or principal selected, teacher leadership exists across the school. The authors also argue that teacher leadership is a construct greater than administrative roles assigned to teachers but also includes informal leadership, primarily through their influence on organizational effectiveness.

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Haji Karim Khan, Yasmeen Batool, and Farah Deeba. "Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?" sjesr 4, no. 1 (March 30, 2021): 545–54. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(545-554).

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Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and reinterpret teacher educators' roles in transforming prospective teachers' beliefs. As a result, teacher educators saw themselves as role models, counselors, mentors, storytellers, and listeners. These findings have pertinent implications for the teacher educators' roles in similar settings.

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Margolis, Jason, and Kristin Shawn Huggins. "Distributed but Undefined: New Teacher Leader Roles to Change Schools." Journal of School Leadership 22, no. 5 (September 2012): 953–81. http://dx.doi.org/10.1177/105268461202200506.

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This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K–12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2 years, as well as their administrators. Extensive qualitative data were collected and subsequently analyzed, including interviews, on-site observations, and artifacts. Findings included a pervasive lack of role definition for the HTLs amid heightened organizational complexity, leading to numerous de facto definitions emerging. Conflicting de facto definitions led to diminished success for the HTLs, relationship deterioration, a reversion to professional development removed from the classroom, and a lack of capacity to account for HTL efficacy. The study concludes that for new teacher leaders to be successful, states and districts will need to much more clearly define roles and priorities and be specific about how budget-compensated teacher leader time is used.

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Bagley, Sylvia, and Kimmie Tang. "Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions." Journal of Interdisciplinary Teacher Leadership 1, no. 3 (December 1, 2018): 44–63. http://dx.doi.org/10.46767/kfp.2016-0023.

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Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.

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Smith, Betsann. "Leadership for “The All of It”: Formalizing Teacher-Leader Networks." Teachers College Record: The Voice of Scholarship in Education 121, no. 3 (March 2019): 1–44. http://dx.doi.org/10.1177/016146811912100308.

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Background/Context Research underscores that school improvement relies on leadership that stretches beyond a principal, but significant developments to the design of school level leadership lags. This paper shares data and interpretations of school leadership organized as a network of formalized teacher-leader roles that are ranked, titled, and differently paid. Purpose/Research Question The study examined the functions, tasks, and boundaries of different teacher-leader roles as well as teachers’ perceptions of their legitimacy and value. It also explored whether formal roles generated negative side effects on school climate or teacher relations. Focus of Study Ongoing skepticism of role formalization and ranking within teaching directed the study's attention to an extensive empirical case of formalization. Setting Data were collected from eight secondary schools in England, where formalized teacher-leader roles are long established and associated with school performance. Research Design The study was designed as a descriptive investigation of a leader system. It was conceptually framed by perspectives on schools as organizations and literatures on role formalization, leadership, and school improvements. Data Collection and Analysis Observation, artifact, and interview data were collected. Description and analysis focused on the design of leader roles, the activities and conditions they generated, and school member perceptions of their legitimacy and value. Findings/Results Formal roles that blend teaching with instructional and managerial leadership gain legitimacy and pass tests of goodness and value for teachers when they directly contribute to teachers’ day-to-day work and success, as when they elevate working conditions, bring disciplinary knowledge and local understandings to learning and problem solving, and contribute to individual and collective efficacy. Conclusions/Recommendations Networks of formal teacher-leader roles can bring more substantial and reliable resources to the conditions of teaching and school organizations than informal leadership or targeted coaching roles. Fears of negative social and professional consequences do not emerge when roles remain rooted in teaching, when leaders’ tasks flow across logistical, instructional, and social dimensions of teachers’ work, and when norms emphasize help and reciprocity.

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Julaeha, Siti, Muhammad Maky, and Uus Ruswandi. "Desain, Pelaksanaan dan Evaluasi Pembelajaran pada Sekolah Menengah." Jurnal Dirosah Islamiyah 4, no. 2 (February 13, 2022): 232–54. http://dx.doi.org/10.47467/jdi.v4i2.909.

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New innovations in view of teaching and learning implementation, including PAI subjects have consequences for teachers to increase their roles and competencies, because the teaching and learning process and student learning outcomes are largely determined by the role of competent teachers in making and implementing the learning designs that have been made. Competent teachers will be better able to create an effective learning environment and will be better able to manage their classes, so that student learning outcomes are at an optimal level. One of the teacher's roles in the teaching and learning process is as an evaluator. In one teaching and learning process the teacher should be a good evaluator. This activity is intended to determine whether the goals that have been formulated have been achieved or not, and whether the material being taught is quite appropriate. . The design, implementation and evaluation of PAI learning at the secondary school level is carried out in collaboration with all teachers and the school community. More than that, PAI religious teachers have a more important role in fostering the morals of students through the learning process by making learning designs that are attractive and easy to understand and implement by students. Before teaching the teacher makes plans in the form of lesson plans, and in implementing learning the teacher becomes an example for students, the teacher always instills a disciplined attitude in learning, teaches respect for others and instills a sense of responsibility to study hard. The final value of all these processes is evaluation, one of which is by conducting an assessment, both on the process and on student learning outcomes. Keywords: design, implementation and evaluation of PAI learning

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Wood, Michelle. "Whose Job is it Anyway? Educational Roles in Inclusion." Exceptional Children 64, no. 2 (January 1998): 181–95. http://dx.doi.org/10.1177/001440299806400203.

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Qualitative research methods were used to investigate teachers' perceptions of their educational roles and collaborative teaching efforts in the inclusion of children with severe disabilities in general education classrooms of one school district. Individual interviews were conducted with three educational teams; each consisted of a general education teacher and a special education teacher of an included student. Results indicated that in the initial stages of inclusion, teachers maintained discrete role boundaries through a relatively clear, albeit informal, division of labor. As the school year progressed, role perceptions became less rigid as the teaming became more cooperative. Implications relate to special education reform and effective strategies to facilitate collaboration among teachers who work within and to promote inclusive environments.

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Białek, Magdalena. "Zadania i role nauczycieli języków obcych w świetle potrzeb edukacyjnych młodzieży gimnazjalnej." Neofilolog, no. 48/2 (June 15, 2017): 233–52. http://dx.doi.org/10.14746/n.2017.48.2.05.

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The tasks that the contemporary teachers of foreign languages face as well as the roles that they should assume as leaders of the educational process are of complex nature. This complexity is a result of numerous social changes and transformational processes. In response to these changes, educators’ roles keep being redefined so that the tasks that the teachers take up could be as effective as possible in the given time and space. These modified roles of teachers are the subject of this article. In the theoretical part, the results of the analysis of the literature on foreign language teaching are presented, with the focus on teacher roles and tasks. The analysis indicates the main development tendencies in foreign language teaching after the breakthrough caused by the communicative approach. The empirical part presents the outcome of research into how contemporary middle school students identify the roles and tasks of the teacher of German. The results of the study may contribute to the scholarly reflection on the role of the teacher in the foreign language teaching process.

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Hidayah, Nurul, Ardi Dwi Susandi, and Naufalia Nuraya. "Teacher profesionalism in fostering students’ creativity." Journal of Advanced Sciences and Mathematics Education 2, no. 1 (June 29, 2022): 23–28. http://dx.doi.org/10.58524/jasme.v2i1.98.

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Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.

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Azadi, Ghasemali, Reza Biria, and Mehdi Nasri. "Operationalising the Concept of Mediation in L2 Teacher Education." Journal of Language Teaching and Research 9, no. 1 (January 1, 2018): 132. http://dx.doi.org/10.17507/jltr.0901.17.

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This study aims to operationlise the mediation concept on L2 teacher education. Sixty-two EFL teachers at Isfahan high schools were selected, a 30-item questionnaire was employed, and T-test and one-way ANOVA were used. The findings revealed mediation roles of the teacher educators were instructional while integrative and participative roles were not attended. Teacher educators presented knowledge, skills, and experiences in the forms of lectures and seminars with little attention to workshops and panel discussions. BA holders showed positive perception towards mediation role of teacher educators while MA holders did not. The least experienced L2 teachers indicated the most positive attitude towards the mediation role of the teacher educators while the most experienced L2 teachers showed the least positive attitude. The findings presented L2 teachers a deep insight of the mediation concept, teacher educators a better picture of possible flaws of their role, and policy makers to amend related drawbacks.

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Murphy, M. Shaun, and Stefinee Pinnegar. "Teacher Educator Identity Emerging as Teacher Educators Enact their Roles." Studying Teacher Education 7, no. 2 (August 2011): 183–85. http://dx.doi.org/10.1080/17425964.2011.591176.

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Grossman, Pamela L., and Nanna S. Brantigan. "The Teacher as Teacher Educator:New Roles in Professional Development Schools." Kappa Delta Pi Record 28, no. 4 (July 1992): 116–21. http://dx.doi.org/10.1080/00228958.1992.10517897.

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Bax, S. "Roles for a teacher educator in context-sensitive teacher education." ELT Journal 51, no. 3 (July 1, 1997): 232–41. http://dx.doi.org/10.1093/elt/51.3.232.

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Setkova, Irina N., Antonida R. Lukina, and Maria A. Volkova. "NEW TEACHER ROLES IN DISTANCE LEARNING." Lifelong Education: the XXI century 33, no. 1 (March 2021): 92–102. http://dx.doi.org/10.15393/j5.art.2021.6690.

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KIKUCHI, Ryuzaburo. "Two Lines of the Teacher Roles." Journal of The Institute of Electrical Engineers of Japan 125, no. 2 (2005): 69. http://dx.doi.org/10.1541/ieejjournal.125.69.

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Chung, Jin-Soo. "Teacher-Librarians' Perceptions of Their Roles." Journal of the Korean Society for Library and Information Science 43, no. 4 (December 30, 2009): 281–306. http://dx.doi.org/10.4275/kslis.2009.43.4.281.

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Edwards, Joyce Bainbridge, and Karyn Cooper. "Creating Roles to Facilitate Teacher Change." Research in Drama Education: The Journal of Applied Theatre and Performance 1, no. 1 (February 1996): 51–64. http://dx.doi.org/10.1080/1356978960010105.

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Journal articles on the topic 'Teacher roles'

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