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Relevant bibliographies by topics / Teachers' attitudes

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Academic literature on the topic 'Teachers' attitudes'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Teachers' attitudes"

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Suhaili, Hidayati, and Syafwan Syafwan. "Upaya Guru PPKN dalam Meningkatkan Sikap Jujur Siswa." IJOCE: Indonesia Journal of Civic Education 1, no. 2 (June 30, 2021): 39–47. http://dx.doi.org/10.31539/ijoce.v1i2.2386.

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ABSTRACT The purpose of this study was to determine the efforts of PPKn teachers in improving students' honest attitudes and what obstacles were encountered by teachers in improving students' honest attitudes at SMPN 3 Payakumbuh District. The type of research used is qualitative with descriptive method. The results of this study are: 1) PPKn teachers' efforts in improving students' honest attitudes are: (a) Providing learning motivation for students; (b) Provide various learning models; (c) Reduction of value when caught cheating on the results of a friend's test; (d) Assign error points weights; (e) The imposition of punitive sanctions. 2) The teacher's obstacle factors in improving students' honest attitudes are: (a) Factors from within the students; (b) The interest of students in learning is low; (b) Lack of understanding of students in applying an honest attitude; (c) Factors from outside the students, such as the teacher's busyness and environmental factors. The conclusion that the PPKn teacher's efforts in increasing honesty in students is to always instill and increase honesty in themselves. Keywords: Honest Attitude, PPKN Teacher.

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Braksiek, Michael. "Pre-service physical education teachers’ attitudes toward inclusive physical education." German Journal of Exercise and Sport Research 52, no. 1 (October 1, 2021): 1–10. http://dx.doi.org/10.1007/s12662-021-00755-1.

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AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.

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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well. Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.

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Ediyanto, Ediyanto, Norimune Kawai, Masashi Hayashida, Nagako Matsumiya, Md Abu Bakor Siddik, and Areej Talea Almutairi. "Indonesian Teachers’ Attitudes Toward Inclusive Education." Discourse and Communication for Sustainable Education 12, no. 2 (December 1, 2021): 31–44. http://dx.doi.org/10.2478/dcse-2021-0014.

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Abstract Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).

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Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

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This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

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Qian, Lina, and Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.

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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.

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Denny, Stacy. "Looking back while moving Forward: When teacher Attitudes Belie Teacher Motive in Bidialectal Classrooms." International Journal of Learning and Development 2, no. 5 (October 26, 2012): 289. http://dx.doi.org/10.5296/ijld.v2i5.2569.

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Abstract: This study compares and contrasts the language attitudes of teachers of African American Vernacular English (AAVE) and West Indian Creole English (CE) speakers over the last fifty years, to determine if there have been any significant changes, to draw out the implications of these findings and offer reasons for the results. Teachers’ attitudes towards these languages were generally negative over the decades, but I noticed that as the number of teachers of colour increased in the USA, there was a slight shift in attitude towards AAVE in a positive direction. I conclude that though language attitudes are very difficult to change, teacher education which specifically targets and challenges teacher language attitudes will be a major step in helping to shift these attitudes further for the benefit of teacher and student. Keywords: Teacher Attitude, AAVE, Creole, Language Discrimination

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Wagner, Iwona, and Hanna Wiśniewska-Śliwińska. "Teacher attitudes – based on research." Pedagogika. Studia i Rozprawy 28 (2019): 83–96. http://dx.doi.org/10.16926/p.2019.28.07.

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Introduction. Speaking of teachers’ attitudes, it is impossible to mention the fact that ethical values must be respected in teacher’s work. The results of research in this area bring examples of different behaviours of teachers. Aim of the study. 1. To determine what attitudes teachers perceive in their environment and what attitudes presented by teachers are perceived by students. 2. To formulate which attitudes presented by teachers are desired by teachers and students and which are not. 3. To present students’ opinions on what qualities teachers should have. Material and methods. The research was conducted in Silesian Voivodeship from May 2018 to February 2019. The research covered 300 teachers working in Czestochowa and in the counties of Czestochowa and Myszkow, as well as 300 students. The method of diagnostic survey and interview was applied. Results. Teachers most often notice fair, tolerant, wise people in their professional group, and students often notice inconsistent people among teachers, those who do not listen to others, as well as those who are wise and open. According to teachers, the attitudes least frequently presented by teachers are : aggression, negative attitudes towards students. Pupils are least likely to encounter laziness and disorganization of the teacher. According to teachers attitudes that teachers should not present include aggressiveness, impatience, indifference and, according to students, aggressiveness, negative attitude towards students and impatience. According to the pedagogues, teachers should be open, and according to the students, be fair. Among the qualities that teachers should have students most often give wisdom, fairness and sense of humour. Conclusions. 1. Teachers most often notice in their professional group people who are fair, tolerant and wise. Pupils most often notice inconsistent, deaf, wise and open-minded people among teachers. 2. Teachers are convinced that there should be no aggressiveness or impatience among teachers. Students cite aggressiveness and negative attitudes towards students as undesirable attitudes of teachers. 3, According to the majority of students, the features that teachers should have are great knowledge, sense of justice, humour. It is worthwhile for teachers to pay attention to the students’ preferences.

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Arsal, Zeki. "Critical multicultural education and preservice teachers’ multicultural attitudes." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 106–18. http://dx.doi.org/10.1108/jme-10-2017-0059.

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Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.

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Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (October 2, 2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.

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<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>

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Dissertations / Theses on the topic "Teachers' attitudes"

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Rodriguez, Caroline M. "Attitudes of teachers and teacher trainees towards faculty unionization /." View online, 1988. http://repository.eiu.edu/theses/docs/32211998881742.pdf.

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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.

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Sweeting, Kylie. "Early years teachers’ attitudes towards mathematics." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46123/1/Kylie_Sweeting_Thesis.pdf.

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Worldwide, there is considerable attention to providing a supportive mathematics learning environment for young children because attitude formation and achievement in these early years of schooling have a lifelong impact. Key influences on young children during these early years are their teachers. Practising early years teachers‟ attitudes towards mathematics influence the teaching methods they employ, which in turn, affects young students‟ attitudes towards mathematics, and ultimately, their achievement. However, little is known about practising early years teachers‟ attitudes to mathematics or how these attitudes form, which is the focus of this study. The research questions were: 1. What attitudes do practising early years teachers hold towards mathematics? 2. How did the teachers‟ mathematics attitudes form? This study adopted an explanatory case study design (Yin, 2003) to investigate practising early years teachers‟ attitudes towards mathematics and the formation of these attitudes. The research took place in a Brisbane southside school situated in a middle socio-economic area. The site was chosen due to its accessibility to the researcher. The participant group consisted of 20 early years teachers. They each completed the Attitude Towards Mathematics Inventory (ATMI) (Schackow, 2005), which is a 40 item instrument that measures attitudes across the four dimensions of attitude, namely value, enjoyment, self-confidence and motivation. The teachers‟ total ATMI scores were classified according to five quintiles: strongly negative, negative, neutral, positive and strongly positive. The results of the survey revealed that these teachers‟ attitudes ranged across only three categories with one teacher classified as strongly positive, twelve teachers classified as positive and seven teachers classified as neutral. No teachers were identified as having negative or strongly negative attitudes. Subsequent to the surveys, six teachers with a breadth of attitudes were selected from the original cohort to participate in open-ended interviews to investigate the formation of their attitudes. The interview data were analysed according to the four dimensions of attitudes (value, enjoyment, self-confidence, motivation) and three stages of education (primary, secondary, tertiary). Highlighted in the findings is the critical impact of schooling experiences on the formation of student attitudes towards mathematics. Findings suggest that primary school experiences are a critical influence on the attitudes of adults who become early years teachers. These findings also indicate the vital role tertiary institutions play in altering the attitudes of preservice teachers who have had negative schooling experiences. Experiences that teachers indicated contributed to the formation of positive attitudes in their own education were games, group work, hands-on activities, positive feedback and perceived relevance. In contrast, negative experiences that teachers stated influenced their attitudes were insufficient help, rushed teaching, negative feedback and a lack of relevance of the content. These findings together with the literature on teachers‟ attitudes and mathematics education were synthesized in a model titled a Cycle of Early Years Teachers’ Attitudes Towards Mathematics. This model explains positive and negative influences on attitudes towards mathematics and how the attitudes of adults are passed on to children, who then as adults themselves, repeat the cycle by passing on attitudes to a new generation. The model can provide guidance for practising teachers and for preservice and inservice education about ways to foster positive influences to attitude formation in mathematics and inhibit negative influences. Two avenues for future research arise from the findings of this study both relating to attitudes and secondary school experiences. The first question relates to the resilience of attitudes, in particular, how an individual can maintain positive attitudes towards mathematics developed in primary school, despite secondary school experiences that typically have a negative influence on attitude. The second question relates to the relationship between attitudes and achievement, specifically, why secondary students achieve good grades in mathematics despite a lack of enjoyment, which is one of the dimensions of attitude.

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Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.

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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.

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Freshwater, Amy. "Early childhood teachers : characteristics, attitudes and behaviors /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060098.

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Andersson, Emelie. "Teachers' Attitudes Affect Students : A Study of Swedish Primary School Teachers' Attitudes towards CLIL." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29832.

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Teachers play an important role in teaching English as a second language. Since many studies of students’ attitudes towards leaning English already exist this study aims to compensate the lack of studies examining teachers’ attitudes towards methods of teaching English as a foreign language. The main focus of the study is on Content and Language Integrated Learning (CLIL). The definition and effects of CLIL are presented and discussed as well as pedagogical implications about teaching English as a foreign language. Via an online survey questionnaire, this study examines the attitude towards CLIL of ninety-seven teachers in the Swedish primary school’s preschool class to grade three. Findings of this study implicate that teachers in general have a positive attitude towards a content integrated approach to teaching English as a foreign language. Finally, suggestions for future research are presented.

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Grider-Mehaffey, Alice A. "Teacher attitudes of principal leadership practices : teachers hired by the principal vs. teachers inherited." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272424.

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The purpose of this study was to examine teachers' perceptions of middle school principals' leadership practices. The researcher specifically examined whether teachers hired under the current principal perceived the principal's leadership practices differently than teachers who were already at the school when the principal was hired. Kouzes and Posner's Leadership Practices Inventory On-line was used to determine whether there was a difference between group perceptions.Thirty-eight principals who were members of the Indiana Middle Level Education Association participated in the study (41 % of principal members). Survey data was collected using the LPI-Online. Principals responded to the 30 item LPI-Online Self. Teachers responded to the LPI-Online Observer. Principals distinguished teachers hired from teachers who were already at the institution when the principal was hired.A statistically significant difference (p < .05) was found between the perceptions of the hired and inherited groups on three of the five leadership practices: Challenging the process, enabling others to act and encouraging the heart. There was no statistically significant difference in principal and hired teachers' perceptions, or between principal and inherited teachers on subscales inspiring a shared vision and modeling the way.Based on the findings from this study, the researcher suggested there are important dynamics involved in the changing of team members, especially the principal during times of school change initiatives. Based on the findings from this study the researcher concluded principals and hired teachers tend to exhibit a more positive interpersonal relationship than the principal and inherited teachers.
Department of Educational Leadership

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McKenzie, Cheryl. "Inclusion: Teachers' attitudes and pedagogy." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/3cc3ec96a763c10997a45002da98c4e30b987338fcb922664549f8e0c0bb656f/4149859/64993_downloaded_stream_218.pdf.

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Education is one of the keys to future prosperity and in principle inclusion offers access to quality education for all. The practice of inclusion has been made mandatory in Victorian schools however, reviews suggest that inclusion, as practiced in Victoria, has not been fully implemented (Meyer, 2001). With over 48,000 Victorian State Government Primary School students in need of special education assistance it was considered imperative to investigate the attitudes of teachers towards inclusion and the inclusive pedagogy they practise. Based in the interpretive paradigm of social equity, this thesis aims to investigate the attitudes towards inclusion and the inclusive pedagogy practised by Primary State School teachers in Melbourne, Victoria. To understand the participants reality from their perspective a constructionist epistemology was utilised. The response of 225 fulltime primary school teachers to the BCSQ (Bender, 1992) and STATIC (Cochran, 1998a) questionnaires were analysed and compared with their personal background information. The database was tested for relationships between the variables. These results were used to develop questions for targeted interviews with ten selected respondents. The responses of the questionnaires and interviews were used to facilitate an understanding of the relationships between teachers' attitudes and their pedagogy. The results indicated that while teachers philosophically embraced inclusion and practised a range of inclusive pedagogies a perceived lack of quality support and limited education in special needs continued to hamper the implementation of inclusion in Victorian State Primary Schools. Forty percent of teachers had no education in special needs and felt challenged by inclusion and unsure about how to implement inclusion.;Furthermore, teachers identified an urgent need to provide additional support for the teacher-diagnosed students who represent eighty percent of the special needs students present in the majority of classrooms. A range of recommendations are made for improvements to the implementation of inclusion in Victorian State Primary Schools.

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Books on the topic "Teachers' attitudes"

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Walsh, Nuala Mary. School broadcasts: Teachers' attitudes. [S.l: The author], 1995.

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Cozier, Juliet Marita. Teachers' attitudes towards inclusive education. Oxford: Oxford Brookes University, Westminster Institute of Education, 2000.

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O'Hanlon, Geraldine Ann. Primary school teachers' attitudes towards dyslexia. [S.l: The author], 1999.

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Lynch, Mary J. Teachers' talking about reflection. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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James, Calderhead, ed. Exploring teachers' thinking. London: Cassell, 1987.

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Buchanan, Michael. Children making art: Teachers' attitudes and approaches. London: Universityof London, Institute of Education, Department of Art & Design, 1994.

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Bevan, Stephen. Pilot study of teachers' motivation and attitudes. Brighton: Institute of Manpower Studies, University of Sussex, 1991.

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Susuwele, William J. Primary teachers' opinions on primary teacher training programmes and use of untrained teachers in primary schools in Malawi. [Domasi, Malawi]: Malawi Institute of Education, 1997.

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Fleming, Reg W. Teachers' views of technology. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1990.

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Saibi, Loji Roji Hj. Attitudes to work: Implications for teachers in Sarawak. Kuching: Persatuan Perkembangan Profesionalisme Pendidikan Sarawak, 2004.

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Book chapters on the topic "Teachers' attitudes"

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Estrada, Assumpta, Carmen Batanero, and Stephen Lancaster. "Teachers’ Attitudes Towards Statistics." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 163–74. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_18.

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Hassanein, Elsayed Elshabrawy Ahmad. "Teachers’ Attitudes Towards Inclusion." In Inclusion, Disability and Culture, 47–67. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-923-4_3.

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Hassanein, Elsayed Elshabrawy Ahmad. "Egyptian Teachers’ Attitudes Towards Inclusion." In Inclusion, Disability and Culture, 93–125. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-923-4_5.

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Liang, Sihua. "Teachers’ Attitudes Towards Dialects in School." In Language Attitudes and Identities in Multilingual China, 139–49. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12619-7_8.

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Zajda, Joseph. "Teachers’ Attitudes Towards History School Textbooks." In Globalisation and National Identity in History Textbooks, 85–104. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0972-7_6.

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Rose, Richard, and Michael Shevlin. "The Attitudes and Experiences of Teachers." In Establishing Pathways to Inclusion, 68–80. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Connecting research with practice in special and inclusive education: Routledge, 2020. http://dx.doi.org/10.4324/9781003144045-9.

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Barton, Len. "Attitudes and expectations of pupils." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol229:63—Vol229:73. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-167.

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Huang, Pao-Chu, Li Yue, and Hsuan-Pu Chang. "Elementary School Teachers’ Attitudes Toward Flipped Classrooms." In Lecture Notes in Electrical Engineering, 354–58. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3648-5_40.

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Asma, Lieke, Juliette Walma van der Molen, and Sandra van Aalderen-Smeets. "Primary Teachers’ Attitudes Towards Science and Technology." In Professional Development for Primary Teachers in Science and Technology, 89–105. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_8.

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Boyle, Christopher, Kelly-Ann Allen, and Jessica Grembecki. "Teachers’ Attitudes to Inclusive Education in Australia." In Research for Inclusive Quality Education, 13–27. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5908-9_2.

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Conference papers on the topic "Teachers' attitudes"

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Mâță, Liliana, and Ionuț Stoica. "MEASURING ATTITUDES OF BIOLOGY TEACHERS TOWARDS INTERNET." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.130.

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The main aim of the research was to identify the attitude of pre-service and in-service Biology teachers towards the use of the Internet. In this research, the Internet Attitude Scale has been applied, a validated and standardized instrument. The scale was applied to 210 Biology teachers, of whom 155 are pre-service teachers and 55 are in-service teachers in secondary and high schools from Romanian education. The research results indicated the existence of positive attitudes of pre-service and in-service Biology teachers to the educational use of the Internet. Keywords: biology teachers, internet attitude scale, teacher education.

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Pereira Martins, Maria Niedja, and Carolina Fernandes de Carvalho. "Primary School Teachers’ Attitudes to Statistics: A Transcultural Focus." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14b2.

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Different instruments analyze university students’ and pre-service teachers’ attitudes towards statistics, but few studies investigate in-service teachers’ attitudes. The attitude scale towards statistics (Estrada, 2002) has been used in some countries with in-service teachers and has presented good psychometric values. This study carried out a comparative analysis of global and by-items results of this attitudes scale applied to primary school teachers in Peru, Spain, Portugal, and Brazil derived from prior research. Results suggest that the scale is adequate for the context of Latin America, and differences in the attitudes among the countries were found. These differences are analyzed considering the formative and curricular context of each country. Following this, recommendations are made for the continuous training of teachers.

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Estrada, Assumpta, and Carmen Batanero. "Explaining teachers’ attitudes towards statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08304.

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We summarize three studies aimed at assessing teachers’ attitudes towards statistics. In the first study the comparison of prospective and in-service primary school teachers’ attitudes towards statistics revealed no differences. The second study explores the structure of pre-service teachers’ attitudes towards statistics and its relationships with statistical knowledge. We finally present the preliminary results of an on-going study, where an open-ended questionnaire is used to find potential explanations for prospective teachers’ positive or negative attitudes.

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Jegede, Philip. "Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3384.

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The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

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Mâță, Liliana, and Roxana Maria Ghiațău. "TEACHERS’ ATTITUDES TOWARDS UNETHICAL USE OF MOBILE TECHNOLOGIES IN HIGHER EDUCATION." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.126.

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The purpose of research is to explore the attitudes of university teachers towards the use of mobile technologies and to explore their perception of the ethical aspects related to the integration of new technologies. There was applied a questionnaire with closed-ended and open-ended questions. The results of this research highlight university teachers' positive attitudes towards the use of mobile technologies in higher education. These technologies become pedagogical tools in higher education with multiple valences on teacher professional learning. Keywords: ethical aspects, mobile learning, university teachers.

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Tavdgiridze, Lela, Ia Khasaia, Nato Sherozia, and Lela Turmanidze. "TEACHERS' ATTITUDES TOWARDS GENDER EQUALITY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0620.

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Canto Herrera, Pedro José, Hugo Salvador Flores Castro, and Sergio Humberto Quiñonez Pech. "IMPORTANCE OF DIGITAL COMPETENCES AND ATTITUDES TOWARD RESEARCH IN MEXICAN TEACHERS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end137.

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The aim in our study was to determine the importance of digital competences and attitudes regarding research to teachers, according to various variables such as gender, age, and level of studies. A questionnaire was used to gather information from 28 teachers at the Escuela Normal de Educacion Primaria “Rodolfo Menéndez de la Peña”, in México. The questionnaire was developed based on Aldana y Joya (2011), and the GIDU-EDUTIC/IN research group from the Universidad de Alicante. The questionnaire comprises 48 questions on the importance of digital skills and 50 questions on attitudes towards research. All questions use a Likert scale with 5 answer options. Cronbach's Alpha was used to determine the reliability of the instrument. It was found that the questions related to the importance of digital competence an alpha equal to 0.912 and for the questions of attitudes towards research an alpha equal to 0.854. It was found that teachers considered important the five digital competences dimensions. It also was found that they considered that creativity and innovation as the most important dimension and the use and access of information as the less important. The participant teachers’ attitudes towards research were more neutral. It was found that the cognitive dimension was the one with the highest score, while the behavioral dimension the one with the lowest score. It is concluded that training needs are detected to improve their digital skills and their attitude towards research, the need for further research on the effect is perceived that could have for the development of research groups in this institution.

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Kremnický, Juraj. "Opinions Of Teachers On Teaching Gymnastics In Banská Bystrica." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-36.

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The aim of this article was to find out the views and attitudes of teachers of the fifth and sixth grades of elementary schools in Banská Bystrica on gymnastics. The research group consisted of total number of 25 physical and sport education teachers, 11 male and 14 females from eleven schools. We used our electronical questionnaire to find out the opinions of the teachers. We studied the opinions on teaching the gymnastics but also material equipment at elementary schools. In average we found out positive attitude of teachers toward gymnastics. The teachers consider the existing material equipment at elementary schools in Banská Bystrica to be suficient.

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Lancaster, Stephen. "A study of preservice teachers’ attitudes toward their role as students of statistics and implications for future professional development in statistics." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08302.

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I analyze data from the attitudes of 56 preservice primary teachers related to their role as continuing students of statistics. The variables investigated include preservice primary teachers’ (1) attitudes toward future professional development in statistics, (2) current knowledge of statistics, (3) current statistical self-efficacy, and (4) current self-efficacy to learn statistics in the future. My results suggest that (1) current self-efficacy to learn statistics in the future is a moderate predictor of preservice primary teacher beliefs that future professional development in statistics will help their classroom teaching, and (2) current self-efficacy to learn statistics in the future can vary for preservice primary teachers throughout their preparation program.

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Qandhi, Fika Fatia, and Farida Kurniawati. "Pre-Service Teachers’ Attitudes Toward Inclusive Education." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.50.

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Reports on the topic "Teachers' attitudes"

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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.141.

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McClain, Anita. A study of the modification of teachers' attitudes toward the hearing-impaired using two different types of treatment workshops. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.321.

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Noh, Sunghwan. Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1082.

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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.

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Heide-Ottosen, Sif, Yahye Abdi, Abdullahi Ahmed Nor, James Khalil, and Martine Zeuthen. Journeys through Extremism: The Experiences of Former Members of Al-Shabaab. RESOLVE Network, October 2022. http://dx.doi.org/10.37805/cbags2022.3.

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This research report applies the Attitudes-Behaviors Corrective (ABC) Model of Violent Extremism to map personal journeys in and out of al-Shabaab, the al-Qaeda affiliate operating in Somalia and the wider Horn of Africa. The ABC Model provides a framework through which to analyze individual trajectories in relation to sympathy for and actual involvement in violent extremism. The study was designed to deliver key insights for policy and practice by revealing the extent to which these journeys vary between respondents. The ABC Model was also designed as a platform through which to explore drivers of attitudinal and behavioral change, offering a granular understanding of the processes of joining and leaving the group. This report features the findings from interviews with thirteen ex-members of the group, including those from its intelligence agency (the Amniyat), military wing (the Jabhat), and police force (the Hizbah), as well as drivers, teachers, and others in support roles. These findings provide important considerations for the design of interventions to prevent further involvement and to facilitate disengagements from the group, including recommendations for communications campaigns, rehabilitation services, and the relevance of territorial control.

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Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to competency development. Informed by a sociocultural approach and the sensemaking perspective, this study draws from a dataset of 91 secondary teachers collected over three years (2017-2019), with a particular focus on longitudinal analysis of eight teachers. The findings shed light on teachers’ ambivalence as they made sense of the target competencies and aligned their practices with the new CBE reform. Based on their prior experiences and worldviews, teachers made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitude, character, and morality. Over the years, they placed a stronger emphasis on the competencies’ process-orientation, integration, and real-life application toward whole-child development. Despite teacher sensemaking and changing practices, the performativity culture for high learning outcomes still prevailed, making teaching competencies for life a challenging task. Contributing to the CBE literature and practice, this study illustrates the long and complicated process through which teachers recontextualize the CBE pedagogy. It also suggests how teacher practices can be better supported to transition to the new CBE curriculum.

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.

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Braunger, Jane. Teacher attitude toward composition instruction at the postsecondary level: identification and formation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.828.

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Schmidt-Sane, Megan, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. Youth COVID-19 Vaccine Engagement in Cleveland, Ohio, United States. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.040.

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Despite overall progress in COVID-19 vaccination rates in Cleveland, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 vaccine hesitancy is not just an issue of misinformation or lack of information. Vaccine hesitancy among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (ages 12-18) in Cleveland, Ohio. While public discourse may label young people as “vaccine hesitant,” we found that there were hesitation differences based on social location and place. We found the greatest vaccine hesitancy among older youth (15+ years old), particularly those from minoritized communities. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives. Instead, concerns over food security, livelihood, and education take precedence. Minority youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.

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Schmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper, and Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/ids.2022.039.

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Despite progress in COVID-19 vaccination rates overall in Ealing, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (from ages 12-19) in the London borough of Ealing. While public discourse may label young people as “vaccine hesitant,” we found that there were differences based on social location and place. We found the greatest vaccine refusal among older youth (15+ years old), which in the context of this study were from minoritised communities who have experienced deprivation across the life course. Unvaccinated youth were also more likely to be from families and friend groups that were unvaccinated. While some expressed distrust of the vaccines, others reported that COVID-19 prevention was not a priority in their lives, but instead concerns over food security, livelihood, and education take precedence. Minoritised youth were more likely to report negative experiences with authorities, including teachers at their schools and police in their communities. Our findings demonstrate that COVID-19 vaccine hesitancy is embedded in a context that drives relationships of mistrust between minority communities and authorities, with implications for COVID-19 vaccine uptake. Young people’s attitudes toward vaccines are further patterned by experiences within their community, school, family, and friend groups.

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