To see the other types of publications on this topic, follow the link: Teachers’ age.
Journal articles on the topic 'Teachers’ age'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teachers’ age.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Bhandari, Laxmi Prasad Bhandari. "Correlates of Job Satisfaction of Community School's Teachers of Phidim Municipality, Nepal." Dristikon: A Multidisciplinary Journal 11, no. 1 (August 17, 2021): 100–114. http://dx.doi.org/10.3126/dristikon.v11i1.39143.
Full textAbstract:
Teachers' satisfaction is a significant concern of the overall education system of a country. This study examines the factors influencing job satisfaction of community school teachers' of Phidim Municipality. More specifically, this paper aims to investigate whether the sex of the teacher, income, nature of the job, age, birthplace, religion and educational status affect teachers' job satisfaction or not. This study is a cross sectional survey where sample size is determined by using Slovin's formula and the data were drawn from a self-administered questionnaire from randomly selected community school teachers. The percentages, Chi-Square test, and binomial logistic regression model were used for univariate, bivariate, and multivariate analysis using SPSS. The yearly income, age of teachers, and nature of job were found significantly associated with teachers' satisfaction under bivariate analysis whereas the binomial logistic regression justified the association of teachers' satisfaction to income of teachers and nature of their job only. The association of teacher's satisfaction to the sex of respondent, religion, educational status, and birthplace were found not significant using both bivariate and multivariate analysis. It is the conclusion that the permanency of job and reasonable salary must be managed mainly to make teacher's satisfied. In the present Nepalese context, the adjustment of teacher's salary as per the changing cost of living figure is necessary for teacher's job satisfaction. Likewise, the formulation of the teacher service commission as constitutional body, and regular operation of examination for teacher's permanent recruitment can enhance teacher's job satisfaction.
2
Mahfud, Choirul. "THE ROLE OF ISLAMIC EDUCATION TEACHERS OF EARLY AGE IN THE ERADICATION OF ILLITERACY IN INDONESIA." NUR EL-ISLAM : Jurnal Pendidikan dan Sosial Keagamaan 5, no. 1 (April 1, 2018): 1–15. http://dx.doi.org/10.51311/nuris.v5i1.94.
Full textAbstract:
Teachers are educational heroes. Progressive retreat of educational practices in a country is also determined by the role of the teacher. In this context, it is necessary and important to evaluate and discuss further how the portrait of reality (das sollen) and ideality (das sein) concerning teachers of Islamic religious education of early age in Indonesia. Therefore, this study focuses on the teacher's problem between ideality and reality. This study was written using qualitative data that derived from references and literature books, news, journals and opinions in mass media and other relevant sources in this study. This research focuses on the following important questions: Firstly, what and how is the role of early Islamic education teacher in literacy eradication in Indonesia? Second, how are the supporting factors and obstacles to the role of early Islamic education teachers in literacy eradication in Indonesia? Thirdly, what are the solutions and policy recommendations on the role of Islamic education teachers in literacy eradication in Indonesia? Keywords: PAI Teachers, Illiteracy, Ideality and Reality
3
Marucci, Eleonora, Beau Oldenburg, and Davide Barrera. "Do teachers know their students? Examining teacher attunement in secondary schools." School Psychology International 39, no. 4 (August 2018): 416–32. http://dx.doi.org/10.1177/0143034318786536.
Full textAbstract:
Using survey data from 457 Italian sixth grade secondary school students ( M age = 11.9, SD = 0.7, 46% girls) and 58 of their teachers ( M age = 45.7, SD = 9.4, 92.8% female) this study examined the extent to which secondary school teachers were attuned to their students. More specifically, we investigated the extent to which teachers were aware of which students were highly liked, disliked, prosocial, aggressive, or engaged in risky behavior. For each of these five dimensions, teacher attunement was measured by comparing teacher’s nominations to the proportion of received peer nominations per student. Then, a general teacher attunement score was constructed by calculating the mean of these five scores. Descriptive analyses showed a moderate teacher attunement, which was highest for prosocial behavior and lowest for risk behavior. It was investigated whether certain teachers had a higher attunement than others. Our analyses showed that teacher attunement was positively associated with the amount of time teachers spent with their students and with their experience as a teacher. Furthermore, attunement was negatively associated with classroom size.
4
Winn, Maisha T. "Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter." Urban Education 53, no. 2 (December 27, 2017): 248–64. http://dx.doi.org/10.1177/0042085917747114.
Full textAbstract:
This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies and practices that privilege particular ways of knowing and being that isolate particular youth.
5
Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.
Full textAbstract:
Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
6
Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
Full textAbstract:
AbstractIntroduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice.Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students.Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA.Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar.Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn.Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal.Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
7
Čopková, Radka. "Perceived Teachers’ Justice and Perceived Teachers’ Authority." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 135–50. http://dx.doi.org/10.2478/atd-2020-0026.
Full textAbstract:
Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
8
Rahida Aini, Mohd Ismail, Arshad Rozita, and Abas Zakaria. "Can Teachers’ Age and Experience influence Teacher Effectiveness in HOTS?" International Journal of Advanced Studies in Social Science & Innovation 2, no. 1 (April 2018): 144–58. http://dx.doi.org/10.30690/ijassi.21.11.
Full text
9
Afdal, Hilde Wågsås, and Geir Afdal. "The making of professional values in the age of accountability." European Educational Research Journal 18, no. 1 (October 11, 2018): 105–24. http://dx.doi.org/10.1177/1474904118797733.
Full textAbstract:
Changing conditions in the realm of teacher professionalism have consequences for teachers’ professional values and ethics. To a large degree, the literature concludes that increases in accountability policies seem to result in more restricted space for teachers’ professional values and ethical autonomy. Less attention has been given to which kinds and forms of ethics and value logics teachers negotiate and prefer in situations involving accountability policies. In this paper, we analyze how the Union of Education Norway negotiated teacher values in the process of developing their professional ethics code and the final code text. Previous research has shown clashes and struggles between two value systems, or as a change from traditional professional to neoliberal values. However, based on the analyses in this article, a third relation is suggested—one where increased accountability creates a paradoxical situation for teachers’ professional values and ethics—in which the professional ethics of opposition may analytically empty teacher practice of ethical aspects and where professional ethics of engagement may lead to decreased conditions for ethical engagement.
10
Anggeraini, Yentri. "LANGUAGE TEACHING IN THE DIGITAL AGE: TEACHERS` VIEWS AND ITS CHALLENGES." Research and Innovation in Language Learning 3, no. 3 (October 31, 2020): 163. http://dx.doi.org/10.33603/rill.v3i3.3444.
Full textAbstract:
The update technology usage and its changes come and give positive effects to us including the teaching and learning process in school practices. It enjoys, motivates, and facilitates the students in learning English This qualitative research aimed at analyzing the English teachers` views on the use of the digital tools in the classroom practices and the challenges in order to face the digital teaching. The results indicated that the English teacher provided digital teaching tools including laptop, speaker, mobile phones, websites and the teacher used the downloaded materials and videos from You Tube as the digital media. Lack of training for teachers, lack of time, and lack of facilities were the challenges for the English teachers in order to apply the digital teaching efficiently and create their own digital media in the school practices. Findings suggest that English teachers should participate actively on the teacher professional developments such as group discussion, workshop, training, and seminar in order to be familiar with the evolution of the new technology.
11
Shrestha, Milan. "Influence of Age group on Job Satisfaction in Academia." SEISENSE Journal of Management 2, no. 3 (April 16, 2019): 30–41. http://dx.doi.org/10.33215/sjom.v2i3.141.
Full textAbstract:
Purpose - Job Satisfaction (JS) has seen an upsurge concern in the arena of school management and it is highly associated with the age groups of school teachers. Thus, this study focused to ascertain the level of JS and examine it via age groups of school teachers.
Design - The scholar applied a cross-sectional survey design in post-positivist paradigm. The data were amassed from 345 school teachers of a cluster via self-administer questionnaire and analyzed with descriptive statistics and ANOVA test. In the meantime, social exchange theory was employed to scrutinize the results.
Findings - This study found that the school teachers expressed moderate satisfaction in the job. Likewise, the age groups significantly influence the JS among school teachers. More specifically, the senior age group teachers expressed more satisfaction in the job than other groups of the teacher. Subsequently, these job satisfied teachers contribute to more job commitment, effectiveness and work performances in the school. Furthermore, JS facilitates school to achieve elevated academic success.
Implications - The study endows with the concrete approach for other forthcoming scholar to explore the contribution of age groups on JS among academia.
12
Pennington, Colin G., Matthew D. Curtner-Smith, and Stefanie A. Wind. "Influence of a physical education teacher’s perceived age on high school pupils’ perceptions of effectiveness and learning." European Physical Education Review 26, no. 1 (December 5, 2018): 22–35. http://dx.doi.org/10.1177/1356336x18816342.
Full textAbstract:
Few studies have focused on the issues older physical education (PE) teachers encounter which may limit their effectiveness. The purpose of this study was to examine the influence of a PE teacher’s apparent age on high school pupils’ learning and perceptions of the teacher. Participants were 114 ninth, tenth, eleventh, and twelfth grade pupils. They were randomly assigned to watch one of two virtually identical filmed swimming lessons taught by the same teacher. In the young-appearance lesson, the teacher taught as his normal and relatively youthful self. In the middle-aged lesson (MAL), his appearance had been aged by a theatrical makeup artist. Following the viewing of their assigned lesson, pupils completed an examination over lesson content and a questionnaire asking them about their perceptions of the teacher. Inferential statistical tests indicated that the pupils who watched the MAL perceived the teacher more favorably. Performance on the content examination was similar for pupils who watched either film. These findings provided support for a psychological/developmental explanation of how and why pupils respond to and learn from PE teachers of different ages.
13
Yusoff, Rosman Bin Md, and Kamran Azam. "Perceived Sources of Stress among faculty members of COMSATS Institute of Information Technology, Pakistan." Journal of Management Info 4, no. 1 (April 1, 2017): 12–18. http://dx.doi.org/10.31580/jmi.v4i1.28.
Full textAbstract:
The present study aims at exploring the perceived sources of stress among the faculty members of COMSATS Institute of Information Technology, Pakistan by examining the stress coping methods used by faculty members for devising proposed stress management practices to faculty members. Two self-administered questionnaires were distributed among 150 randomly selected teachers from five campuses of (CIIT), Pakistan. The 1st questionnaire comprised 20-items regarding five teacher’s stressors while the second questionnaire contained 10-itmes about the individual stress copying techniques. Scores for items on stressors & stress copying techniques were computed by adding weights assigned and then an Exploratory Factor analysis was run for extracting stress contributing factors. The total teacher’s stress score ranged from 25 to 100 in which female, 25-30 years age group & single teacher had high stress scores. Total 18 items were loaded high (0.60+) on the five factors of stress after factor analysis. Majority of teachers (64%) practiced behavioral self-control, exercise and relaxation techniques for coping stress. This study does not investigate casual link between stress and stress contributing sources among teachers. The results of the study are useful both to academic world and to educational policy makers. This study is an addition to existing knowledge on university teachers’ stress in Pakistan. The awareness about stress contributing factors is vital to the university teachers in Pakistan because the problem of teachers’ stress if left unchecked can have devastating effects both on teachers as well on students.
14
ISSOM, FITRI LESTARI, and DEFI AMELIA. "USIA DAN PENGALAMAN MENGAJAR TERHADAP TEACHER EFFICACY DI SEKOLAH DASAR DENGAN KURIKULUM 2013." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 4, no. 2 (October 30, 2015): 43–48. http://dx.doi.org/10.21009/jppp.042.01.
Full textAbstract:
Age and teaching experience are part of the factors that affect teacher efficacy. This study aims to determine the effect of age and teaching experience on teacher efficacy in elementary school teachers who teach using Curriculum 2013. The number of samples in this study were 83 teachers who teach using the 2013 curriculum in North Jakarta. This research uses quantitative method with psychology scale. The preferred scale used to measure teacher efficacay seen from the age and experience of teaching teachers is Teacher Sense of Efficacy Scale (TSES). Data processing methods used in testing the research hypothesis is by multiple regression analysis. The results of this study indicate that there is a significant effect of age and teaching experience on teacher efficacy in elementary school teachers in North Jakarta with 0,018 (<0.05). The resultant effect 90.5 % Influenced beyond age and teaching experience.
15
Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, Faizal Chan, Ahmad Hariandi, Reza Aditya Pratama, Putut Nugroho, and Retno Septiasari. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.
Full textAbstract:
<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>
16
Panagiotopoulos, Georgios, Avramidou Sofia, and Zoe Karanikola. "Elements Making up the Profile of a Professional Teacher. A Qualitative and Quantitative Approach." International Journal of Learning and Development 9, no. 3 (September 30, 2019): 89. http://dx.doi.org/10.5296/ijld.v9i3.15554.
Full textAbstract:
This present study comes to investigate teachers' views on what constitutes teacher professionalism and whether these views are influenced by gender, age, educational level and teaching experience. Both a qualitative and a quantitative research approach were chosen. Three teachers were interviewed, whereas 83 teachers completed the questionnaire. According to the findings, professionalism is related to the teacher's knowledge, personal and interpersonal skills. In addition, a large proportion of participants associate professionalism with mastering basic communication skills, developing problem-solving strategies and utilizing appropriate teaching methods. Finally, emphasis is put on developing a culture of collaboration between colleagues and between teachers and parents.
17
Miklyaeva, A. V. "Phenomena of Inter-age Manipulations in Interaction "Teacher-Student"." Psychological-Educational Studies 8, no. 4 (2016): 13–23. http://dx.doi.org/10.17759/psyedu.2016080402.
Full textAbstract:
Thearticlepresentsthe results of studies of the phenomenon empirical inter-age manipulation in the pedagogical interaction. Inter-age manipulation is considered a form of manipulation carried out on the basis of an appeal to the participants in the interaction age roles. Based on the results of a survey 109 teenagers 13-15 years, using a questionnaire, color test of relations and projective drawing shows that inter-age manipulation is a common way to impact on the students, elected teacher. Teachers are the subjects of inter-age manipulation more often than students. It was revealed that the effectiveness of inter-age manipulation in pedagogical interaction increases if it is meaningful is consistent with the normative content of age roles, as well as «inter-age distance" between the teacher and the students. The greatest effectiveness of have inter-age manipulation undertaken for older teachers, and manipulation "from below" from young teachers
18
Fatima, Zunaira, Uzma Shahzadi, and Shaista Khalid. "Does Working Conditions Affect Teacher’s Morale of Teaching: Teacher’s Self Perception." Journal of Business and Social Review in Emerging Economies 3, no. 1 (June 30, 2017): 155. http://dx.doi.org/10.26710/jbsee.v3i1.185.
Full textAbstract:
Purpose: Education is the field of study that deals with the pedagogy of teaching and learning. The teacher is the person who is responsible for all these acts. As the importance of teacher is a proven fact so it is necessary that a teacher should be enthusiastic and dedicated towards his teaching. The above mentioned state is termed as teacher’s morale. The study was to investigate teacher self-perception about their morale for teaching affected by different internal working conditions like: teacher’s rapport with head, rapport among the teachers, salary and curriculum issues. The nature of this study was quantitative. Questionnaire consisted upon 39 items, was modified from a reliable and valid instrument constructed by Bentley and Remple 1970. 90 teachers from 24 departments of University of Sargodha were selected as sample of the study by using convenient sampling technique. Data was collected personally. Collected data was analyzed by using descriptive and inferential statistics techniques. The results showed that there is significant difference between teacher’s morale and internal factors. Insignificant difference was found among teachers of different age and gender. BUT there was significant difference among masters. M.Phil. and PhD qualified teachers. The study suggested that another research may be conducted to investigate different external working conditions like environment and family background.
19
Xhelilaj, Ledia Kashahu, Rozana Petani, and Marina Ntalla. "Relationship Between Teacher’s Burnout, Occupational Stress, Coping, Gender and Age." Journal of Educational and Social Research 11, no. 4 (July 8, 2021): 275. http://dx.doi.org/10.36941/jesr-2021-0094.
Full textAbstract:
Teachers make a great contribution to the academic formation, social and emotional development of children. However, teaching ranks among the most stressful professions. High levels of teacher stress and burnout cause serious damage to both students' academic achievement and development, as well as damage to relationships between teachers, students and parents. The main goal of this research was exploring the relationships between burnout, occupational stress, and coping strategies. This survey involved 721 primary education teachers (187 men and 534 women) who teach in public schools in different areas in Albania. To measure the levels of occupational stress, professional burnout as well as investigate how teachers cope with stress several known scales that have been translated in Albanian and adapted to this research were used. Results indicated that female teachers experience the lack of support from the administrators more than men. Men experienced depersonalization more than women. Older teachers reported a higher level of exhaustion and occupational stress than other groups, but they indicated higher personal accomplishment. Received: 18 March 2021 / Accepted: 26 May 2021 / Published: 8 July 2021
20
Purnomo, Purnomo. "Investigation of Transferable Skills’s Vocational Teachers in Terms of Work Culture and Age." Briliant: Jurnal Riset dan Konseptual 6, no. 1 (February 28, 2021): 110. http://dx.doi.org/10.28926/briliant.v6i1.593.
Full textAbstract:
This research is a quantitative study using an ex-post facto design. The sample of 102 teachers using simple random sampling technique. Data collection uses questionnaires to measure work culture and age and perceptions of transferable skills. . This study aims to (1) determine the influence of work culture and age with the perception of transferable skills of productive teachers in TKI study programs in Malang City and Malang Regency and Batu City; (2) knowing the influence of work culture with the perception of transferable skills of productive teachers in TKI study programs in Malang City and Malang Regency and Batu City; and (3) knowing the effect of age with the perception of transferable skills of productive teachers in TKI study programs in Malang City and Malang Regency and Batu City. The results of this study include: (1) there is a significant influence of work culture and age with productive teacher transferable skills in Malang City and Malang Regency and Batu City; (2) there is a significant influence of work culture with productive teacher skills transferables perceptions in Malang City and Malang Regency and Batu City; and (3) there is a significant influence of teacher age with perceptions of transferable skills of productive teachers in Malang City and Malang Regency and Batu City. It can be concluded that the variable that has the highest influence is training experience.
21
Cavanaugh, Cathy. "Information age teacher education: Educational collaboration to prepare teachers for today’s students." TechTrends 47, no. 2 (March 2003): 24–27. http://dx.doi.org/10.1007/bf02763421.
Full text
22
Jouzdani, Mani. "The Relationship between Multiple Intelligences and the Age of Institutional Teachers." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 2 (December 16, 2014): 582–86. http://dx.doi.org/10.24297/jal.v5i2.5181.
Full textAbstract:
This study tends to investigate whether the age of English as a Foreign Language (EFL) institutional teachers in Isfahan/Iran have any relationship with the intelligence they prefer to use, whether consciously or unconsciously, in teaching English as a foreign language. The intelligences considered for the purpose of this study are namely Interpersonal and bodily/kinesthetic intelligences proposed by Gardner (1983). In order to conduct this investigation a standardized questionnaire based on Berman (2001) and Christison and Kennedy (1999) Multiple Intelligence (MI) checklist was given to 117 male institutional teachers and the results were calculated using a paired T-test also ten interviews were conducted at the end of the case study on ten teachers after observing their classes. The results suggested that as the age of the teacher increase, to some extent, their preference in using interpersonal intelligence over bodily/kinesthetic intelligence increases as well. Also the case study conducted on one of the institutional teachers proved that teachers of older ages prefer using interpersonal intelligence over bodily/kinesthetic one.
23
Fitria, Happy, and Suminah Suminah. "Role of Teachers in Digital Instructional Era." Journal of Social Work and Science Education 1, no. 1 (July 27, 2020): 70–77. http://dx.doi.org/10.52690/jswse.v1i1.11.
Full textAbstract:
The birth of a digital knowledge-based community brought major changes in everything. The role of teachers in learning in the digital age requires the expertise of teachers to implement appropriate solutions to various problems and adapt to changing environments. This change requires a new orientation in education that emphasizes creativity, initiative, innovation, communication and cooperation. In the digital age, teachers are needed to be able to keep up with the times, can play various roles as change bearers, learning consultants; who have a high sense of humanity and morals, and social sensitivity, and are rational and honest-minded, so that they are able to work well in a dynamic educational environment. This article discusses the role of teachers in the digital age in learning that is thought to influence vision, responsibility, social sensitivity, logical ability and teacher honesty. All of this boils down to the role of teachers in the digital age as agents of change and learning consultants. The teacher becomes a bridge of revolution by making himself as motivator which moves students to accessible learning resources.
24
Hutchison, Kirsten, Louise Paatsch, and Anne Cloonan. "Reshaping home–school connections in the digital age: Challenges for teachers and parents." E-Learning and Digital Media 17, no. 2 (January 28, 2020): 167–82. http://dx.doi.org/10.1177/2042753019899527.
Full textAbstract:
Imperatives to connect the worlds of home and school, evident in global policies of family engagement and partnership initiatives between teachers and parents to support children’s education are viewed as key dimensions of academic success. However, developing ways to meaningfully connect and engage teachers, parents and students in learning ecologies remains elusive, contested and increasingly complex in the digital age. Teachers are encouraged to draw on their students’ digital ‘funds of knowledge’ to create innovative learning opportunities and develop capacities for creativity and critical thinking. Despite significant research into creativity pedagogies and the inclusion of parents in policy documents urging for increased innovation in schooling, which often implies the use of digital technologies, parents are largely invisible in research into creative pedagogies. The data explored in this article are drawn from a larger project which adopted a teacher-as-inquirer approach to investigate teacher, student and parent experiences and understandings of innovative teaching designed to integrate creative and critical thinking with digital literacy practices. The analysis mobilises the key features of creative and innovative learning environments identified in the research literature to explore teachers’ initiatives to develop reflexive and innovative pedagogies and foregrounds the ways in which incorporation of digital media impacted on parental engagement in their children’s learning. Findings highlight significant challenges for schools and teachers to meaningfully and sustainably connect home and school learning which positions children, teachers and parents as agentic and creative.
25
Armstrong, Paula. "Teacher characteristics and student performance: An analysis using hierarchical linear modelling." South African Journal of Childhood Education 5, no. 2 (December 7, 2015): 23. http://dx.doi.org/10.4102/sajce.v5i2.393.
Full textAbstract:
This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002) and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II so it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was not possible to control for teachers’ level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts observed in the later dataset.
26
Higgins, Patricia. "Family History for Middle School Age Youth: A Multidisciplinary Enrichment Program." Practicing Anthropology 10, no. 3-4 (July 1, 1988): 22–27. http://dx.doi.org/10.17730/praa.10.3-4.w34666m3871jk670.
Full textAbstract:
As a proponent of efforts to bring anthropology to a wider audience, especially through pre-college education, I have worked with education faculty on my own campus to expose more teachers-in-training to anthropology; organized in-service workshops for pre-college teacher; compiled and edited materials for pre-college teachers and for interested anthropologists (see "For Further Reading"); and urged our professional organizations to provide more support services for pre-college teachers. Since 1985 I have been exploring yet another approach—working directly with pre-college youth in a summer program and academic year follow-up activities. Intensive, and therefore time-consuming, often tiring, and sometimes frustrating, the experience has nevertheless been are warding one. Such direct contact with youth—and with associated parents, teachers, school administrators, and community resource persons—can provide anthropologists with a means to influence education and to enhance the image of anthropology—a means compatible, moreover, with most academic careers.
27
Koşan, Yekta, Nilüfer Kuru, Aysel Korkmaz, Hamit Karademir, and Berrin Akman. "Metaphors in anti-bias educational program: Educators’ voices." Pegem Eğitim ve Öğretim Dergisi 8, no. 2 (February 9, 2018): 353–76. http://dx.doi.org/10.14527/pegegog.2018.015.
Full textAbstract:
The purpose of this research is to review the perceptions of faculty members, preschool teachers, and pre-school teacher candidates with regard to the Anti-Bias Education Programs (ABEP) by using a phenomenological pattern. The participants’ metaphors on ABEP were established and categorized and the differences in participants’ perceptions were analyzed in terms of their demographic characteristics such as age, gender, and service time. The working group of this research consisted of 129 participants: from 17 universities, 22 faculty members from the Education Faculty Pre-school Education Departments and 71 pre-school teacher candidates, studying in the fourth year of the Pre-School Education Departments; and 36 pre-school teachers from 9 different cities. The findings of this study show that faculty members produced 17, teachers produced 28 and teacher candidates produced 30 different metaphors about ABEP. The faculty members’ metaphors vary in terms of age and service time, whereas the teachers’ vary in terms of service time, type of institution, education level and age. Teacher candidates’ metaphors vary in terms of age and gender.
28
Klerfelt, Anna. "To author yourself: Teachers in Swedish school-age educare centres describe their professional identity." International Journal for Research on Extended Education 5, no. 2-2017 (July 30, 2018): 133–49. http://dx.doi.org/10.3224/ijree.v5i2.02.
Full textAbstract:
This study aims to construct knowledge about how teachers in Swedish school-age educare centres build on their professional identity by listening to their narratives about their work, their interpretations of their mission and how they apply their intentions. The study takes its point of departure from sociocultural (Vygotsky, 1978) and dialogical (Bakhtin, 1986) perspectives. The analysis starts with Bakhtin’s notion of authoring. The construction of data was carried out in three steps. Firstly, by collecting written narratives from 21 teachers, secondly by oral narratives from ten teachers among the 21 teachers participating in ‘walk-and-talk’ conversations and finally from a commonly created conversation in two focus interviews with eight of the teachers. The results from this study indicate that there is a commonly shared general discourse unifying the professional identity of the teacher in school-age educare centres.
29
Petrash, Elena, Tatyana Sidorova, Vera Blum, Iosif Zaia, and Ekaterina Manuilova. "SOCIO-PSYCHOLOGICAL CHARACTERISTICS OF A MODERN TEACHER IN THE DIGITAL AGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 481–91. http://dx.doi.org/10.17770/sie2021vol2.6230.
Full textAbstract:
The article focuses on a teacher undergoing a transformation in the digital age. The authors considered the main socio-psychological characteristics of a modern teacher, conducted an empirical research and supplemented the professionogram of a modern teacher. The program of teachers’ professional development proposed by the authors is based on the idea of system-activity and anthropological approaches.
30
Svalina, Vesna, Blaženka Bačlija Sušić, and Goran Lapat. "PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.
Full textAbstract:
Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia
31
Almalki, Amal. "Integration of Technology among Saudi EFL Teachers." English Language Teaching 13, no. 8 (July 24, 2020): 160. http://dx.doi.org/10.5539/elt.v13n8p160.
Full textAbstract:
In the field of education, technology is currently considered a new trend. This study aims to examine the factors that affect the integration of new technologies in EFL classrooms. Factors considered include teacher’s age, teacher’s level of technological proficiency, and teacher’s perception of technology. To achieve this, the study involved a questionnaire consisting of 21 items and a total of 38 Saudi EFL teachers participated in it.
The results indicate that there is no significant relationship between teacher age and technology integration. However, both teachers’ level of proficiency in technology and teacher’s perception of technology were significantly related to technology integration in Saudi EFL classrooms.
It is recommended to provide teachers with professional development and support in technology integration and to supply classrooms with resources such as computers and smart boards.
32
Fedosyuk, D. V. "Specificity of social adaptation of university teachers approaching retirement age." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta, no. 4 (December 31, 2020): 124–30. http://dx.doi.org/10.47370/2078-1024-2020-12-4-124-130.
Full textAbstract:
The article presents a sociological analysis of a topical research problem related to the study of the specifics of social adaptation of university teachers of pre-retirement age. A focused interview method was used (a qualitative strategy was used). The respondents were university professors aged 58 to 64 (women and men, respectively, of pre-retirement age). The research was of a pilot nature; it pursued the goal of collecting preliminary primary information on the problem of social adaptation of teachers of pre-retirement age working in higher educational institutions. As a result of the study, the following results were achieved: respondents are much more concerned about the difficulties of adapting to the status of a «teacher of pre-retirement age» than to the changes in their health status; the overwhelming majority of respondents would like to continue their professional activities when they reach retirement age; the main factor influencing the fulfillment of the obligatory scientometric indicators by teachers is a favorable moral and psychological climate in the work collective and cooperation between members of the teaching staff of different age groups. The potential of personnel development in the higher education system is, among other things, in the successful social and professional adaptation and cooperation of teachers with different teaching experience.
33
Chmielewski, Kristen. "“The Important Consideration, After All, Is Disability”: Physical Standards for Teachers in Los Angeles, 1930–1970." History of Education Quarterly 60, no. 3 (August 2020): 351–79. http://dx.doi.org/10.1017/heq.2020.30.
Full textAbstract:
Ideas and norms about disability shaped the experiences and careers of every teacher and prospective teacher in the Los Angeles public schools between 1930 and 1970. Medical doctors created and conducted the extensive medical examinations that teaching candidates and practicing teachers needed to pass to enter or remain in the classroom. The Los Angeles City Board of Education capitalized on existing disability-related retirement policies, targeting educators with age-related disabilities and enacting a compulsory retirement age for all teachers. Teachers accused of disability-related incompetence could only retain their positions if they could disprove their diagnoses. By adding this discussion of teachers’ bodies and disability to the historiography of teachers, we can better understand teachers’ experiences and the ways in which school leaders attempted to define and enforce standards of normality.
34
Dr. Riffat-un-Nisa Awan, Dr. Muhammad Nadeem Anwar, and Samreen Farooq. "The Role of Elementary Teachers’ Emotional Intelligence Competencies in improving Students’ Motivation and Student-Teacher Relationship." sjesr 4, no. 2 (August 4, 2021): 492–99. http://dx.doi.org/10.36902/sjesr-vol4-iss2-2021(492-499).
Full textAbstract:
Emotional intelligence is an accumulation of many emotional intelligence competencies and these competencies are generally found in people with different variations. Emotionally strong teachers impact teaching learning process in schools positively. The present study was conducted to find out the effects of emotional intelligence (EI) competencies of teachers on student-teacher relationship and student’s motivation at elementary level. Twenty five competencies of teachers were explored under five major domains i.e. emotional self-awareness, motivation, self-regulation, social-skills and social-awareness. Goleman’s Emotional Competence Inventory (Boyatzis & Goleman, 2002) was used as a tool for data collection. Two questionnaires were developed by the researchers after review of related literature for measuring the student’s motivation and student-teacher relationship. For assuring the reliability of instrument, Cronbach alpha reliability coefficient was calculated, which ranged from 0.73 to 0.86. One hundred and sixty elementary school teachers (EST) and senior elementary school educators (SESE) were selected as the sample of the study from two tehsils of Sargodha district. The data of one hundred and fifty one respondents were analyzed through t-test, one way ANOVA and regression analysis. The findings discovered that teacher’s EI competencies had significant effect on students’ motivation and student-teacher relationship in elementary schools. There was no gender difference in emotional competencies of teachers. It was concluded that age had significant effect on teacher’s EI competencies as younger ones scored higher on ECI. It was recommended that training programs may be organized to enhance teachers’ emotional intelligence competencies.
35
Leroux, Karen. "“Lady Teachers” and the Genteel Roots of Teacher Organization in Gilded Age Cities." History of Education Quarterly 46, no. 2 (2006): 164–91. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00065.x.
Full textAbstract:
May the work of the L.T.A. go on ever upward and onward-gaining ground year by year; so that in future it will have its voice in the community, not low & sweet-but clear and resonant showing power and strength; may it gain that strength by increased membership, held together by strong bonds of love.Let us then be up and doing,With a heart for any fate;Still achieving, still pursuingLearn to labor and to wait.1Miss Ophelia S. Newell believed that teachers occupied a public office of unappreciated responsibility. As the secretary of the Lady Teachers' Association (LTA) in Boston, she penned these hopeful remarks as a coda to her 1875 annual report, borrowing the last stanza of a popular Henry Wadsworth Longfellow poem. For Newell and her fellow teachers, “learn to labor and to wait” underscored their steadfast commitment to the schools. They founded the association attempting to bring women teachers “nearer together in sympathy and friendship and also for a mutual benefit in debate and parliamentary rules.” Frustrated with being “accused of a lack of enthusiasm in our profession,” they hoped such criticism could “be remedied by an organization of this kind.” Honing their debating skills represented one of the women's objectives, but they aspired to do more than polish their chances for professional advancement.
36
Napper-Owen, Gloria E., and D. Allen Phillips. "A Qualitative Analysis of the Impact of Induction Assistance on First-Year Physical Educators." Journal of Teaching in Physical Education 14, no. 3 (April 1995): 305–27. http://dx.doi.org/10.1123/jtpe.14.3.305.
Full textAbstract:
The purpose of this study was to provide induction assistance to beginning physical education teachers and to investigate the impact of the assistance on the teachers. Two beginning physical educators who were employed at an elementary and a middle school participated in this study. The data were collected by weekly observations, videotape analysis, interviews, and field notes. A case narrative was compiled for each participant according to the emergent themes in each teacher’s case. The results indicated that continued supervision had a positive impact on first-year teachers. The visitations offered the opportunity to receive regular feedback and support so that the teachers began to plan age-appropriate activities, became more efficient managers in the classroom, and increased their instructional feedback. The induction assistance encouraged accountability to the knowledge attained in the teacher preparation program, in addition to making the teachers more reflective and analytical about their teaching.
37
Desstya, Anatri, Fitri April Yanti, and Anip Dwi Saputro. "Miskonsepsi guru sekolah dasar pada konsep bunyi." AL-ASASIYYA: Journal Of Basic Education 4, no. 2 (February 14, 2020): 13. http://dx.doi.org/10.24269/ajbe.v4i2.2342.
Full textAbstract:
Elementary school teachers are one of the sources of student’s misconceptions, so their understanding needs to be identified. However, the process of identifying the understanding of the concept of science is still small and only on certain materia. This study was aimed to investigate elementary school teacher's understanding of sound concepts. This study uses a qualitative approach with descriptive type. The research data are sourced from elementary school teachers' answers to questions about the concept of high and low sounds, in the form of a teacher's justification for the statement of questions presented along with the discussion. The population was all grade 4 elementary school teachers in Surakarta (120 teacher), the sample of 30 teachers from public and private elementary schools, the status accreditation A and B, with a purposive random sampling technique. The sample taken consisted of teachers in the age range of 30 to 60 years, 11 male teachers and 19 female teachers, and 50% were certified educators. Data collection techniques are carried out by providing diagnostic tests of misconceptions on the subject of the concept of high and low sounds. Data analysis technique refers to the category of concept understanding formulated by Tuysuz (2009), which is understanding, misconception, not understanding, and guessing. The results showed that in understanding the concept of high and low sounds 1.11% of teachers understood the concept well, 71.11% of teachers did not understand the concept, 26.67% of teachers experienced misconceptions, and 1.11% of teachers guessed.
38
Özkan Hıdıroğlu, Yeliz, and Abdurrahman Tanrıöğen. "Examining Teachers' Perceptions on Empowerment According to Various Variables." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 1 (June 17, 2021): 127–46. http://dx.doi.org/10.31704/ijocis.2021.007.
Full textAbstract:
The purpose of the study was to determine the perceptions of teachers regarding their empowerment and whether these perceptions differ significantly depending on their gender, age, branch, professional seniority, length of service at their school, education status, union membership, and the size of the number of students present at the school. In this study, teacher empowerment was considered to ensure teachers' professional development, increase their status, ensure their trust in their organizations, and increase cooperation among organization members. Four hundred forty-one teachers working in the public secondary schools in Denizli Merkezefendi and Pamukkale district participated in this quantitative study carried out during the 2019-2020 academic year. The data of the research were collected with the "Teacher Empowerment Scale." The survey results showed that teachers' perceptions of teacher empowerment, status, trust, and cooperation were high, and their perception of professional development was very high. Accordingly, teachers perceive their status as lower than other dimensions of teacher empowerment. There was no statistically significant difference in the teachers' perceptions regarding their empowerment according to their gender, branch, educational status, and union membership. The age of the teachers was between 31-40 and 6-15 years of teaching experience.
39
Kovienė, Skaistė. "IKIMOKYKLINIO IR PRIEŠMOKYKLINIO UGDYMO PEDAGOGŲ RENGIMAS: UNIVERSITETINIO PEDAGOGŲ UGDYMO PRIVALUMAI [PRE-SCHOOL AND PRE-PRIMARY TEACHER TRAINING: TEACHERS UNIVERSITY EDUCATIONAL NECESSITY]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (December 25, 2016): 106–16. http://dx.doi.org/10.48127/spvk-epmq/16.8.106.
Full textAbstract:
The aim of pre-school education – taking into account child’s innate powers, his/her individual experiences, referring to the regularities of development to help a child to develop the fundamentals of independence, healthy lifestyle, positive communication with adults and children, creativity, knowledge about the environment and the country, knowing how to learn. The purpose of pre-primary education – to help a child prepare to successfully learn according to the curriculum of primary education. Both pre-school and pre-school teacher's goal – to help the family to educate pre-school and pre-school age child. In Lithuania pre-school and pre-primary education teachers are trained both at universities and at colleges. In the society it is often discussed whether for a teacher who works with pre-schoolers – little citizens of the country – it is enough to have higher non-university (college) education of higher university education is obligatory. In the present essay the concepts of pre-school and pre-primary education have been used because a teacher having obtained the qualification of a pre-school educator still has no possibility to work with pre-primary age children until he/she obtains these complementary competences. Analysis of scientific literature and documents allowed making the conclusions about the particularity of children of pre-school and pre-primary age, the importance of the role of pre-school and pre-primary education teachers in developing children’s personalities, the differences of these teachers’ training at universities and colleges and teachers university educational necessity. Key words: university education, non-university (education of college) education, pre-school and pre-primary education, teacher training.
40
Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.
Full textAbstract:
Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.
41
Boldysheva, Natal'ya, and Andrey Lubskiy. "Young Teachers’ adaptation in the Education System of the Moscow Region in Conditions of Labor Shortage." Standards and Monitoring in Education 9, no. 3 (May 20, 2021): 13–20. http://dx.doi.org/10.12737/1998-1740-2021-9-3-13-20.
Full textAbstract:
Growth of the number of students, the increase in the teacher's workload, as well as the characteristics of the age structure of the teacher workforce indicate the seriousness of the problem of teacher shortage in the Moscow region. It is obvious that attracting and retention graduates of pedagogical universities in the regional education system is extremely important.
This article presents the results of young teachers’ adaptation process research including the issues of interaction with colleagues, students and their parents, workload and salary, as well as the respondents ' assessment of university training in terms of the use knowledge and skills in work. The sample (n= 64) included teachers who worked at schools from a few months to four and a half years.
Based on the survey results, conclusions about the possibilities of improving the mechanisms of adaptation of young teachers in the schools of the region were drawn.
42
Burden, Kevin, and Matthew Kearney. "Designing an Educator Toolkit for the Mobile Learning Age." International Journal of Mobile and Blended Learning 10, no. 2 (April 2018): 88–99. http://dx.doi.org/10.4018/ijmbl.2018040108.
Full textAbstract:
Mobile technologies have been described as ‘boundary' objects which enable teachers and learners to transcend many of the barriers such as rigid schedules and spaces which have hitherto characterised traditional forms of education. However, educators need to better understand how to design learning scenarios which genuinely exploit the unique pedagogical affordances of mobile technologies rather than replicating existing patterns and modes of behaviour. This article describes the design and development of a mobile learning toolkit for educators to realise this vision. It presents the theoretical underpinnings for the toolkit and describes the development of different tools, instruments and resources. The main aim of the toolkit is to help teacher educators and teachers build knowledge and understanding of more diverse mobile pedagogical approaches.
43
Fedosyuk, Denis. "Specificity of social adaptation among university teachers of pre-retirement age." Laplage em Revista 6, Extra-A (December 14, 2020): 209–13. http://dx.doi.org/10.24115/s2446-622020206extra-a582p.209-213.
Full textAbstract:
The article presents a sociological analysis of a topical research problem related to the study of the specifics of social adaptation of university teachers of pre-retirement age. We used a focused interview method (we used a quality strategy). The respondents were university professors aged from 58 to 64 years old (women and men, respectively, of pre-retirement age). The study has a goal to collect preliminary primary information on the problem of social adaptation of teachers of pre-retirement age working at universities. Respondents are much more worried about the difficulties of adapting to the status of a “teacher of pre-retirement age” than to the changes in their health status; the majority of respondents would like to continue their professional activities at retirement age. The potential for human resources development in the higher education system lies in successful social and professional adaptation and cooperation of teachers with different teaching experience.
44
Arumaisya, Syifana. "Bilingualism Practices Through Teacher's Verbal Input in Early Childhood Education." Pedagogy : Journal of English Language Teaching 9, no. 1 (June 28, 2021): 92. http://dx.doi.org/10.32332/joelt.v9i1.3132.
Full textAbstract:
This research aims to explore the use of teacher’s verbal input in bilingualism practices to children in International Kindergarten. The research design was a qualitative method, specifically thematic analysis. Three preschool teachers from two kindergartens were chosen to be the participants of this research. The teachers were from junior pre-school (3-4 years of age) and senior pre-school (5-6 years of age) in International Islamic School and preparatory class in International Kindergarten Yogyakarta. A set of interview questions served as the instrument for this study. The questions were constructed based on De Houwer et al., (2012) and Hummel (2014) that were related to bilingualism practices through teacher’s verbal input to interview the teacher on how the verbal input works in bilingualism practices and what are the challenges the teacher gets. The result showed that both schools have already implemented adult’s verbal input to their students’ bilingualism practices using two languages at school. The difference is in the most types applied from each school. Most types applied in International Islamic The school was shorter utterances, meanwhile, the most typically applied in International Kindergarten was substantial repetition.
45
Besley, Tina. "Theorizing Teacher Responsibility in an Age of Neoliberal Accountability." Beijing International Review of Education 1, no. 1 (March 22, 2019): 179–95. http://dx.doi.org/10.1163/25902547-00101013.
Full textAbstract:
This article explores concepts of teacher responsibility, accountability, being in loco parentis, and responsibilization as many advanced capitalist societies have dropped policies and practices that were set up in the mid 19th century after the Great Depression in the welfare state under Keynesian economics. Since the early 1980s most of these states have adopted neoliberal policies and market rationality for all aspects of social policy including education. Under neoliberalism, the subject theorised by Homo economicus, is one that is theorised as a rational autonomous individual, with its responsibilized behavior underpinning much of how not only teachers but students now are compleed to behace and perform. These have resulted in major shifts in attitudes to professionalism of teachers, in responsibilising individuals and so have impacted on subjectivity as the state has pulled back from all manner of social provision and has responsibilized the individual to be a consumer-citizen, a prudential and entrepreneurial self even in terms of education. The upshot is increasing use of audits, checklists and accountability regimes for teachers who are becoming increasingly a de-professionalised in a low-trust managerialist environment with students as consumers.
46
Ciuladiene, Grazina, and Brigita Kairiene. "THE RESOLUTION OF CONFLICT BETWEEN TEACHER AND STUDENT: TEACHERS’ NARRATIVES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 235–45. http://dx.doi.org/10.17770/sie2018vol1.3249.
Full textAbstract:
The significant thing for teachers is to settle conflicts with students correctly and effectively without disrupting educational process and damaging the relationship. Dispite teacher-student conflicts are unevitable, and important consequences arise there from, teacher-student conflicts remain poorly studied. The present study aims to examine the strategies teachers use to resolve teacher-student conflicts. To investigate the process of conflict between a teacher and a student, a case study method was used. Respondents – teachers - were asked to recall a conflict occurring between them and a student during the school years, describe how the incident was handled, and the consequences of it. The number of respondents constituted 31 teachers. Their average age was 43, 6 years. By gender there were 2 males and 29 females; work experience was from 2 till 35 years.An analysis of the cases enabled to distinguish two groups of teachers’ reactions to the conflicts. One of them is focus on communication with student on the issue and discovering of the reasons of his / her behaviour. Resolving conflict in a cooperative way involves teacher’s endeavours to perceive accurately student’s positions and motivation, recognise the legitimacy of each other’s interests, and search for a solution accommodating the needs of both sides. The second group of teachers’ reactions to the conflicts manifests itself by the lack of the reflection of the motives and causes of the student’s inappropriate behaviour. Thus, recorded conflicts are considered as non cooperative (destructive) ones.This study give insight into the role of teacher in relation to conflict resolution with student. Findings of the study emphasize the need for teachers to critically determine meaningful conflict resolution strategies.
47
Liu, Meihua, and Yan Yi. "Anxiety and Stress in In-service Chinese University Teachers of Arts." International Journal of Higher Education 9, no. 1 (January 16, 2020): 237. http://dx.doi.org/10.5430/ijhe.v9n1p237.
Full textAbstract:
As revealed by literature, anxiety and stress are complicated yet serious issues among teachers at all educational levels. Though widely studied, research on them often focuses on pre-service or primary and middle school teachers, with little research on in-service university teachers. It is especially so in China. The present study thus examined anxiety, stress and their relations with demographic variables in in-service university teachers in China. 256 teachers from various universities in China answered the Demographic Questionnaire, the Teaching Anxiety Scale and the Teacher Stress Inventory. Analyses of the data revealed the following main findings: (1) the participants were under great stress, but they were generally not so anxious about teaching, (2) teaching anxiety was generally significantly negatively correlated with age, professional title and years of teaching, while teacher stress was significantly negatively related to professional title, and (3) overall teacher stress, professional title and age were powerful predictors for teaching anxiety, while years of teaching, overall teaching anxiety and its subscales were powerful predictors for teacher stress. Based on these findings, some implications are discussed.
48
Deni, Rahma, and Fahriany Fahriany. "Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners." Vision: Journal for Language and Foreign Language Learning 9, no. 1 (May 30, 2020): 47. http://dx.doi.org/10.21580/vjv9i14862.
Full textAbstract:
<p>Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.</p>
49
Banudi, La, Wenny Ino Ischak, Suriana Koro, and Purnomo Leksono. "PREDICTION MODEL OF OBESITY AMONG TEACHERS IN SENIOR HIGH SCHOOL IN KENDARI." Belitung Nursing Journal 4, no. 4 (June 29, 2018): 411–19. http://dx.doi.org/10.33546/bnj.501.
Full textAbstract:
Background: Obesity that occurs in adolescents (age >18 years) shows a significant increase, from 12% in 2007 to 13% in 2010 and 19% in 2019 in males, and from 13% to 28% in 2013 in females. Objective: To analyze the prediction model of obesity among teachers in senior high school in Kendari.Methods: This was a prediction cross-sectional study. There were 250 high school teachers were recruited from 12 senior high schools using purposive sampling. The instruments used were questionnaires (food frequency, consumption recall, and activities recall questionnaire), Seca weight scale, anthropometry microtoice, meter, computer program, and stationery. Data were analyzed using Chi-Square.Results: Findings showed that there was a significant correlation between age group (p = 0.05), knowledge (p= 0.02), stress (p= 0.05) and diet (p= 0.013). The prediction factor of obesity among high school teachers is that teachers with an upper age (age> 45 years) tend to be obese 2.64 times that teachers at a young age (age <45 years). And if teachers experience stress, then they will suffer from obesity 2.17 times compared with teachers have no stress.Conclusion: Factors associated with obesity in high school teachers in Kendari is age group, knowledge, stress and dietary factors while the factors that are not related in this study are attitudes about nutrition, activity and smoking habits. The highest predictors of obesity in teacher of senior high school are age and stress.
50
Kartal, Seval Kula. "Examining the Willingness of Turkish Teachers for Vocational Development in Educational Assessment in Terms of Different Variables." Journal of Educational Issues 5, no. 2 (December 29, 2019): 208. http://dx.doi.org/10.5296/jei.v5i2.15127.
Full textAbstract:
The aim of this study is to reveal how many different groups Turkish teachers constitute according to their vocational development needs in educational assessment, willingness for development in this area, gender, age, experiences, and subject areas. In addition, it is aimed to examine how teachers’ willingness for vocational development vary for different teacher profiles that were defined based on their gender, age, experience, and subject areas. The subject pool included 1407 teachers teaching different subjects. The data was obtained from the answers given by the teachers to the Teacher Questionnaire of Teaching and Learning International Survey (TALIS). The latent class analysis was performed with the Mplus 7.4 program to reveal how many groups teachers constitute according to their professional development need, willingness for the development, gender, age, experience, and subject areas. Results of the latent class analysis showed that teachers constitute two different classes. The probability of belonging to the first latent class is high for the male teachers older than 40 years old, having experience more than 20 years, not needing professional development, and not willing to attend in-service training in this area. Female teachers, younger than 40 years old, having experience less than 11 years need professional development in assessment, and they are also willing to attend more training in this area. Based on the results of the study, it was recommended to increase the number of in-service trainings especially for this teacher profile. The study revealed that Turkish teachers are not motivated and willing to develop their assessment skills. Researcher suggested examining possible reasons of low motivations among teachers to develop their assessment skills.