Journal articles on the topic 'Teachers' assistants'
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Siahaan, Sry Mora Yuni, and Adaninggar Septi Subekti. "Pre-Service English Teachers’ Professional Identity Development: A Case Study." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (December 3, 2021): 198. http://dx.doi.org/10.31002/metathesis.v5i2.4231.
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<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>
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Fortner, C. Kevin, David C. Kershaw, Kevin C. Bastian, and Heather H. Lynn. "Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers who Were Teaching Assistants First." Teachers College Record: The Voice of Scholarship in Education 117, no. 11 (November 2015): 1–30. http://dx.doi.org/10.1177/016146811511701104.
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Background/Context In response to a shortage of highly qualified teachers, states and school districts have enacted a number of policy innovations over the last two decades. While researchers have evaluated many of these reforms, little is known about the initial effectiveness of individuals with prior teaching assistant experience. We review existing literature related to teaching assistants and utilize administrative data to examine a number of characteristics of individuals who transition from work as teaching assistants to jobs as regular classroom teachers. Study Purpose Individuals who become classroom teachers after having prior experience in schools working as teaching assistants may perform differently than other teachers due to additional exposure to classroom practices. The purpose of this study is to identify differences in the characteristics, effectiveness, and persistence of teachers who work as teaching assistants prior to entering the classroom as regular classroom teachers. Population While the population of focus varies somewhat across research questions, we generally focus on teachers with less than five years of experience working in elementary and middle school grades in all North Carolina public schools from 2005–2006 to 2009–2010. Additional data on teaching assistants employed from 2000–2001 to 2009–2010 in North Carolina public schools allows identification of individuals who had prior experience as teaching assistants in the state. Research Design Using administrative data records, we utilize quantitative descriptions of teacher characteristics and persistence to identify differences between teachers who entered the classroom with prior teaching assistant experience and other groups of teachers. For effectiveness comparisons, we estimate value-added models to compare the effectiveness of teachers in the identified groups of interest. Findings/Results Overall, we find that teachers who began as teaching assistants are (1) older, more racially diverse, lower-scoring on licensure exams, and more likely to enter the profession alternatively; (2) more effective in elementary-grades math and reading; and (3) more likely to remain as classroom teachers in North Carolina public schools. Conclusions/Recommendations These findings indicate that former teaching assistants represent a quality and highly persistent labor source and call for continued research to understand how additional exposure to classrooms benefits early-career teacher performance.
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Badrun, Fitriana, Anwar Ismail, and Ade Ismail. "TEACHERS' PERSPECTIVE ON TEACHING ASSISTANCE PROGRAM OF MERDEKA BELAJAR KAMPUS MERDEKA AT SMKN 1 TIDORE." Jurnal Bilingual 13, no. 2 (February 10, 2024): 112–18. http://dx.doi.org/10.33387/j.bilingual.v13i2.7494.
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This research aims to explore and analyse teachers’ perspectives on the teaching assistance program of Merdeka Belajar - Kampus Merdeka at SMK Negeri 1 Tidore Kepulauan. The research used qualitative method with questionnaire as the primer data and interview as the secondary data. The researcher selected three English teachers at SMKN 1 Tidore Kepulauan to involve in this research as a respondent. As a result, Teaching assistants in the MBKM program, supports school teachers with their English lessons. In addition, teaching assistants can adapt to the school and class environment and student behaviour within the class. When a manager gives him an opinion, he supports it. Second, teaching assistants also use learning media that appeal to the classroom, such as electronic media that are highly relevant today. In addition, we use several teaching strategies that can increase students' interest in learning and solve classroom teaching problems. They usually use games to boost the mood of their students while learning English. Finally, in order to grasp the student's learning progress, the teaching assistant will administer the test as an evaluation form and the test result will be evaluated by the teaching assistant. Therefore, the deficiencies in their teaching to students can be identified.
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Slišković, Ana, and Darja Seršić. "Work Stress Among University Teachers: Gender and Position Differences." Archives of Industrial Hygiene and Toxicology 62, no. 4 (December 1, 2011): 299–307. http://dx.doi.org/10.2478/10004-1254-62-2011-2135.
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Work Stress Among University Teachers: Gender and Position DifferencesThe aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50 %), assistant professors (18 %), associate professors (17 %), and full professors (15 %). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.
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Lee, Jiwon, Sujin Moon, and Jung Bog Kim. "Improving online-based practical teaching competency of preservie science teachers through the learning assistant program." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 15 (August 15, 2023): 13–27. http://dx.doi.org/10.22251/jlcci.2023.23.15.13.
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Objectives Learning Assistant (LA) program was developed for pre-service science teachers to improve their online-based practical teaching competency to conduct online science classes.
Methods The online-based teaching competency is defined as instructional design, material development, instructional execution and instructional reflection competency, in order to improve it, LA training course consists of four stages: PCK, planning, practice, and reflection. LA supported course is a science liberal arts class in which learning assistants practice teaching, and consists of the stages of concept introduction, concept understanding, and concept development. The ‘practice’ stage of the LA training course and the ‘concept development’ stage of the LA supported course intersect. 13 students from 2nd-4th grades majoring in physics education and environment education participated as learning assistants, and 24 students from 1st-3rd graders from various majors participated as learners. LA conducted a modified RTOP test based on online. After that, the change in online- based practical teaching capabilities before and after application of the program was analyzed through the corresponding sample t-test.
Results Since both courses were conducted online for one semester, learning assistants can increase the effectiveness of learning at online teaching context such as online experiment, online evaluation, and online discussion guidance, after learning about PCK and making plans to apply them, they actually helped with learning. As a result of evaluation of the learning assistant's performance using RTOP, it was confirmed that the online-based practical teaching competency improved as the learning assistance experience was accumulated.
Conclusions This result is significant in that it suggests a new direction in the way of nurturing online teaching competency in the college curriculum for teacher training.
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Zrilić, Smiljana, and Antonija Jadrijević Tomas. "Satisfaction of Parents of Children With Difficulties with Participation Of Teaching Assistants." Društvene i humanističke studije (Online), no. 1(14) (February 4, 2021): 223–40. http://dx.doi.org/10.51558/2490-3647.2021.6.1.223.
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The paper presents the relevant assumptions for the successful implementation of inclusive education with special reference to the role of teaching assistants. In the extremely demanding role of teachers in the complex concept of inclusive education, it is necessary to include an assistant. This is one of the key prerequisites for quality inclusion, both in early and preschool education institutions and in school. Faced with the challenges of inclusive upbringing and education, teachers in overcrowded classrooms can not implement inclusion well without assistants. However, it is common not to have quality communication between teachers and assistants, parents, and professional associates. In this paper, we will explore how parents, as significant participants in successful inclusion, are satisfied with the participation of teaching assistants, which are the reasons for satisfaction or dissatisfaction, what they consider positive in introducing assistants, and what they would change. This research covers a small number of respondents, which makes it difficult to draw general conclusions. Despite that, we emphasize that the competence profile of the assistant in inclusion is not yet legally established, so any research on this topic can have a significant contribution to its implementation.
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Ananna, Debnath, and Rahman Marzia. "Teaching Assistants (TAS) for Enhancing Students Soft Skills :." DIU Journal of Business and Entrepreneurship 11, no. 01 (December 30, 2019): 70–78. http://dx.doi.org/10.36481/diujbe.v011i1.p31wxe46.
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In the developed countries around the world, for helping both the teachers and students in academia, the concept of Teaching Assistance is a very familiar one. Though this practice is very rare in Bangladeshi context, but it prevails in some of the leading private universities. Teaching assistants have to have an interest in education, a patient, non-judgmental attitude because the primary role of the teaching assistants is to work with teachers to raise the learning and attainment of students so that they can access the curriculum, participate in learning and experience a sense of achievement. This paper aimed to find out teachers' and students' perceptions about the efficacies and role of Teaching Assistants for developing students' soft skills at Private Universities in Bangladesh. 10 teachers and 150 students from a leading private university had been selected for collecting data. Interview questions for the teachers and survey questionnaire for the students had been used. As a theoretical framework this study used Lev Vygotsky's theory of Zone of proximal Development. Teachers' interview data reflects that TAs can lead to improvements in students' skills, and they also have positive effects in reducing stress or workload of the teachers. It is also found from students' responses that the TAS help them in learning and course management. From the findings of the study, it can be recommended that, as the practice of teaching assistance is helping both the teachers and students; other tertiary institutions can incorporate it in their own institutions.
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Syihabuddin, Syihabuddin. "Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistants." Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya 50, no. 1 (February 22, 2022): 63. http://dx.doi.org/10.17977/um015v50i12022p63.
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Bicultural, personality, and pedagogical competences in the perspective of BIPA language assistantsIn 2019, there were 63.022 learners of Indonesian as a foreign language in Victorian schools, Australia. They were facilitated by 263 Indonesian Language for Foreign Speakers (BIPA) local teachers. Due to a shortage of BIPA local teachers, the Department of Education and Training Victoria had recruited language assistants from Indonesia. This study is aimed to describe the required skillsets of BIPA language assistants to support their duties. The data were collected through interviews, an inventory, observations, and stories of eight Indonesian language assistants with one year of experience. The findings reveal that the language assistants need to develop bicultural, personality and pedagogical competences. These competences should become the reference for developing workshop materials for future BIPA language assistants.Keywords: BIPA teachers, bicultural competences, personality competences, pedagogical competencesKompetensi bikultural, kepribadian, dan pedagogik dalam perspektif guru bantu BIPAPada tahun 2019 terdapat 63.022 siswa Victoria, Australia, yang mempelajari bahasa Indonesia sebagai bahasa asing. Mereka dibimbing oleh 263 guru BIPA. Karena jumlah guru tidak memadai, maka Department of Education and Training Victoria merekrut guru bantu (language assistant) dari Indonesia. Penelitian ini bertujuan untuk mendeskripsikan berbagai kompetensi yang perlu dimiliki guru bantu untuk menunjang pelaksanaan tugasnya. Data dikumpulkan dari wawancara, inventori, observasi, dan deskripsi pengalaman dari delapan guru bantu selama satu tahun mengajar. Hasil penelitian menunjukkan bahwa guru bantu perlu mengembangkan kompetensi bikultural, kompetensi kepribadian, dan kompetensi pedagogik. Ketiga kompetensi ini sebaiknya dijadikan bahan workshop pada pembekalan guru bantu di lembaga pengirim.Kata kunci: guru BIPA, kompetensi bikultural, kompetensi kepribadian, kompetensi pedagogik
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Birkeland, Lise. "Ethics and the Special Education Assistant." Paideusis 17, no. 1 (October 21, 2020): 59–65. http://dx.doi.org/10.7202/1072468ar.
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The need for and responsibilities of Special Education Assistants (also known as Teacher Assistants, Teacher Aides, and Education Assistants) in British Columbia are increasing; yet time to consult, plan and receive direction is decreasing due to teachers’ burgeoning workloads and time constraints. Coupled with the fact that SEA’s often have more specific knowledge of the student’s label and educational interventions, these dynamics sometimes create a climate of misunderstanding and confusion of the roles and responsibilities of teachers and their assistants. At times, SEA’s feel unsupported and forced to take on responsibility without authority as they navigate through the ethics of what is the best inclusive practice for the student with special needs. By using an ethical approach to analyze an example of a) the Special Education Assistant’s working life and b) one extreme experience of that life, insight into the varied nature of this world is illuminated.
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Jackson, Claire, Umesh Sharma, Delphine Odier-Guedj, and Joanne Deppeler. "Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review." Australian Journal of Teacher Education 46, no. 11 (November 2021): 69–88. http://dx.doi.org/10.14221/ajte.2021v46n11.5.
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With the number of teacher assistants (TAs) employed in schools steadily increasing, most teachers are likely to work with a TA at various times throughout their career. International research indicates there is scope for teachers to enhance their work with TAs. This systematic review examines teachers’ perceptions of their work with TAs. Twenty-six studies were reviewed to gain insight into teachers’ thoughts, beliefs and/or impressions of their work with TAs. Ten perceptions of teachers relating to the manner in which they work with TAs were identified and further categorised into four key themes of roles and responsibilities, planning and pedagogy, leadership, and interpersonal relationships. Implications from the review highlight a need for schools and universities to reconsider teacher preparation and ongoing training with respect to teachers’ work with TAs.
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Peyre, Marie. "Assistants are not ‘teachers on the cheap’." Early Years Educator 3, no. 10 (February 2002): 5. http://dx.doi.org/10.12968/eyed.2002.3.10.15070.
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Kim, Jihyun, Kelly Merrill, Kun Xu, and Deanna Sellnow. "Embracing AI-Based Education: Perceived Social Presence of Human Teachers and Expectations About Machine Teachers in Online Education." Human-Machine Communication 4 (2021): 169–85. http://dx.doi.org/10.30658/hmc.4.9.
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Technological advancements in education have turned the idea of machines as teachers into a reality. To better understand this phenomenon, the present study explores how college students develop expectations (or anticipations) about a machine teacher, particularly an AI teaching assistant. Specifically, the study examines whether students’ previous experiences with online courses taught by a human teacher would influence their expectations about AI teaching assistants in future online courses. An online survey was conducted to collect data from college students in the United States. Findings indicate that positively experienced social presence of a human teacher helps develop positive expectations about an AI teaching assistant. The study provides meaningful implications and contributions to our understanding of a machine agent in education
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Pudjastawa, Astrid Wangsagirindra. "CANTRIK CULTURAL ADAPTATION: STUDENT’S ROLE AS TEACHER ASSISTANT IN MAXIMIZING CLASS LEARNING PROCESS." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, no. 2 (December 29, 2021): 213. http://dx.doi.org/10.17977/um006v5i22021p213-220.
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In the era of the COVID-19 pandemic, a teacher is required to be responsible for his students, in terms of student achievement, health, safety, and welfare. In the learning process in the classroom, teachers are expected to minimize discrimination in the classroom and seek intensive guidance for students with special needs. In Javanese culture, cantrik is known, namely, someone who always follows the teacher; this cantrik culture is close to the term assistance in this modern era. A teacher assistant is someone who supports teacher learning in the classroom. To realize educational services that are following the abilities of each student from each group in the classroom in this era of the COVID-19 pandemic, a teacher should maximize the level of service by taking an assistant from among the students. Assistants from among students can improve student skills, self-confidence and provide a learning atmosphere based on diversity.: In the era of the COVID-19 pandemic, a teacher is required to be responsible for his students, in terms of student achievement, health, safety, and welfare. In the learning process in the classroom, teachers are expected to minimize discrimination in the classroom and seek intensive guidance for students with special needs. In Javanese culture, cantrik is known, namely, someone who always follows the teacher; this cantrik culture is close to the term assistance in this modern era. A teacher assistant is someone who supports teacher learning in the classroom. To realize educational services that are following the abilities of each student from each group in the classroom in this era of the COVID-19 pandemic, a teacher should maximize the level of service by taking an assistant from among the students. Assistants from among students can improve student skills, self-confidence and provide a learning atmosphere based on diversity.
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Rogers, Kimberly Cervello, and Michael D. Steele. "Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers." Journal for Research in Mathematics Education 47, no. 4 (July 2016): 372–419. http://dx.doi.org/10.5951/jresematheduc.47.4.0372.
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Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. Results indicate that teaching assistants engaged preservice teachers in a variety of reasoning-and-proving activities. For 42 of 82 tasks observed, preservice teachers' engagement in reasoningand-proving processes decreased relative to the potential for reasoning and proving in mathematical tasks. This investigation into teaching assistants' teaching practices identifies factors associated with their enactment of reasoning-and-proving tasks (e.g., generating student participation). This research has implications for professional development to support college mathematics instructors' teaching.
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Sosinsky, Laura Stout, and Walter S. Gilliam. "Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?" Early Education & Development 22, no. 4 (July 2011): 676–706. http://dx.doi.org/10.1080/10409289.2010.497432.
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Shoulders, Catherine, Christopher Stripling, and Christopher Estepp. "Preservice Agricultural Education Teachers’ Perceptions of Teaching Assistants: Implications for Teacher Education." Journal of Agricultural Education 54, no. 2 (June 30, 2013): 85–98. http://dx.doi.org/10.5032/jae.2013.02085.
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Vorotnykova, Iryna P., and Nataliia V. Zaierkova. "Е-НАВЧАННЯ АСИСТЕНТІВ УЧИТЕЛІВ У ПІСЛЯДИПЛОМНІЙ ПЕДАГОГІЧНІЙ ОСВІТІ." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 231. http://dx.doi.org/10.33407/itlt.v66i4.2126.
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The article defines the necessity of involving e-learning of teachers’ assistants in postgraduate pedagogical education to ensure their continuous professional development on the job. The authors have studied the European experience on inclusive teaching and learning and e-resources that can be used in postgraduate pedagogical education of teachers’ assistants. In this article you can find the results of e-learning readiness survey of teachers’ assistants and their choice of postgraduate education forms: intramural, distance learning, blended learning. The authors have analyzed which forms of instructions meet the needs of teachers’ assistants: individual programs of professional development, online consultations, e-coaching, blended learning. The conditions for e-learning implementation in postgraduate education have been defined, they are as follows: the availability of informational and educational environment (multimedia-materials, distance learning on inclusive education, online group for mutual help and messaging, online expert help: teachers and experts available for online consultations, Q&A and managing forums); digital competency of the learners (information search and sharing ideas via the Internet; developing e-resources for inclusive education); motivation of teachers for continuous professional development and their willingness to cooperate online. It is proved that e-learning is an essential precondition for continuous professional development of teachers’ assistants. The model of teachers’ assistants’ e-learning in postgraduate pedagogical education has been presented. We defined examples of didactic tasks during the implementation of e-learning and examples of implementation based on the usage of information and communication technologies (consultations, communication of educational information, sharing experience, monitoring and evaluation). E-learning for teachers’ assistants allows to: determine their personal speed, time and the sequence of learning; create individual learning paths within information and educational environment and develop personal learning networks.
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Kuleshova, Viktoriia, Viktoriia Malovana, and Iryna Samoilova. "Professional Training of a Teacher Assistant to Work in an Inclusive Education." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 202–11. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-202-211.
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The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the following signs: a positive attitude to teaching; professional and pedagogical orientation of the individual; availability of psychological and pedagogical abilities; system of psychological and pedagogical knowledge, skills and abilities; moral personality traits; independence and creativity in solving professional problems. In the article we noted that the future teacher, who carries out his own professional activity in an inclusive education, plays an important role, because he must not only carry out a high level of educational process, form a child with special educational needs a set of necessary competencies, but also provide assistance in social adaptation, establishing contacts with the outside world, people around. The essence of the concept and the structure of the teacher's assistant's readiness for professional activity in the conditions of inclusive education are determined. It is noted that the professional training of the future assistant teacher of work with children with special needs is an extremely important issue in today's conditions. The essence of the concept and the structure of teachers' readiness for professional activity in the conditions of inclusion are determined. It is proved that the combination of professional pedagogical socio-civic, general cultural, language-communicative, psychological-facilitative, entrepreneurial and information-digital competence allows to carry out high-level pedagogical activity in the field of inclusive education and self-awareness in the profession.
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Kopchuk-Kashetska, Maria, Oksana Tsiuniak, and Svitlana Dovbenko. "MODERN ASPECTS OF THE ACTIVITY OF A TEACHER'S ASSISTANT IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT." Mountain School of Ukrainian Carpaty, no. 29 (December 11, 2023): 90–95. http://dx.doi.org/10.15330/msuc.2023.29.90-95.
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The article explores the role and importance of a teacher's assistant in an inclusive educational environment for children with special educational needs. It focuses on the current trends and challenges faced by teaching assistants in working with this category of students. The key aspects of the role of a teacher's assistant, such as individualization of learning, promotion of social integration and psychosocial support, are indicated. Particular attention is paid to the use of technology and innovation in providing effective support to children with different educational needs, and the issue of accessibility of technology for all students, regardless of their individual limitations or needs, is also addressed. Emphasizes the interaction of the teacher's assistant with other participants in the educational process, such as parents, teachers and other professionals, and the importance of teamwork and exchange of experience to achieve optimal results in the upbringing and education of children with special educational needs. It considers the challenges and prospects for the development of inclusive education in the modern educational environment, identifies ways to improve the training and support of teacher assistants. The study serves as an important source of information for educators, researchers and practitioners working in the field of inclusive education. Conclusions are drawn and prospects for further research and development of methods aimed at optimizing the role of the teacher's assistant in an inclusive educational environment are proposed. Effective support for the learning and development of children with special educational needs remains an urgent and important task, and the article makes an important contribution to understanding this issue in the modern educational context.
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Nurcahyo, Heru. "Pemberdayaan Potensi Guru SMK Kota Tegal dalam Pembuatan Hand Sanitizer untuk Pandemi Covid-19." Dinamisia : Jurnal Pengabdian Kepada Masyarakat 5, no. 2 (September 4, 2020): 443–49. http://dx.doi.org/10.31849/dinamisia.v5i2.4267.
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Increasing the strengthening of teacher competency through Community Service activities in the preparation of hand sanitizers in deciding the spread of the Covid-19 outbreak for teachers and laboratory assistants of Harapan Bersama Tegal City. The limitations of the teachers and laboratory assistants in making hand sanitizers quickly and productively became the main study material discussed. The solution offered is to provide mentoring and training to teachers and laboratory assistants for the manufacture of hand sanitizers such as liquid forms, gels and herbal extracts. The training aims to improve the competence of teachers and laboratory assistants in increasing understanding in making hand sanitizer dosage forms to take a role in deciding the spread of covid outbreaks. This training activity is carried out for 3 days with material, making sedans and evaluating preparations to produce good hand sanitizers. The results of this PKM (Community service) found an increase in science and competence in the manufacture of hand sanitizer formulations by 21%.
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Ordóñez Dios, Alfonso Francisco, and Beatriz Polo Recuero. "Teacher perceptions on the role of language assistants in bilingual physical education." Pulso. Revista de educación, no. 43 (October 20, 2020): 75–97. http://dx.doi.org/10.58265/pulso.4800.
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The inclusion of Language Assistants as teaching support in different subjects has acquired a unique value up to the point of becoming a key element in different bilingual education programs such as that of the Community of Madrid. In this Community, this leading figure has acquired such relevance and presence that it is necessary to carry out studies to describe its impact on specific subjects like Physical Education as it is one of the most selected subjects to be taught in a foreign language within the bilingual program of this region. In this research, an ‘ad hoc’ questionnaire has been designed, validated and administered to 87 Physical Education specialists who carried out this subject in a foreign language and co-taught with Language Assistants in bilingual public schools during 2018-19 school year. Teachers recognized, among other things, poor knowledge of Language Assistants’ roles, linguistic support for teachers as their main role, the assistant’s lack of knowledge of Physical Education contents as the most restricting reason for their involvement in class, and a general view of scarce help in this subject. These results should draw teachers and administration attention requiring improvements not only in their employment in class but also in the process of hiring them to maximize their potential in this subject and justify the monetary effort.
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Freyberg, Mark, and Ed Ponarin. "Resocializing Teachers: Effects of Graduate Programs on Teaching Assistants." Teaching Sociology 21, no. 2 (April 1993): 140. http://dx.doi.org/10.2307/1318634.
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Richterová, Bohdana, and Hana Kubíčková. "Collaboration Development of Teachers and Teaching Assistants – Action Research." Lifelong Learning 10, no. 1 (2020): 25–55. http://dx.doi.org/10.11118/lifele20201001025.
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The paper reflects one of the topics of the participatory action research cycles, which was run within one-year cooperation of twelve educators of the elementary schools in Ostrava and two academic workers of Ostrava University. The topic of defining the competencies of teaching assistants in cooperation with teachers gradually narrowed to communication strategies in the context of building personal boundaries. The paper presents a methodological approach based on practical (interpretative) approach. The key method of the data collection was working in a focus group, whose meetings were video recorded, enriched with observations in lessons and writing action research journals. Data analysis was carried out using open coding. The primary limits and possibilities of mutual interaction and cooperation in the educational environment were identified through this analysis. The paper presents one selected case from educational practice in detail and describes work in single action research phases and cycles. The main benefits for the participants are creating a safe environment for sharing problem situations from the practice, source identification and coping strategies in the communication field as well as the development of self-reflection and healthy assertion.
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Sikes, Pat, Hazel Lawson, and Maureen Parker. "Voices on: teachers and teaching assistants talk about inclusion." International Journal of Inclusive Education 11, no. 3 (May 2007): 355–70. http://dx.doi.org/10.1080/13603110701238819.
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Brown, Jess. "Teaching assistants should support not replace teachers, says charity." Children and Young People Now 2016, no. 6 (March 15, 2016): 12–13. http://dx.doi.org/10.12968/cypn.2016.6.12.
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A guide by an education charity on how best to use teaching assistants recommends they should support all pupils, not just the most disadvantaged, so freeing up teachers to focus on aiding struggling children
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Ford, H. Thomas, John R. Puckett, and Larry A. Tucker. "Predictors of Grades Assigned by Graduate Teaching Assistants in Physical Education." Psychological Reports 60, no. 3 (June 1987): 735–39. http://dx.doi.org/10.2466/pr0.1987.60.3.735.
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To determine possible predictors of grades assigned by graduate teaching assistants in physical education service programs, average grade assignments of 20 assistants for one quarter, collected over 2 yr., were compared with demographic data, teaching experience, GRE scores, total score on the Tennessee Self-concept Scale, and teachers' ratings. Bivariate correlations indicated that the average grade assigned by assistants was related significantly to sex, marital status, and global self-concept; however, age, teaching experience in public schools, total GRE scores, and students' ratings of teachers' effectiveness were not related significantly to the mean grades assigned to students.
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Bromley, Matt. "The four Cs of effective teaching assistants." Headteacher Update 2019, no. 3 (May 2, 2019): 14–15. http://dx.doi.org/10.12968/htup.2019.3.14.
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Khabib, Samsul. "Introducing artificial intelligence (AI)-based digital writing assistants for teachers in writing scientific articles." Teaching English as a Foreign Language Journal 1, no. 2 (December 31, 2022): 114–24. http://dx.doi.org/10.12928/tefl.v1i2.249.
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Artificial intelligence (AI) technologies have played essential roles in the development of teachers. In recent years, AI-based digital writing assistants have received increasing attention among teachers. Thus, this study aims to know the use of AI-based digital writing assistants to help teachers write scientific articles. It used a sequential explanatory mixed methods study to gain the research data. Descriptive analysis was completed for the quantitative data, and thematic analysis was used for the qualitative data. The instrument used was surveys, consisting of pre and post-survey. Interestingly, the pre-survey found that teachers are not very familiar with digital writing assistants. Some of the participants had no prior knowledge of AI-assisted writing tools, while others only had limited experience. This means that more people need to be aware of the potential that AI offers in facilitating scientific writing. Furthermore, it is essential to teach teachers how to use this technology, as it can help them save time and effort while they write their articles. The post-survey conducted at the end of the project found that teachers found the process of writing a scientific article to be easier and more enjoyable with the help of AI. The results suggest that AI-based digital writing assistants may be able to provide an alternative method for teachers to compose their scientific articles. This tool could help to reduce errors and enable more efficient writing with greater accuracy. Additionally, the feedback suggests that AI-based tools could aid in improving students’ engagement and interest in writing.
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Mithans, Monika, Živa Lipovec, and Sabina Ograjšek. "Teacher's Work with Children with Special Needs in Kindergarten." Pedagoška obzorja 38, no. 1 (May 24, 2023): 96–111. http://dx.doi.org/10.55707/ds-po.v38i1.7.
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The preschool period is a susceptible stage of children's development, and it is essential that children receive the necessary support for their optimal development during this period. This is especially important for children with special educational needs. The present study highlights the importance of early childhood education teachers and teacher assistants to provide optimal conditions for the development of children with special educational needs. Our research includes 148 early childhood education teachers and teacher assistants, who completed a questionnaire about the general tasks they perform when working with children with special educational needs. The results show that while teachers perform various tasks intended for children with special educational needs and cooperate with the kindergarten counselling service, parents and other professionals, they do not feel competent to work with children with special educational needs. Additionally, the results indicate that there are differences between early childhood education teachers and teacher assistants, as the results are more favourable for the former.
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Lestari, Ayu, and Wenni Anggita. "Program Asistensi Mengajar di SMA Negeri 2 Sungai Selan sebagai Bentuk Implementasi Program Merdeka Belajar kampus Merdeka." Indonesian Journal of Dedication and Educations 2, no. 1 (July 28, 2023): 1–4. http://dx.doi.org/10.33019/ijde.v2i1.12.
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Teaching assistance in educational units is a learning activity carried out by students collaboratively with teachers/tutors/facilitators/parents in various educational units in the formal, non-formal and informal education subsystems. Thepurpose of this activity is to provide opportunities for students in the field of education to participate in teaching and deepening their knowledge by becoming teachers or tutors and program assistants in educational units spread across the community. This teaching assistance program is a form of implementation of the University of Bangka Belitung's MBKM which supports university performance indicators. This activity was carried out for 16 weeks at SMA Negeri 2 Sungai Selan
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Delgado, Laura, Kristin Baese, and Ally Hauptman. "A pathway to teaching for paraprofessionals of color." Phi Delta Kappan 103, no. 3 (November 2021): 17–21. http://dx.doi.org/10.1177/00317217211058508.
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Research has shown that students of color benefit from having teachers who share their racial background. The paraprofessionals and education assistants currently working in schools represent one potential source of such teachers. Many of them are committed to schools and students but need support to obtain a teaching license. Laura Delgado, Kristin Baese, and Ally Hauptman describe a program for helping these paraprofessionals become full-time lead teachers by taking graduate courses while continuing to work as assistants and receiving mentoring support as they move through the licensure process.
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Orhani, Senad. "Robots Assist or Replace Teachers in the Classroom." Journal of Elementary and Secondary School 1, no. 1 (March 31, 2023): 29–41. http://dx.doi.org/10.31098/jess.v1i1.1418.
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As artificial intelligence and robotics technologies continue to grow exponentially, we will be able to do some amazing things with the help of robots in education. This article will describe the potential of robots in the education system. The use of robots in educating students can be crucial, but it remains uncertain whether they will entirely replace teachers. Therefore, this study aims to see if robots are assistants or replace teachers in the classroom. This study followed a systematic approach to the reviewed literature to compile relevant articles. Robots can be helpful teaching tools in the school, as evidenced by the results and pertinent literature, but it is unlikely that they will ever completely replace teachers. Robots, however, are a flexible solution for the educational system and are appropriate for some forms of assistance.
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Sangadji, Kapraja, Bokimains Sangadji, and Kisno. "Teacher Professional Practical Training Module for Teachers Assistant in Guiding Practice Students in Managing Learning." Journal of Education Technology 6, no. 3 (August 31, 2022): 531–41. http://dx.doi.org/10.23887/jet.v6i3.45996.
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The ability to accompany teachers in guiding student practitioners that is less than optimal causes a decrease in the quality of learning management. Lack of understanding and awareness of managing learning in terms of learning practices must receive serious attention, provide instruments in clear modules or guidelines, and post-implementation evaluations. This study aims to develop a teacher's professional practice training module for teacher assistants to guide students' practice in managing to learn. The type of model and design used is research and development by combining the Rowntree, Borg, and Gall models. The study subjects were assistant teachers at the Early Childhood Education Unit and Elementary School, totaling 40 people. Methods of collecting data through observation, interviews, and documentation studies. The data analysis techniques are descriptive qualitative analysis and statistical inferential. The results of the study were the results of the assessment by material experts (93.64%), design experts (88.57%), and media experts (86.75%), who stated that the teacher training professional practice module developed was feasible to use. The results of individual and group trials of 30 respondents also experienced an increase, with a free test score of 76.33% and a post-test score of 84.37%. These results indicate an increase in the ability to guide teachers accompanying students with learning outcomes of 8.04, so the teaching professional practice training module for accompanying teachers is feasible and effective.
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Marković, Mirna. "Korištenje normativnog psihološkog ugovora u funkciji postizanja kvalitetnijeg obrazovnog procesa." Obrazovanje odraslih/Adult Education, no. 2 2015 (2016): 69–100. http://dx.doi.org/10.53617/issn2744-2047.2015.15.2.69.
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Upon entering in each relatively unknown and new context, such as new course, students enter with certain expectations which they may not always be fully aware of. Like the students, the teachers and assistants also generate certain expectations, mostly based on psychological aggregation of past experience. The fact is that especially the implicit expectation of both will somehow shape their behaviour and attitudes about this course. The expectations from both parties usually represent a range of very specific, mostly implicit, expectations that form the basis of the psychological contract. This contract is often defined as a „tacit”agreement between the parties (students and teachers/assistants) on the nature of their exchanges and the way they realize their relationship in the process of teaching. This paper attempts to examine the content of the normative psychological contract that defines the common expectations of students and assistants related to the rights and obligations that implies the role of the student, as wells as the rights and obligations that implies the role of assistants in relation to the student – assistant relationship in one of the teaching courses. The study was conducted on a sample of N = 38 students in the fifth academic year of the Department of Psychology at the Faculty of Philosophy of the University of Sarajevo. The modified nominal group technique was used to collect individual data and achieve a group consensus on the content of the normative psychological contract. In particular, the attention was drawn to the efficient way of collecting and using information about students’ expectations, which can be considered when defining and clarifying mutual expectation on the role of students and teachers/assistants in the educational process. An effort was made to point out on the example of concrete steps the acceptability and applicability of the method in defining the normative psychological contract of any educational group. Finally, the study resulted in a proposal of a Scale for the evaluation of the fulfilment of psychological contract. This scale would be useful to the adult educators in creating of individualized Scale for the evaluation of the fulfilment of psychological contract in a specific educational context.
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Silveira, Heloisa, and Jorge Alberto Portillo Cordón. "A mulher no ensino superior em odontologia no Brasil." Revista da Faculdade de Odontologia de Porto Alegre 26, no. 1 (September 14, 2021): 25–36. http://dx.doi.org/10.22456/2177-0018.118254.
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This article discusses the situation of female teachers in Dental Schools of Brasil, analyzing the information gained in order to propose new studies in that way. The result of the study is a young, single and assistants teacher's population, the majority works in pedodontics and social preventive dentistry and they did not have obstacles to work at the University.
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Chen, Junyuan. "Narratives to identities: Japanese graduate teaching assistants as language teachers." Journal of Language and Cultural Education 11, no. 2 (October 1, 2023): 1–12. http://dx.doi.org/10.2478/jolace-2023-0010.
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Abstract The present study explores Japanese student teachers’ identity construction and transition with focuses on contexts both inside and outside the classroom in the online environment during the COVID-19 pandemic. By integrating language teacher identities as a complex and dynamic entirety rather than detached pieces, this qualitative research study utilizes both narrative inquiry and positioning analysis to examine four Japanese student teacher identities through both discursive construction in discourse and momentary behavior in talk-in-interaction. The data collected from the surveys, class observations, interviews and weekly meetings revealed four aspects of Japanese student teacher identities: (1) beliefs on foreign language education in and beyond the classroom, (2) self-perceptions of not only language teachers but also future supporters and life helpers, (3) perceptions of teaching Japanese live-online during the COVID-19 pandemic and (4) beliefs on successful language teaching relying on bidirectional cooperation of both teachers and students. The article concludes with a discussion about how the possible directions for future research in terms of the contextual narrative exploration in languages other than English and the integration of both narrative inquiry and positioning analysis methods.
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Mashinchi, Ali Asghar. "Chatbots as Classroom Assistants: A Qualitative Study on Teachers' Perspectives." AI and Tech in Behavioral and Social Sciences 2, no. 2 (2024): 12–19. http://dx.doi.org/10.61838/kman.aitech.2.2.3.
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This study aims to explore teachers' perspectives on the integration of chatbots as classroom assistants, focusing on identifying the perceived benefits, challenges, and the broader implications of chatbot use in educational settings. It seeks to contribute to the understanding of how chatbots can be effectively integrated into teaching and learning processes, and what factors influence their acceptance and utility from the viewpoint of educators. A qualitative research design was employed, utilizing semi-structured interviews with 22 teachers who have experience with or interest in using technology in their teaching practices. Participants were selected from a range of educational levels and disciplines to ensure diverse perspectives. The interviews were transcribed verbatim, and thematic analysis was conducted to identify recurring themes and concepts related to the use of chatbots in education. The analysis revealed five main themes: Perceived Benefits, Challenges and Concerns, Implementation Strategies, Technological Integration, and Teacher and Student Roles. Perceived benefits included enhanced student engagement, administrative efficiency, and pedagogical support. Challenges and concerns encompassed technical issues, pedagogical effectiveness, and emotional and social impacts. Implementation strategies highlighted the importance of curriculum integration, professional development, and technical support. The role of technological integration was discussed in terms of enhanced learning tools, while teacher and student roles focused on evolving educational dynamics and autonomy. The study concludes that while chatbots hold significant potential to enhance educational experiences, their integration into classrooms must be navigated with an understanding of the associated challenges and concerns. Effective implementation requires addressing technical reliability, ensuring pedagogical soundness, and considering the emotional and social implications of technology-mediated education. The study underscores the importance of a collaborative approach to chatbot integration, involving educators, students, and developers, to maximize the educational benefits of this technology.
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Morrison, Hayley, and Doug Gleddie. "In-Service Teachers’ and Educational Assistants’ Professional Development Experiences for Inclusive Physical Education." Journal of Teaching in Physical Education 38, no. 4 (October 1, 2019): 328–37. http://dx.doi.org/10.1123/jtpe.2018-0271.
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Purpose: The objective of this study was to understand and learn about in-service teachers’ and educational assistants’ professional development (PD) experiences for inclusive physical education (IPE), individually and collaboratively. Method: Using a multiple case study design and hermeneutic inquiry, the experiences of three teachers and three educational assistants were investigated. Data sources included semistructured interviews, focus groups, observations, and researcher reflective journals. Results: The practitioners’ experiences with PD for IPE revealed the following major themes: (a) it is just not there: IPE-PD is rare, (b) taking initiative: maximizing consultants as IPE-PD, and (c) together we are better: desire for collaborative IPE-PD. Discussion/Conclusions: PD for IPE needs to be developed and implemented for teachers and educational assistants working as an instructional team together. Engaging these practitioners in collaborative IPE-PD can support their learning and the teaching of IPE and acts as a starting point to form communities of practice in IPE.
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Vasyliev, S. V., and M. V. Bratko. "Features of labor relations legal regulation of the preschool education institutions employees." Law and Safety 84, no. 1 (March 24, 2022): 94–103. http://dx.doi.org/10.32631/pb.2022.1.10.
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The scientific research is devoted to the problems of legal regulation of labor relations of preschool education employees. The legislative and by-laws that regulate the labor relations of kindergarten workers are analysed. The works of individual scientists in the field of law, who investigated the problems of legal regulation of preschool education are studied.The methodological basis of the study was general scientific and special legal cognitive methods. To study the problem, we used the systemic, theoretical-legal, formal-dogmatic, comparative legal methods of cognition, as well as the state-legal modeling method.The status of teaching staff in a preschool education institution is held by the director, his or her deputy, educators, and the teacher's assistant. In addition, assistants to the educator and nanny, who do not have the status of a pedagogical worker, can work in the kindergarten. At the same time, the legislation does not fix the criteria for distinguishing the functions of an assistant and an assistant educator. The law does not allow distinguishing between a caregiver and a nanny.The following features of the legal regulation of the labor activity of workers in preschool education can be named. The legislation establishes the requirements for persons who wish to work at preschool education institutions. A reduced working time has been established, and an increased duration of the annual basic leave is provided. Legislative and by-laws establish the specifics of remuneration in the field of preschool education. An additional ground is provided for the dismissal of teachers in preschool education - committing an immoral offense.It was proposed to make a list of amendments to the Law of Ukraine On Preschool Education. The rules of law that enshrine the duration of reduced working hours or the leave duration in the field of preschool education should be enshrined in law, and not by-laws.The Law of Ukraine On Preschool Education should provide that teaching staff perform educational and organizational work, and assistants to educators (nannies) - auxiliary. It is proposed to combine the positions of assistants to educators and nannies into one category, to use the term assistant educator (nanny).It is necessary to develop a detailed list of a teacher's actions that may be considered immoral. Such misconduct can only be committed while performing work duties.
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Farah, Rafika Rabba, Khoiriyah Khoiriyah, and Bayu Hendro Wicaksono. "English Teaching Assistant Program for Elementary School Teachers." International Journal of Community Service Learning 8, no. 1 (May 3, 2024): 106–14. http://dx.doi.org/10.23887/ijcsl.v8i1.75602.
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To help the teaching and learning process, community service is carried out in two programs: designing digital student workbooks and assisting English language learning by integrating English for Young Learners activities. This study aims to report on implementing the English teaching assistant program for elementary school teachers. Descriptive research is used to describe activities that are expected to improve the teaching and learning process in the two partner schools. The subjects of this research were three elementary school teachers and six volunteer teachers from Indonesian students. This type of research is qualitative research. In collecting data, this research used interview and observation methods. The instruments used in this research include a list of interview questions for elementary school teachers and observation sheets to record the activities of English teaching assistants in the classroom. The approach used is descriptive because this research aims to describe an existing phenomenon: the English teaching assistant program for elementary school teachers at the Kuala Lumpur Indonesian School. Thus, the results of implementing the program show that community service has been carried out effectively to meet the needs of partner schools. Furthermore, teachers and school coordinators highlighted their positive feedback regarding the program results, indicating that the project team was successful in implementing the teaching assistant program in partner schools. In this way, the intended program presented to the community can be implemented effectively and is expected to continue in future partnerships.
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St John, Oliver. "Social Inclusion Through Multilingual Assistants in Additional Language Learning." Social Inclusion 11, no. 4 (October 24, 2023): 145–55. http://dx.doi.org/10.17645/si.v11i4.7337.
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The aim of this study is to evaluate and explore the deployment of adult migrants’ first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden’s Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students’ efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students’ L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin’s thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers’ conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs’ socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students’ personal experiences, extensive knowledge, and everyday communicative realities. The teacher’s plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.
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He, Limuxuan, and Bei Hua. "Semi-Supervised Knowledge Distillation Via Teaching Assistant." Highlights in Science, Engineering and Technology 72 (December 15, 2023): 429–36. http://dx.doi.org/10.54097/x7bfgw85.
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As deep neural networks are widely used with computer vision, Model Compression Methods for knowledge distillation are being actively investigated in order to deploy them into smaller devices. However, when there are significant differences between models for students and teachers, a large amount of labeling wastes a great quantity of manpower while the performance of student learning decreases. In this paper, we propose an approach that uses semi-supervised teacher assistants to fuse knowledge distillation with teachers, effectively bridging the large teacher-student gap on a large number of unlabeled datasets and a small number of labeled datasets. We enable unsupervised teacher pre-training, fine-tuning, followed by teacher-assistant offline distillation, student-teacher-assistant oline distillation, and student-teacher offline distillation. We validate the effectiveness of the proposed method for the classification task using CIFAR10, CIFAR-100, and ImageNet.
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Maněnová, Martina, Janet Wolf, Martin Skutil, and Jitka Vítová. "Communication and Interaction Practices in Czech Classrooms with a Teaching Assistant." Sustainability 16, no. 3 (January 23, 2024): 989. http://dx.doi.org/10.3390/su16030989.
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The presented study focuses on pedagogical communication and interaction occurring in teaching with the presence of a teaching assistant. The aim was to enhance understanding of pedagogical communication and interaction in these classrooms. To achieve this goal, an analysis of teaching sessions was undertaken from the perspective of activities (interactions and communication) assumed by the teaching assistant during instruction. The research methodology relies on standardized observation, specifically employing the Flanders Interaction Analysis System, which investigates communication and interaction within the classroom environment. For observing teaching sessions with teaching assistants, 16 categories were developed and refined through pilot testing. Validation was conducted using video analysis. In total, 15 teaching sessions were recorded and subsequently analyzed. Specialized software Codenet was utilized for video data analysis, with a set time interval of 3 s. The data analysis revealed several crucial insights into the communication and interaction of teaching assistants and teachers in an educational context. Some categories, such as the preparation of teaching aids and those related to passivity, predominate, while others, including active involvement in teaching or introducing new educational content, are notably absent. Understanding these patterns may lead to optimizing the role of the teaching assistant in supporting individual students and classroom dynamics. The article discusses inclusive practices of teaching assistants, without distinguishing between students with special educational needs and typically developing peers. Inclusive education promotes social and environmental sustainability by fostering a sense of belonging and equality among students.
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Rabba Farah, Rafika, and Khoiriyah Khoiriyah. "Implementation of CLIL Program in Islamic Affiliated Primary School: Teaching Assistants Project." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 11, no. 1 (May 14, 2023): 92–103. http://dx.doi.org/10.24256/ideas.v11i1.3691.
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English teaching at primary school needs some improvement, particularly in its giving exposure and contextualizing English content. Content and Language Integrated Learning (CLIL) approach can be an effective way to the success of English teaching at the primary school level. Thus, this community service aims at empowering SD Aisyiyah Kota Malang with teaching thematic lessons through CLIL concepts by infusing Islamic content. The strategies implemented were formulated in five stages: need analysis, professional development workshop to school teachers and teaching assistants, syllabus and material design, implementation, and evaluation. Results show that school teachers and teaching assistants were able to integrate CLIL approach observed from the syllabus and material design. Also, students were all enthusiastic and engaged during the classroom activities. This community service implies that teaching assistants can foster English learning engagement for primary school graders.
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Yu, Yi. "Intelligent learning assistants help oversea students ask questions." Highlights in Science, Engineering and Technology 9 (September 30, 2022): 334–39. http://dx.doi.org/10.54097/hset.v9i.1863.
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With the development of the economy and the advancement of technology, as well as the positive effects of economic globalization, more and more students are choosing to study abroad. However, for overseas students who are not very fluent in language communication, it will be troublesome, not only for the understanding of the lesson, but also in the communication with the instructors and professors there are great obstacles, in order to stimulate the economy of study abroad, in order to make the students have less difficulties with the teachers in academic research, to achieve the real sense of barrier-free communication, and to improve the academic performance, we use automatic speech recognition (ASR) technology as a template and basic framework. In order to stimulate the economy of study abroad and to make it less difficult for students to communicate with teachers in academic research and to improve their academic performance, we designed an application for automatic speech recognition and language conversion language simplification by using ASR as a template and a basic framework, respectively.
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Chen, Dian Sheng, Tian Miao Wang, and Wan Jun Zheng. "Teaching Assistants Role in the Project-Based Learning Model for Electromechanical Control Engineering." Applied Mechanics and Materials 163 (April 2012): 186–90. http://dx.doi.org/10.4028/www.scientific.net/amm.163.186.
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For project-based learning model in course of electromechanical Control Engineering, the method of using graduate students as teaching assistants is proposed to resolve the problem of shortage of teachers. In mechanical engineering institution, graduate students undertake all kinds of teaching works after strict selection and comprehensive training and the advantages of graduate assistants are fully taken. This system makes great contributions to the teaching of the Electromechanical Control Engineering and achieves positive evaluations from teachers and students. For the problems in teaching system, corresponding solutions are proposed and good teaching effects are achieved in actual teaching process.
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Shostak, Olha, Iryna Nikolenko, Iryna Sereda, Tamara Pushkarova, and Liliia Potapiuk. "FORMATION OF AN INCLUSIVE APPROACH IN THE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (UKRAINIAN EXPERIENCE)." Conhecimento & Diversidade 15, no. 38 (August 9, 2023): 280–305. http://dx.doi.org/10.18316/rcd.v15i38.11057.
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The purpose of the study is to rethink the standardized course curriculum in accordance with an inclusive approach. The method of analyzing secondary data made it possible to put forward the hypothesis that a modern Ukrainian school should be both regular and adapted to the needs of all students who attend it, considering their differences and special educational needs. Results. The article analyzes the formation of an inclusive approach to the education of children with special educational needs in Ukrainian education based on the professional activity of a teacher's assistant (accompanying person), reveals the dilemmas faced by a school attendant in search of his professional identity, which puts him on the verge of another profession - the profession of a teacher. The novelty of the work lies in the disclosure of the problems of interprofessional relations and the field of activity of teacher assistants, which has not yet been disclosed. Based on the experience of the focus group, the author presents her own approach to inclusive education of children with special educational needs. Conclusions. The analysis has revealed a diverse typology of teacher assistants' positions in inclusive schools in Ukraine, which reflects the delimitation of territories and borders, which complicates cooperation. It is recommended to create a national reference system of skills for teacher assistants to clearly define their scope of work in working with children with special educational needs and establish joint work trajectories with teachers. This will help to integrate knowledge, skills, and attitudes across the education sector, improve their performance and change their skills.
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Rose, Richard, and Áine O'Neill. "Classroom Support for Inclusion in England and Ireland: An Evaluation of Contrasting Models." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 250–61. http://dx.doi.org/10.2304/rcie.2009.4.3.250.
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When reporting on those conditions which they perceive as necessary for the inclusion of students with special educational needs, teachers often refer to the importance of additional adult support in the classroom. The deployment of teaching assistants in England and special needs assistants in Ireland has been regarded as an important factor in supporting national policies for inclusion in both countries. This article reports on research which through survey and interview methods investigated the working practices of these colleagues and discusses the different approaches to their deployment in schools. It is suggested that whilst there are clear distinctions between the operations of the teaching assistant in England and the special needs assistant in Ireland, both play a distinct and essential role in the development of inclusive schooling. The article considers how two distinctive models of classroom support have emerged and the different ways in which they impact upon inclusion. Consideration is given to the changes which are taking place in the development of classroom teams and the ways in which this may impact upon current and future inclusion agendas.
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Allen, Daniel. "Standard life - Teachers might know something we don’t about unqualified assistants." Nursing Standard 18, no. 6 (October 22, 2003): 21. http://dx.doi.org/10.7748/ns.18.6.21.s38.
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Jeong, Hyo Chul. "What do pre-service special teachers think about special education assistants." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 17 (September 1, 2020): 379–98. http://dx.doi.org/10.22251/jlcci.2020.20.17.379.
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