Relevant bibliographies by topics / Teachers' conditions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers' conditions'

Author: Grafiati
Published: 24 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teachers' conditions"

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Fatima, Zunaira, Uzma Shahzadi, and Shaista Khalid. "Does Working Conditions Affect Teacher’s Morale of Teaching: Teacher’s Self Perception." Journal of Business and Social Review in Emerging Economies 3, no. 1 (June 30, 2017): 155. http://dx.doi.org/10.26710/jbsee.v3i1.185.

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Purpose: Education is the field of study that deals with the pedagogy of teaching and learning. The teacher is the person who is responsible for all these acts. As the importance of teacher is a proven fact so it is necessary that a teacher should be enthusiastic and dedicated towards his teaching. The above mentioned state is termed as teacher’s morale. The study was to investigate teacher self-perception about their morale for teaching affected by different internal working conditions like: teacher’s rapport with head, rapport among the teachers, salary and curriculum issues. The nature of this study was quantitative. Questionnaire consisted upon 39 items, was modified from a reliable and valid instrument constructed by Bentley and Remple 1970. 90 teachers from 24 departments of University of Sargodha were selected as sample of the study by using convenient sampling technique. Data was collected personally. Collected data was analyzed by using descriptive and inferential statistics techniques. The results showed that there is significant difference between teacher’s morale and internal factors. Insignificant difference was found among teachers of different age and gender. BUT there was significant difference among masters. M.Phil. and PhD qualified teachers. The study suggested that another research may be conducted to investigate different external working conditions like environment and family background.
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M. G., Sergeeva, Kodaneva L. N., Islamov A. E., Kornakova E. S., Serebrennikova A. V., Panko Iu. V., and Avdeeva T. V. "THE DEVELOPMENT OF TEACHERS PEDAGOGICAL COMPETENCE IN THE CONDITIONS OF PROFESSIONAL EDUCATIONAL ORGANIZATION." Humanities & Social Sciences Reviews 7, no. 4 (October 3, 2019): 827–32. http://dx.doi.org/10.18510/hssr.2019.74109.

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Purpose: The ideas of integrity, unity, systematic organization of teacher’s work allow presenting the work of the teacher – a complex pedagogical reality – in the form of the unity of three interrelated spaces: the teacher’s personality, pedagogical activity, and pedagogical communication. Methodology: The analysis of the works of national and foreign experts devoted to the study of competences and competencies shows convincingly that, first of all, this phenomenon is associated with professional activity. A natural continuation of the study of competence problems in the late twentieth – early XXI century is the scientific and practical interest in the possibility of forming and developing competence in a specially organized environment. Result: For the authors of the article it is important not only how the teacher develops his pedagogical competence in the process of professional activity, but also how it increases the effectiveness of the educational activity of the student. Discussion. In our opinion, the basic competencies of a teacher of a professional educational institution should reflect the culture of the teacher and are divided into professional-pedagogical, social-motivational, information, communicative, creative. Special competencies integrate the knowledge of the teaching subject and methods of teaching, are divided into objective, content, design, reflexive, monitoring. Applications: This research can be used for the universities, teachers, and students. Novelty/Originality: In this research, the model of the development of teacher's pedagogical competence in the conditions of professional educational organization is presented in a comprehensive and complete manner.
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Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ." Теорія та методика навчання та виховання, no. 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.

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The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.
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Yakovleva, N. V., O. P. Ponamareva, Yu Yu Gorblyansky, and E. P. Kontorovich. "Work conditions of comprehensive school teachers." Occupational Health and Industrial Ecology, no. 7 (July 31, 2018): 34–38. http://dx.doi.org/10.31089/1026-9428-2018-7-34-38.

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Complex study covered work conditions of teachers in primary comprehensive, secondary comprehensive and auxiliary schools in Rostov region. Analysis included data of cards for special evaluation of work conditions, according to which the work conditions correspond to 2ndclass (allowable). Specified “teacher questionnaire”, timing cards, teachers’ professiograms were used. Analysis of the study results demonstrated that examined intellectual, sensory, emotional exertion, and work schedules in certain parameters correspond to class 3.2 (intense work). The data obtained necessitate the teachers’ work conditions class to be specified according to working process intensity in special evaluation of work conditions.
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Devi, N. Nomika, and Nongmeikapam Premika Devi. "Comparative Study Of Working Conditions Of Elementary School Teachers Under Different Management In Manipur." Thematics Journal of Geography 8, no. 9 (September 2, 2019): 31–42. http://dx.doi.org/10.26643/tjg.v8i9.8099.

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Teachers are required not only to impart knowledge in various subjects, they have also to develop the whole personality of the child-body, mind and spirit. The most important equipment of a teacher is his back ground of education and training. A teacher must represent a running stream and not a stagnant pool. The teaching community constitutes a very large segment of employees in Manipur. Both from the point of view of their number and their dispersal all over the state, they distributed a significant service under the state. According to National Policy on Educaion (1992), the living and working conditions of teachers includes pay and allowances, career advancement, retirement and medical benefits, housing facilities, provision of study leave special provisions for women teachers, service conditions, postings and transfers, Teacher’s Welfare teachers’ participation and recruitments. The main objective is to study the working conditions of teachers f elementary schools with respect to management. Out of 600 teachers, 268 teachers were from 38 Elementary Government school, 122 teachers from 26 Elementary Aided schools and 210 teachers from 32 Elementary Private schools. It was found that 47.62% of private schools have pucca building while that of Government and Aided schools are 35.82% and 20.48% respectively. Lack of the minimum essential facilities in elementary schools exist in all three types of school in which Government schools are much lacking behind the other counter parts. School inspection on regular basis is found to be lacking in Government (48.88%) and Aided schools (49.18%). Private school teachers show highest in Heavy work-load(61.90%) and miscillenious work(20.95%). service conditions of Government teachers are in better position as compared to Aided and Private school teachers. The majority of Private school teachers reported that Salaries are paid in time as compared to other counter parts. service conditions of Government teachers are in better position as compared to Aided and Private school teachers. Parents-Teachers Association (PTA) are found to be highest in Government schools (67.21%) and lowest in Private schools (53.33%). It was found 73.50% of Government, 72.89% of Aided and 43.33% of Private school teachers do not have computer knowledge.
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Harris, Scott P., Randall S. Davies, Steven S. Christensen, Joseph Hanks, and Bryan Bowles. "Teacher Attrition: Differences in Stakeholder Perceptions of Teacher Work Conditions." Education Sciences 9, no. 4 (December 15, 2019): 300. http://dx.doi.org/10.3390/educsci9040300.

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The purpose of this study was to identify differences in perceptions between three stakeholder groups—principals, K-12 teachers, and parents—regarding the effect of workplace conditions on teacher attrition. All three groups agreed that workplace conditions are important, but they disagreed about (a) which workplace conditions are most problematic for teachers, (b) the magnitude of these problems, and (c) the degree to which these problems may contribute to teachers leaving. The greatest disagreements occurred in perceptions of (a) teachers’ involvement in decision-making, (b) protection of teacher preparation time, (c) administration’s management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers’ expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions.
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Bansilal, Sarah, and Thelma Rosenberg. "REFLECTIONS OF SOUTH AFRICAN TEACHERS TEACHING UNDER ADVERSARIAL CONDITIONS." Problems of Education in the 21st Century 70, no. 1 (April 25, 2016): 34–44. http://dx.doi.org/10.33225/pec/16.70.34.

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Teachers often teach under difficult conditions of which they do not have oversight. In order for teacher development programmes to be responsive to teachers’ needs, it is necessary to understand the teaching contexts of their participant teachers. Accordingly the purpose of the research was to identify the problems of practice reported by 41 Mathematical Literacy teachers who teach under impoverished conditions in South Africa. The participants identified their problems of practice and focused on one problem which they tried to address during a two-week teaching intervention. They were required to generate a reflective research report based on their teaching intervention, which formed the primary data source. The findings indicate that of the 305 citations of problems, 174 were attributed to socio-economic factors, 111 to pedagogic factors and 51 to school management factors. With most of these problems being out of their locus of control, these teachers are forced to spend time dealing with the consequences of these problems, instead of focusing their energy to find ways to improve their pedagogic practice. Teacher development agencies need to consider how such teachers could be more appropriately supported. Key words: classroom practice, non-prototype classes, problems of practice, teacher learning.
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Willis, Jill, Kelli McGraw, and Linda Graham. "Conditions that mediate teacher agency during assessment reform." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 233–48. http://dx.doi.org/10.1108/etpc-11-2018-0108.

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Purpose A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures. Design/methodology/approach An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency. Findings Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success. Originality/value These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.
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Dоmina, Viktoriia, Natalia Gutareva, and Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.

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The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.
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Boldysheva, Natal'ya, and Andrey Lubskiy. "Young Teachers’ adaptation in the Education System of the Moscow Region in Conditions of Labor Shortage." Standards and Monitoring in Education 9, no. 3 (May 20, 2021): 13–20. http://dx.doi.org/10.12737/1998-1740-2021-9-3-13-20.

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Growth of the number of students, the increase in the teacher's workload, as well as the characteristics of the age structure of the teacher workforce indicate the seriousness of the problem of teacher shortage in the Moscow region. It is obvious that attracting and retention graduates of pedagogical universities in the regional education system is extremely important. This article presents the results of young teachers’ adaptation process research including the issues of interaction with colleagues, students and their parents, workload and salary, as well as the respondents ' assessment of university training in terms of the use knowledge and skills in work. The sample (n= 64) included teachers who worked at schools from a few months to four and a half years. Based on the survey results, conclusions about the possibilities of improving the mechanisms of adaptation of young teachers in the schools of the region were drawn.
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Dissertations / Theses on the topic "Teachers' conditions"

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Epp, Stephanie Ann Moss Rita Kay. "Conditions affecting Illinois National Board Certified Teachers' decisions to work in hard-to-staff schools." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197941&SrchMode=2&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224113&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Kay Moss (chair), Paul Vogt, Thomas Crumpler, Lara Handsfield, Barnett Berry. Includes bibliographical references (leaves 150-163) and abstract. Also available in print.
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Bobo, Tammy Tillotson. "An analysis of working conditions of South Carolina teachers and expected working conditions of Clemson University student teachers." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263400508/.

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Sclan, Eileen Mary. "The effect of perceived workplace conditions on beginning teachers' work commitment, career choice commitment, and planned retention /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396349.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Linda Darling-Hammond. Dissertation Committee: H Jane Rogers. Includes bibliographical references (leaves 170-184).
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Milbourne, Suzanne A. "The effect of ambient working conditions on teacher-child interactions and teacher stress and wellness." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3247574.

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Robinson, Terri J. "ELEMENTARY TEACHERS’ PERCEPTIONS OF CHILDREN LIVING IN CONDITIONS OF POVERTY." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3137.

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This study analyzed elementary teachers’ perceptions of their challenges working with children who live in conditions of poverty. This study found that teachers often work with children from very difficult situations, including exposure to alcohol, drugs, violence, and abandonment. This study found that no matter the challenges teachers encounter daily, they remain motivated, dedicated and determined to take the necessary steps to meet the needs of their students. One way they do this is by using Culturally Responsive Pedagogy, which attempts to include various aspects of their students’ daily lives and interests in the curriculum. The teachers in this study were concerned about the number and frequency of mandated tests, which can take away from instructional time. However, this study also found that teachers valued formative assessments to help them meet their students where they are academically. All the teachers reported that establishing partnerships with stakeholders was important to obtain community support for their schools. Although children from a background of poverty will always present challenges, the teachers in this study remained committed to working with their students with respect and appreciation and to meet their personal and academic needs in moving these children towards academic success.
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Anderson, Lauren Marie. "Opportunities to teach, grow and transform exploring relationships among school conditions, teachers' social networks and teachers' careers /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835126231&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Selemani-Meke, Elizabeth. "An assessment of the implementation of continuing professional development programmes for primary school teachers in Malawi: a case of Zomba rural education district." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/501.

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This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.
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Cope, Jessica. "Perceptions of Working Conditions of Family and Consumer Science Teachers in Kentucky." Thesis, Northern Kentucky University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640325.

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Currently in Kentucky there is a shortage of applicants for filling vacant teaching positions, specifically Family and Consumer Science (FACS) teaching positions. There are more vacancies than there are teachers to fill the positions. This study’s primary purpose was to determine the current working conditions, perceptions of working conditions, and changes that could improve satisfaction for FACS teachers. This research included a survey and three focus groups with FACS teachers in Kentucky. Through these methods, data was collected to identify the areas that could use improvement and how these improvements could be made. The results were that most teachers were very satisfied or usually satisfied. For an increase in satisfaction, teachers indicated smaller class sizes, more money, updated classrooms, updated equipment and more administrative support.

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Adkins, Beverly Bullock Lyndal M. "An analysis of job satisfaction for special educators who instruct students with emotional/behavioral disorders how working conditions impact commitment /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12067.

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Fall, Anna-Maria. "Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30262.

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I used teacher data from the Study of Personnel Needs in Special Education (SPeNSE) to compare the characteristics, qualifications (e.g., credentials, preservice preparation, self-efficacy, and induction) and work conditions (e.g., school support, work manageability and induction support) of early career special education teachers in high- and low-poverty districts and the effects of these variables on teacher commitment. Organized as a set of thee articles, this research presents findings from a nationally representative sample of 935 early career special education teachers. Data analyses included descriptive statistics, factor analysis, reliability analyses, and logistic regression. Significant differences were found in the credentials and preparation of teachers working in high poverty vs. more affluent districts, with those in high poverty schools having fewer credentials and less preparation. In contrast, the two teacher groups reported similar induction opportunities and gave themselves comparable ratings on both self-efficacy and in skillfulness in various work tasks. Teachers in high poverty districts also reported less desirable work conditions than their counterparts in more affluent districts. When compared to teachers in low poverty districts, those in less affluent districts viewed their principals and colleagues as less supportive, perceived less involvement in school decisions, reported having fewer materials, and indicated higher and more diverse caseloads. In contrast, the two teacher groups reported similar professional development and induction opportunities. Finally, logistic regression results suggest that problems with work manageability were negatively related to teacher commitment, whereas positive school support and good match between preparation and assignment positively influenced teachersâ commitment. However, district level of poverty, district support, and perceived helpfulness of induction support were not significantly related to teachersâ commitment. These studies draw attention to inequalities in the education of students with disabilities in high poverty districts; and emphasize the critical need not only to recruit and prepare qualified teachers for high poverty schools, but also to address disparities in work conditions. Policymakers and educational leaders concerned with fostering teachersâ commitment should consider developing supportive work environments, involving teachers in decision making, and creating manageable work assignments.
Ph. D.
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Books on the topic "Teachers' conditions"

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Science, Department of Education &. School teachers' pay and conditions document. London: H.M.S.O., 1988.

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Department of Education & Science. School teachers' pay and conditions document. London: H.M.S.O., 1987.

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NAS/UWT. Teachers' pay & conditions: 1991 and beyond. Birmingham: NASUWT, 1990.

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Department of Education & Science. School teachers' pay and conditions of employment. London: The Department, 1991.

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Teachers. London: Weidenfeld & Nicolson, 1986.

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Great, Britain Parliament. School teachers' pay and conditions (no.2) Bill. London: H.M.S.O., 1991.

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Great, Britain Parliament. Teachers' pay and conditions: A Bill...to repeal the Remuneration of Teachers Act 1965.... London: H.M.S.O., 1986.

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Jones, R. H. Trefor. Medical conditions in school children: A guide for teachers. London: Edward Arnold, 1988.

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Baker, David, 1952 Jan. 5-, Whitener Summer D, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Job satisfaction among America's teachers: Effects of workplace conditions, background characteristics and teacher compensation. Washington, D.C. (555 New Jersey Ave., Washington 20208-5574): U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Fischman, Gustavo. Imagining teachers: Rethinking gender dynamics in teacher education. Lanham, Md: Rowman & Littlefield Publishers, 2000.

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Book chapters on the topic "Teachers' conditions"

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Liang, Guodong, and Motoko Akiba. "Teachers’ Working Conditions." In International Handbook of Teacher Quality and Policy, 388–402. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-25.

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Wood, Keith, and Saratha Sithamparam. "Necessary conditions of teacher learning." In Changing Teaching, Changing Teachers, 116–28. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855109-8.

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Geweniger, Verena, and Alexander Bohlander. "Therapeutic Pilates: Clinical Conditions/Patient Examples." In Pilates − A Teachers’ Manual, 265–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38114-0_9.

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Katsuno, Masaaki. "The Relationship Between Teachers’ Working Conditions and Teacher Quality." In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 87–103. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2632-5_6.

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Dýrfjörð, Kristín. "Preschool teachers’ working conditions in Iceland." In Teachers’ and Families’ Perspectives in Early Childhood Education and Care, 110–22. Abingdon, Oxon : New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780203730546-10.

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Justi, Rosária, and Jan H. van Driel. "Developing Science Teachers’ Knowledge on Models and Modelling." In Teacher Professional Development in Changing Conditions, 165–80. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3699-x_10.

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Röhl, Sebastian, and Holger Gärtner. "Relevant Conditions for Teachers’ Use of Student Feedback." In Student Feedback on Teaching in Schools, 157–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_10.

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AbstractBased on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.
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Reiman, Alan J. "Conditions for Promoting Moral and Prosocial Development in Schools." In International Handbook of Research on Teachers and Teaching, 1015–32. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_67.

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Hu, Aihua. "Institutional Conditions for Exploration: Chinese Kindergarten Teachers’ Perspectives and Practices." In International Perspectives on Early Childhood Education and Development, 121–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36271-3_8.

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Bergh, Andreas, and Emma Arneback. "Juridification of Swedish Education – Changing Conditions for Teachers’ Professional Work." In Young People and Learning Processes in School and Everyday Life, 53–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18605-0_4.

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Conference papers on the topic "Teachers' conditions"

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Anisimova, Olga Sergeevna. "Conditions for improving the professional competence of primary school teachers in educational work." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-22222.

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The teacher is a significant figure in the formation and development of the student's personality. In this regard, the task of preparing a primary school teacher of a new type is relevant. This article discusses such a topic of educational development in the Russian Federation as conditions for increasing the professional competence of an elementary school teacher. The urgency of the problem is caused by the strengthening of the requirements in all spheres of labor activity for professional training in the conditions of a market economy. The author dwells on the analysis of those qualities that are necessary for a modern primary school teacher to meet the needs of society in bringing up an adaptive, highly intelligent and free individual with basic competences and capable of subsequent adequate self-determination in the professional sphere. The teacher’s figure in the work is viewed as a tutor and facilitator.
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Ashimkhanova, Gulbanu S., and Akbota N. Autaeva. "About the professional competence of special education teachers." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.

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In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.
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Czaja-Chudyba, Iwona. "MALE-TEACHER IN OPINIONS OF PRIMARY EDUCATION TEACHERS – CONDITIONS FOR ABSENCE AND PERSPECTIVE FOR CHANGES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0708.

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Utemov, Vyacheslav. "A Comparative Study of the Working Conditions of Science Teachers." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2633.

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Zaehringer, E., S. Zhdanov, M. Schwabe, D. P. Mohr, C. A. Knapek, P. Huber, I. Semenov, and H. M. Thomas. "Supersonic particle in a low damped complex plasma under microgravity conditions." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5020394.

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Akhmadullina, Rimma M. "Pedagogical Value Formation Of Students Future Teachers In New Socio-Cultural Conditions." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.3.

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Bayborodova, Ludmila. "OVERCOMING OF TEACHERS� RESISTANCE TO INNOVATIONS: ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.069.

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Slikishina, I. V., L. A. Osipova, and W. P. Gustyakhina. "Peculiarities of Training Future Teachers in Conditions of Restrictive Measures." In Research Technologies of Pandemic Coronavirus Impact (RTCOV 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201105.038.

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Liu, Bin, J. Goree, M. Y. Pustylnik, H. M. Thomas, V. E. Fortov, A. M. Lipaev, A. D. Usachev, V. I. Molotkov, O. F. Petrov, and M. H. Thoma. "Particle velocity distribution in a three-dimensional dusty plasma under microgravity conditions." In INTERNATIONAL CONFERENCE FOR SCIENCE EDUCATORS AND TEACHERS (ISET) 2017: Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5020393.

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Davletova, M. Zh. "Professional activities of primary school teachers in conditions GEF NOO implementation." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-01-2019-12.

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Reports on the topic "Teachers' conditions"

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Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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Gaponenko, Artiom, and Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, November 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Petrie, Christopher, Clara García-Millán, and María Mercedes Mateo-Berganza Díaz. Spotlight: 21st Century Skills in Latin America and the Caribbean. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003343.

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There is a wealth of conversation around the world today on the future of the workplace and the skills required for children to thrive in that future. Without certain core abilities, even extreme knowledge or job-specific skills will not be worth much in the long run. To address these issues, the Inter-American Development Bank (IDB) and HundrED conducted this Spotlight project with the goal of identifying and researching leading innovations that focus on 21st Century Skills in Latin America and the Caribbean. The Spotlight program was supported by J.P. Morgan. The purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from Latin America and the Caribbean doing exceptional work on developing 21st Century Skills for all students, teachers, and leaders in schools today. The main aims of this Spotlight are to: Discover the leading innovations cultivating 21st century skills in students globally; understand how schools or organizations can implement these innovations; gain insight into any required social or economic conditions for these innovations to be effectively introduced into a learning context; celebrate and broadcast these innovations to help them spread to new countries. All the findings of the Spotlight in 21st Century Skills are included in this report.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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