To see the other types of publications on this topic, follow the link: Teachers' conditions.
Journal articles on the topic 'Teachers' conditions'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teachers' conditions.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Fatima, Zunaira, Uzma Shahzadi, and Shaista Khalid. "Does Working Conditions Affect Teacher’s Morale of Teaching: Teacher’s Self Perception." Journal of Business and Social Review in Emerging Economies 3, no. 1 (June 30, 2017): 155. http://dx.doi.org/10.26710/jbsee.v3i1.185.
Full textAbstract:
Purpose: Education is the field of study that deals with the pedagogy of teaching and learning. The teacher is the person who is responsible for all these acts. As the importance of teacher is a proven fact so it is necessary that a teacher should be enthusiastic and dedicated towards his teaching. The above mentioned state is termed as teacher’s morale. The study was to investigate teacher self-perception about their morale for teaching affected by different internal working conditions like: teacher’s rapport with head, rapport among the teachers, salary and curriculum issues. The nature of this study was quantitative. Questionnaire consisted upon 39 items, was modified from a reliable and valid instrument constructed by Bentley and Remple 1970. 90 teachers from 24 departments of University of Sargodha were selected as sample of the study by using convenient sampling technique. Data was collected personally. Collected data was analyzed by using descriptive and inferential statistics techniques. The results showed that there is significant difference between teacher’s morale and internal factors. Insignificant difference was found among teachers of different age and gender. BUT there was significant difference among masters. M.Phil. and PhD qualified teachers. The study suggested that another research may be conducted to investigate different external working conditions like environment and family background.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
Boldysheva, Natal'ya, and Andrey Lubskiy. "Young Teachers’ adaptation in the Education System of the Moscow Region in Conditions of Labor Shortage." Standards and Monitoring in Education 9, no. 3 (May 20, 2021): 13–20. http://dx.doi.org/10.12737/1998-1740-2021-9-3-13-20.
Full textAbstract:
Growth of the number of students, the increase in the teacher's workload, as well as the characteristics of the age structure of the teacher workforce indicate the seriousness of the problem of teacher shortage in the Moscow region. It is obvious that attracting and retention graduates of pedagogical universities in the regional education system is extremely important.
This article presents the results of young teachers’ adaptation process research including the issues of interaction with colleagues, students and their parents, workload and salary, as well as the respondents ' assessment of university training in terms of the use knowledge and skills in work. The sample (n= 64) included teachers who worked at schools from a few months to four and a half years.
Based on the survey results, conclusions about the possibilities of improving the mechanisms of adaptation of young teachers in the schools of the region were drawn.
11
Na’imah, Tri, Heru Kurnianto Tjahjono, and Abd Madjid. "A Sequential Exploratory Approach to Study the Workplace Well-Being of Islamic School Teachers." Journal of Southwest Jiaotong University 56, no. 2 (April 30, 2021): 123–38. http://dx.doi.org/10.35741/issn.0258-2724.56.2.11.
Full textAbstract:
This study argues that organizational and personal conditions affect teachers in achieving well-being at work. The workplace well-being construct was developed based on the hedonic, eudaimonic approach and empirical exploration of teachers. This construct is adapted to the conditions of the Islamic school organization. This study proposes transformational leadership and workplace spirituality as determining factors for achieving teacher workplace well-being. The sequential exploratory approach is used to formulate the construct of workplace well-being for Islamic school teachers and prove the role of transformational leadership and workplace spirituality as antecedents of teacher workplace well-being in Islamic schools. An important finding from this study is the formulation of the teacher's workplace well-being, namely the social dimension, the emotional dimension, the professional dimension, and the 'Amal Jariyah dimension. Leadership behavior and teachers' spiritual strength play a role in attaining teacher workplace well-being in Islamic schools.
12
Deryabina, S. A., and T. A. Dyakova. "Forming Information Literacy of a Foreign Language Teacher in the Conditions of Digital Era." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (April 21, 2019): 142–49. http://dx.doi.org/10.31992/0869-3617-2019-28-4-142-149.
Full textAbstract:
The modern educational space is characterized by its gradual digitalization and inclusion of electronic educational platforms not only in distance education, but also in online interaction between a teacher and a full-time student. Moreover, students devote more time to learning on their own. In such conditions, teachers spend more time on developing and providing electronic teaching materials, which means changes in the requirements for the teacher’s information literacy. It is getting more important to look for the most effective methods of teaching, the ways of providing information and material. Moreover, it is necessary to create a natural learning environment in the conditions of digitalization, which provides for productive activities, the development of a student’s personality, and cognitive processes. Methodologists try to obtain traditional results from online interaction. Modern universities often use electronic educational platforms where teachers can provide their courses supplementing the classroom work. The success of such teaching combined with computer technologies will largely depend on the teacher’s ability and willingness to use the Internet. This article is devoted to a foreign language teacher’s professiogram in the conditions of digitalization of the educational process and a wide use of electronic educational platforms. We will focus on the teacher’s professional competence, which allows to organize online interaction between teachers and students and to promote e-learning.
13
Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.
Full textAbstract:
Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.
14
Holmgren, Carl. "The conditions for learning musical interpretation in one-to-one piano tuition in higher music education." Nordic Research in Music Education 1, no. 1 (November 17, 2020): 103–31. http://dx.doi.org/10.23865/nrme.v1.2635.
Full textAbstract:
Research has indicated that one-to-one teaching in higher music education in Western classical music typically favours technical over interpretive aspects of musicianship, and imitation of the teacher’s rather than the student’s explorative interpretation. The aim of the present study is to investigate students’ and teachers’ understandings of how musical interpretation of Western classical music is learned in this context. Semi-structured qualitative interviews with six piano students and four teachers in Sweden were conducted and hermeneutically analysed using haiku poems and poetical condensations. The analysis found that the conditions for learning musical interpretation centred upon students achieving a high level of autonomy, as affected by three key aspects of teaching and learning: (1) the student’s and the teacher’s understandings of what musical interpretation is, (2) the student’s experience of freedom of interpretation as acknowledged by the teacher, and (3) (expectations of) the student’s explorative approach. As none of these aspects were reported as being explicitly addressed during lessons, there might be a need for both teachers and students to verbalise them more clearly to support piano students’ development.
15
Rudkevych, Nataliia, Kateryna Hotsuliak, Hanna Marynchenko, Lyudmila Hryashchevskaya, and Tetiana Ivanova. "The development of teachers’ professional competence within the conditions of modernization of the educational environment." Revista Tempos e Espaços em Educação 13, no. 32 (November 11, 2020): 1–22. http://dx.doi.org/10.20952/revtee.v13i32.14728.
Full textAbstract:
The academic paper has determined that the teachers’ competences can be considered as the result of Europeanization process, which has been formed in the education of teachers over the past 20 years. It has been investigated that the issue of teacher’s competence required a strong political commitment regarding the combination of the teacher’s competence and the teacher’s career models. It has been revealed that in EU countries there has been a transition from a static approach and a dynamic approach in the development of teachers’ professional competence. It has been revealed that both the development and implementation of the competence framework of teachers require taking into account the national and institutional context. This investigation is focused on the evolution of teachers’ competence frameworks based on policy documents. Their impact on teachers’ quality and, indirectly, on students’ performance can be explored in future research.
16
Zhurat, Yulya, Nina Rudenko, Adile Bekirova, Olena Borovets, Tеtiana Doroshenko, and Tamara Skoryk. "Developing Subjectivity in Future Primary School Teachers." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 280–302. http://dx.doi.org/10.18662/rrem/13.3/452.
Full textAbstract:
The article formulates theoretical and methodological conditions for developing subjectivity in future primary school teachers in Ukraine. Therefore, it analyzes the Ukrainian experience of teacher training for primary school, as well as the aspects of the primary school teachers’ subjectivity in relevant scientific discourse. Besides, the article contains theoretical generalizations on the issue in question. Research methods include induction and generalization, prognostic methods in combination with modelling of principles of the educational process and sociological methods (used to identify students’ motivation towards teaching). The article proves that Ukraine as “a young democracy” must consider new conditions associated with significant socio-cultural, socio-economic and other changes in the society. It is so because they determine new requirements for the professional training of future primary school teachers. On the other hand, the analysis of relevant literary sources indicates insufficient attention to psychological, methodological, social and other aspects of teacher’s subjectivity. The authors of the article offer the updated definitions of key concepts on the development of teacher’s subjectivity. Also, they summarize theoretical and methodological principles of primary school teachers’ subjectivity in Ukraine and justify the new educational conditions for developing such subjectivity. The novelty of the research lies in its addressing the issue of developing subjectivity in future primary school teachers under the realities of Ukrainian education, which is still on the path of development.
17
Selekman, Janice. "Students With Chronic Conditions: Experiences and Challenges of Regular Education Teachers." Journal of School Nursing 33, no. 4 (October 30, 2016): 307–15. http://dx.doi.org/10.1177/1059840516674053.
Full textAbstract:
School nurses have observed the increasing prevalence of children with chronic conditions in the school setting; however, little is known about teacher experiences with these children in their regular classrooms. The purpose of this mixed-method study was to describe the experiences and challenges of regular education teachers when they have students with chronic conditions in their classroom and implications for the school nurse. The national sample consisted of regular education teachers. The methodologies consisted of focus groups and an online survey. Seven themes emerged: Teachers want to be informed about their students with chronic conditions, teachers lack information about the conditions, there is a lack of preparation in preteacher education programs about students with chronic conditions, teachers feel frustration and stress in working effectively with these students, teachers shared concerns about their students, teachers are asked to perform health-related tasks for students, and teachers made recommendations of what they need from the school nurse.
18
Pawłowska, Beata. "Pride in Teachers’ Everyday Work. Conditions and Contexts." Qualitative Sociology Review 16, no. 1 (January 31, 2020): 28–48. http://dx.doi.org/10.18778/1733-8077.16.1.03.
Full textAbstract:
The aim of this article is to elaborate on the reasons behind feeling the emotion of pride within the professional context of actions undertaken by contemporary Polish teachers. The article attempts to answer the question of what role pride plays in teachers’ career building process and their daily work. All considerations focus on the social construction of the meaning of pride, established from teachers’ perspectives. Pride is here referred to as social emotion, in line with an interpretivist approach. The following reflections are based on the data collected due to: 1) multiple observations conducted by the author in the years 2008-2016 in the primary, as well as junior high schools; 2) interviews with teachers, parents, and other school staff. Pride in teachers’ work arises in three main contexts: 1) pride due to prestige, 2) pride due to one’s recognition (appreciation), and 3) pride as a result of diverse interactions, for example, teacher-student. The emotion at hand is, like shame, of a social origin and plays a key role when it comes to interactions, social control, as well as maintaining social order. And yet, most of the researchers would give the lead to emotions such as shame, guilt, or related stigma. Based on the collected data, this article focuses on the emotion of pride in the process of identity building by employees—teachers.
19
Winahyu, Rizqa Ayu Ega, Leo Agung S, and Djono Djono. "The Media Literacy in the 21st Century: The Role of Teacher in Historical Learning." International Journal of Multicultural and Multireligious Understanding 5, no. 4 (May 17, 2018): 363. http://dx.doi.org/10.18415/ijmmu.v5i4.324.
Full textAbstract:
This research is elucidating the teacher’s roles in the implementation of media literacy in the historical learning. The research site is in Senior High School 2 Magelang with the subject of research is the history teachers and students in 10th grade and 11th grade. The qualitative method with case study approach was used in this research to to get deeper data that contain the meaning. The data collection was conducted through the observation by plunging into the field and observes directly how the conditions are running in the classroom. Then in addition, the authors also conducted interviews with the teachers and students. These data collection, then combined or triangulated with observation, interview and documentation. This research shows that the teacher's role in media literacy is necessary in the process of learning history. The media-based learning process requires supervision and direction from teachers because there is a potent to have positive and negative impacts. Keywords: 21st Century Media Literation, Historical Learning, Teacher Role
20
Horng, Eileen Lai. "Teacher Tradeoffs: Disentangling Teachers’ Preferences for Working Conditions and Student Demographics." American Educational Research Journal 46, no. 3 (September 2009): 690–717. http://dx.doi.org/10.3102/0002831208329599.
Full text
21
Navickienė, Lijana, Eglė Stasiūnaitienė, and Ilona Kupčikienė. "CAUSES OF STRESS IN TEACHERS‘ PROFESSIONAL ACTIVITY: SCHOOL LEADERS‘ APPROACH." Health Sciences 29, no. 6 (December 17, 2019): 72–77. http://dx.doi.org/10.35988/sm-hs.2019.103.
Full textAbstract:
Teachers are among the professions reporting the highest level of work-related stress. This has a great impact on teachers‘ professional performance, job satisfaction, quality of their work and educational process. High level of stress adversaly affects teacher‘s motivation, social well-beeing and even physical and mental health. The causes of teacher stress are related to activity requirements, work organization, working conditions, relationships, etc. Heavy workload, negative attitude towards teacher work in society, education reforms, role conflicts, lack of time, disrespectful behavior of learners, poor working conditions, high demands, hard-to-achieve outcomes – all these factors cause teachers‘ stress in their professional activity. In order to investigate the problem of teachers‘ stress, it is important to identify not only the attitudes of teachers to the stress factors in teachers‘ professional activity but also those of school leaders. It is interesting to identify what, in school leaders views, are the main causes of teachers‘ stress and what stress management measures at the organization level would be the most effective for teachers to cope with their stress. 62 school leaders from Portugal, Bosnia and Herzegovina, Turkey, Slovenia and Lithuania participated in an international reseacrh on the causes of teachers‘ occupational stress and possible ways of managing it. The results of the study revealed that changing demands for teacher competencies, filling in documentation, low salary, noisy environments, unclear roles, lack of time to fulfill all the tasks, disrespectful learners‘ behavior, and tensions with colleagues and parents are the major stressors in the teaching profession. School leaders believe that the most appropriate ways to manage teacher stress include training on stress management techniques and conflict resolution. The study was conducted in the framework of the international project “Preventing Stress in the Teaching Profession-Stress Free Teachers”, No. 20163715 / 001-001.
22
Bychkov, Anatoliy. "Teacher of the Future: Monitoring of Scientific Potential College Teachers." Standards and Monitoring in Education 8, no. 5 (October 20, 2020): 20–25. http://dx.doi.org/10.12737/1998-1740-2020-20-25.
Full textAbstract:
In modern socio-economic conditions, advanced training of personnel, in particular mid-level specialists, as the leading subjects in the structure of effective production, becomes relevant. High-quality teaching activities in professional educational organizations (colleges) can be carried out by teachers who have developed scientific literacy, which largely determines the scientific potential of the teacher. The scientific potential of teachers can be improved by harmonizing the structure of the teacher's personality and the structure of his professional educational activities.
23
Lestari, Rizqi, Budi Astuti, and Caraka Putra Bhakti. "A comprehensive teacher strategy for successful online learning process." International Journal on Education Insight 1, no. 1 (April 25, 2020): 1. http://dx.doi.org/10.12928/ijei.v1i1.2064.
Full textAbstract:
Online learning is one of education methods that uses internet access and technological devices as a medium of communication between teachers and students. The teacher can use online learning during a pandemic that requires students and teachers to do physical distancing or during the industrial revolution 4.0 that implements technology in various fields of life. Online learning has several advantages and disadvantages, especially concerning the student conditions and learning effectiveness. This research was a literature review of the teacher’s strategy to achieve successful online learning. Teachers need to develop strategies for successful online learning. Teachers can use audio-visual show to attract students' interests, not give too many assignments, and provide contextual tasks that are relevant to students’ daily life. Guidance and counseling teachers can carry out preventive services in collaboration with school principals and teachers to collect data of students who do not have access to technology devices. The teacher also could conduct online group discussions to increase students’ interaction and reduce boredom learning. Furthermore, the teacher could implement curative services through online counseling services to overcome problems in online learning.
24
Baronenko, Elena A., Elena B. Bystrai, Yulia A. Raisvikh, Tatiana V. Shtykova, and Larisa A. Belova. "Formation of future teachers’ pedagogical resilience in modern conditions." Perspectives of Science and Education 51, no. 3 (July 1, 2021): 140–54. http://dx.doi.org/10.32744/pse.2021.3.10.
Full textAbstract:
Introduction. The social order of modern society sets the task of training a specialist who would be able not only to organize effective communication with all subjects of the educational process, but would also be able to overcome certain crises in the professional activity, confidently go towards the goal, quickly recover from possible pedagogical failures, realistically assess the current situation and the prospects for getting out of it with minimal losses. This actualizes the need for the formation of pedagogical resilience in future teachers, which is possible by introducing a specially developed module into the educational process. The research purpose is to analyze the optimal ways of forming pedagogical resilience through the development and introduction of special training, business games, a project method, a case method in the educational process. Materials and methods. The pedagogical experiment was attended by 58 bachelor students of the Faculty of Foreign Languages, studying in the field of study “Pedagogical Education” at the South Ural State Humanitarian and Pedagogical University (Russian Federation). Research methods: a test for diagnosing the level of pedagogical resilience formation; χ2-Pearson statistical test. Research results. A module “Resilient teacher” has been developed and introduced into the educational process, implemented within the framework of the academic discipline “Methods of teaching a second foreign language”. The results of diagnostics at the final stage of the formative experiment showed an increase in the level of pedagogical resilience formation, which indicates the need to include the module in the educational process of training future teachers (χ2 = 5.9; p <0.1). Conclusion. It is concluded that pedagogical resilience is not only an important trait of a teacher’s personality, but it also serves as a fundamental component of successful pedagogical activity in the future.
25
Saputri, Dwi Fajar, Syarifah Fadillah, Nurhayati Nurhayati, and Nurussaniah Nurussaniah. "Pelatihan Pembuatan Lesson Plan dan Media Pembelajaran bagi Guru di Sekolah Dasar Negeri 34 Pontianak Kota." Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat 1, no. 1 (October 30, 2019): 22. http://dx.doi.org/10.32663/abdihaz.v1i1.747.
Full textAbstract:
Workshop on Creating Lesson Plans and Making Learning Media for Teachers at 34 Elementary Schools in Pontianak City
Teachers still have difficulty in making learning tools with the conditions of students in the class, and teachers have limitations in making learning media. The purpose of this program was to increase teacher knowledge about creating lesson plans and learning media. The method was training and mentoring held for two months from planning to evaluation. Fourteen elementary school teachers attended the training as participants. Pre-test and post-test were done to evaluate teacher knowledge about lesson plans. This community service was useful, and it can be concluded that this activity increased teacher knowledge about making learning tools. The teacher's knowledge score during the pre-test, ie, before training, was 57,87 points. The score at the post-test increased to 73,61. The teacher was skilled at making learning media materials so that they were available to students at affordable prices and attractive designs.
26
Sharueva, Ekaterina V. "Organizational and pedagogical conditions of formation of teacher’s professional image in the context of education standartization." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 2 (July 9, 2021): 101–12. http://dx.doi.org/10.17673/vsgtu-pps.2021.2.8.
Full textAbstract:
In the structure of modern standards of education, one of the important and popular components that increases the effectiveness of pedagogical activity is the professional image of the teacher. The importance of teachers professional image formation is actualized as this image promotes not only productivity, but also influences the perception of the teaching work representative by participants of the educational process. In the process of teachers professional image formation organizational and pedagogical conditions should be provided considering the context of standardization of education. The concept of the conditions in question is defined. The analysis of theoretical research of pedagogical conditions of teachers professional image formation is based on the requirements to pedagogical activity of Federal state educational standards and the professional standard Teacher, which allowed to determine current organizational and pedagogical conditions of the teachers professional image formation in terms of standardization of education. The objective organizational conditions for teachers professional image formation are the following: standardization of the education process, creation of a polysubject educational environment, teachers motivation formation for professional and image development, the development of professional and image competence of teachers, the development of image self-reflection in the professional activities of teachers.
27
FREDMAN, SANDRA, and GILLIAN MORRIS. "TEACHERS' PAY AND CONDITIONS ACT 1987." Industrial Law Journal 16, no. 1 (1987): 107–10. http://dx.doi.org/10.1093/ilj/16.1.107.
Full text
28
Ladd, Helen F. "Teachers’ Perceptions of Their Working Conditions." Educational Evaluation and Policy Analysis 33, no. 2 (June 2011): 235–61. http://dx.doi.org/10.3102/0162373711398128.
Full text
29
Nikolaeva, Alla Dmitrievna, Aya Petrovna Bugaeva, Sofia Nikolaevna Shadrina, and Venera Petrovna Marfusalova. "origins of the teacher’s worldview, culture and ethics formation in northern Russia." Laplage em Revista 6 (September 23, 2020): 112–18. http://dx.doi.org/10.24115/s2446-622020206especial955p.112-118.
Full textAbstract:
The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.
30
Katamanova, Elena V., Natalia V. Efimova, Natalya V. Slivnitsyna, and Lyubov Yu Belova. "Working conditions and health status in teachers. Рilot research." Hygiene and sanitation 99, no. 10 (November 30, 2020): 1100–1105. http://dx.doi.org/10.47470/0016-9900-2020-99-10-1100-1105.
Full textAbstract:
Introduction. Teacher’s health problems depend on many factors. However, research has focused on psychological stressors. The goal is to assess the factors of the school environment and determine the impact of seniority and the level of academic load on the health status of secondary school teachers. Material and methods. Assessment of working conditions of teachers was studied on hygienic characteristics and their research in 11 schools. There were studied conditions of the school environment (microclimate, lighting) and the timing of the teachers’ labor process. A clinical and psychological examination of 53 women with an average age of 50.0 (44.0-59.0) years, work experience - 27.0 (19.0-34.0), load - 25.0 (21.0-32.0) hours per week. According to the indices of harmfulness and danger of factors of the working environment, the severity and intensity of the labor process, the class of working conditions in only 25% of the examined corresponded to the permissible class. The frequency of increased irritability, hypertension, emotional exhaustion, reduced stress resistance is higher in the group of teachers with experience of 20 years or more. Discussion. Teachers of secondary general education are exposed not only to occupational stress, but also to the effects of the negative conditions of the school environment and the labor process. Conclusions. Targeted studies of the conditions of the school environment, factors of the educational process must be carried out to identify their impact on the health status of teachers.
31
Sysko, Nataliia. "Professional Development of Teachers Under the Conditions Lifelong Learning: Foreign Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 67–75. http://dx.doi.org/10.2478/rpp-2018-0021.
Full textAbstract:
AbstractThe article analyzes foreign experience in continuing professional development of teachers. It has been found that the system of continuing professional development of teachers in foreign countries has its own conceptual peculiarities determined by relevant contextual factors. It has been specified that all systems are characterized by personality-oriented approach to professional development of teachers, available organizational and pedagogical conditions for development, flexibility, diversity of forms and training content. Such an approach can enhance professionalism of teachers, their ability to provide students with high-quality and effective teaching in accordance with the needs of a market economy. It has been outlined that professional development of teachers is the most effective at the level of an educational institution in the course of daily teaching activities, provided the forms of this process organization are diverse. The key factor, which influences effectiveness of continuing professional development is the teacher’s ability to reflect, motivation, responsibility and academic mobility within professional development. It has been clarified that a number of countries apply national mechanisms for recognizing the results of teachers’ professional development, their certification. We believe it necessary to creatively use foreign innovative experience to enhance continuing professional development of teachers in Ukraine, namely, to create a multi-level system of continuing professional development of vocational education teachers and introduce motivational mechanisms for stimulating their professional growth.
32
Kasper, Samanta Antunes, and Renata Portela Rinaldi. "CONDIÇÕES DE TRABALHO DOCENTE NA ESCOLA PÚBLICA DE TEMPO INTEGRAL." COLLOQUIUM HUMANARUM 17, no. 1 (May 17, 2020): 26–48. http://dx.doi.org/10.5747/ch.2020.v17.h456.
Full textAbstract:
This article is an excerpt from the Master's research entitled “Malaise in teacher work in full-time public school” that addresses the complexity of teacher malaise among teachers in the public school system through the Cidadescola Integral Education Program in the municipality of Presidente Prudente. We aimed to investigate and analyze the working conditions of teachers who work full-time in the refered Program. The qualitative approach was used as the methodological design of the study, more specifically, the field research. As instruments of data collection the questionnaire and the semi-structured interview were used. The data analysis procedure was based on the proposal of Miles, Huberman and Saldaña (2014), systematized through 1) data condensation, (2) data display, and (3) conclusion drawing/verification. The results showed that three categories related to teacher working conditions prevailed, namely: teacher participation in the process of implementation of the Cidadescola Integral Education Program; school infrastructure and teacher work development and organizational, social and economic conditions of teachers. We concluded that teacher working conditions at the Cidadescola Program demand some improvement. It is necessary to pay attention to the relationship between working conditions and effects on teachers’ health, suffering at work and teachers' quality of life.
33
Vorotnykova, Iryna. "Models of professional development of teachers in the conditions of the reform of the postal pedagogical education." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 21–27. http://dx.doi.org/10.28925/1609-8595.2018.3-4.2127.
Full textAbstract:
The article presents an analysis of models of professional development of teachers in postgraduate education. Different approaches to the improvement of the skills of teachers are highlighted and models of professional development of teachers in the conditions of reform of postgraduate pedagogical education are offered. The research methods are presented, among them analysis, systematization and comparison of scientific positions to determine the theoretical approaches to solving the problem of professional development of teachers, modeling for creation of various trajectories of professional development of teachers; empirical: observation, conversation,interviewing. The criteria for constructing models of professional development of the teacher are defined and each of them is characterized by indicators and examples of introduction in postgraduate education. The basic approaches to realization of models of professional development are determined: competent, prolonged, differentiated, personally oriented, rational, mentoring and coaching and others. Models of professional development are diverse in terms of terms, forms of training (distance, full-time, blended learning), content, forms of teacher support, institution choice, choice of forms of training (webinar, pieces of training, seminars). Teachers work at different levels of professional development (professionalization, skills, creativity, innovation). Upgrading skills should consider the level of professional development of the teacher, encourage the involvement of innovative teachers as experts and tutors. Most models are integrated with each other. For example, a prolonged, competent model. In Ukraine, diversified, prolonged, personal-oriented and inter-sectoral models of the professional development of teachers.
34
Diveeva, G. V. "FORMATION OF ETHNO-PEDAGOGICAL COMPETENCE IN GENERAL EDUCATION TEACHERS DURING ADVANCED TRAINING: NORTHERN SIBERIA EXPERIENCE." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 110–14. http://dx.doi.org/10.36906/2311-4444/19-4/16.
Full textAbstract:
The article addresses the problem of formation of ethno-pedagogical competence in the conditions of advanced teacher training. The study aimed to analyze the ethno-pedagogical competence of a teacher as a pedagogical concept, to highlight its components, and to theoretically substantiate pedagogical conditions that contribute to the formation of ethno-pedagogical competence of a teacher during advanced teacher training. The study targeted teachers of general education institution in Northern Siberia, Russia, and relied on such methods as theoretical analysis, empirical methods (survey, questionnaire), and mental simulation of pedagogical conditions. The survey revealed the teachers have aneed for expanding their ethno-pedagogical knowledge and the insufficient manifestation of the components of ethno-pedagogical competence. This induced the search for learning conditions that could form the ethno-pedagogical competence in secondary education teachers in the conditions of advanced teacher training. The learning conditions include, first, the selection of training modules with informative content on disciplines that provide a motivationally valuable, cognitive, activity-related orientation and make up the core of ethno-pedagogical competence; second, the involvement of teachers in solving problems and discussing cases that reflect the regional-ethnic trends; and, third, the involvement of teachers into design and research activities. When implemented, these learning conditions will contribute to the training of a teachercompetentin ethno-pedagogical issues.
35
Yariv, Eliezer, and Efrat Kass. "Assisting struggling teachers effectively." Educational Management Administration & Leadership 47, no. 2 (August 28, 2017): 310–25. http://dx.doi.org/10.1177/1741143217725323.
Full textAbstract:
In this research, we examine strategies school principals have used to assist struggling teachers. In an open-ended questionnaire designed for this study, we asked 219 school principals to describe a successful intervention they held. The results show that principals prefer supportive assistance to organizational changes (such as moving the teacher to another class). They rarely used confrontational approaches. A content analysis of the strategies that enabled successful intervention identified four conditions: (a) principals’ willingness to intervene; (b) intensive use of measures and resources; (c) the teacher’s willingness to make changes; and (d) the need for flexibility in managing the intervention. The findings indicate the need to train principals to assist struggling teachers more effectively and to encourage them to become more assertive. This requires a professional development program for teachers and principals, guidance in classroom management, as well as organizational, financial, and human support.
36
Mirra, Nicole, and John Rogers. "The Overwhelming Need: How the Unequal Political Economy Shapes Urban Teachers’ Working Conditions." Urban Education 55, no. 7 (October 21, 2016): 1045–75. http://dx.doi.org/10.1177/0042085916668952.
Full textAbstract:
Although the literature on teacher working conditions often cites student- and school-level factors as contributors to teacher turnover in high-poverty urban schools, the larger context of social and economic inequality within which these factors are situated is often overlooked. This mixed-methods study draws upon a survey of nearly 800 California public high school teachers and case studies of two high-poverty urban high schools to highlight the ways that inequality structures teacher time and student learning in these schools. We highlight efforts teachers make to meet student needs and exert professional agency within the broader social ecology of inequality.
37
Nikolaeva, Alla Dmitrievna, Aya Petrovna Bugaeva, Sofia Nikolaevna Shadrina, and Venera Petrovna Marfusalova. "The origins of the teacher’s worldview culture and ethics formation in northern Russia." Laplage em Revista 6, Especial (December 8, 2020): 112–18. http://dx.doi.org/10.24115/s2446-622020206especial540p.112-118.
Full textAbstract:
The relevance of this study is due to the question of the teacher’s worldview culture and ethics formation while nurturing the human capital in the conditions of Northern Russia. The study aims to identify the value foundations that underlie the ethno-pedagogical experience of generations. The study identifies and justifies the origins of the teacher’s philosophical culture and ethics formation and the value foundations that underlie the ethno-pedagogical experience, which ensures the transfer of spiritual and moral experience from generation to generation. The results of the study can be useful for school and university teachers, who can influence the formation of the students’ (future teachers’) ethics and worldview culture. The findings may also help predict trends in the development of teacher training system in modern conditions.
38
Kolomiiets, Natalia, and Irina Reznichenko. "MONITORING OF THE EFFICIENCY OF THE EDUCATIONAL PROCESS IN THE CONDITIONS OF DISTANCE LEARNING." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 86–98. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232772.
Full textAbstract:
The article investigates the efficiency of the educational process in the conditions of distance learning in Cherkasy region during the second wave of pandemic. In order to check the efficiency of distance learning, the most urgent issues were identified and a questionnaire of teachers was conducted (November-December 2020). The questionnaire was organized due to the assistance of the Uman City Council. In the questionnaire, 150 teachers of Uman schools took part. The analysis of the study conducted by us reveals a number of difficulties and problems of the psychological nature associated with the organization of distance learning (lack of skills to study independently; low motivation to study; enormous workload of students and teachers; lack of communication with teachers and peers; rejection of a distance learning; emotional burnout (for a teacher)).The analysis of modern studies allowed developing a series of methodical advice for teachers about overcoming such problems as the importance of constant communication with students (visual contact); conducting the material in an optimistic tone; providing constant feedback; taking into account the age of children; psychological support and assistance to students.In the course of the study, another problem was discovered. It was connected with the peculiarities of educational activity (working with people, stressful situations, etc.) and innovative constraints caused by the COVID-19 pandemic, which is characterized by psychoemotional exhaustion, emotional burnout of teachers. In order to prevent the development of this type of teacher professional deformation, the following rules should be observed. Teachers should distribute effectively working hours; critically evaluate own professional, emotional and physical conditions and have access to the necessary professional assistance; create conditions for the formation and restoration of personal resource; follow the rules of psychological safety in the process of professional activity.Teachers, psychologists, methodologists and other participants of the educational process can use developed methodological recommendations.
Keywords: educational process, distance learning, pandemic, quarantine, teacher questionnaire, psychological problems, psychological support, methodical advice to teachers, age features.
39
Zotova, I. V. "Development of social and communicative competence of a future teacher in the process of professional training." SHS Web of Conferences 87 (2020): 00082. http://dx.doi.org/10.1051/shsconf/20208700082.
Full textAbstract:
The article is devoted to the problem of developing social and communicative competence of future teachers in the process of their professional training. The definition of the concepts of “social and communicative competence”, “professional training of a teacher” is given. The development of the social and communicative competence of a future teacher in the process of his professional training, which is understood as an integral neoformation of a teacher’s personality, being characterized by a set of theoretical, linguistic and methodological knowledge on the development of social and communicative competence of future teachers in the process of his professional training, was considered. Pedagogical conditions for the development of social and communicative competence of future teachers in the process of their professional training were revealed. The results of the experimental work showed that if the pedagogical conditions are observed, future teachers in educational organizations have an increased desire to develop social and communicative competences and strive for achieving effective skills of interpersonal interaction and communication, as well as for knowledge of the methodological foundations and categories of pedagogy, patterns of development and formation of students’ personalities.
40
Todorova, Silviya. "CONDITIONS FOR EFFICIENT COLLABORATION BETWEEN TEACHERS AND PARENTS." Knowledge International Journal 28, no. 3 (December 10, 2018): 785–88. http://dx.doi.org/10.35120/kij2803785s.
Full textAbstract:
Partnerships between family and school include mutual relations and activities between teachers, parents and other members of students’ families. A student’s success and achievements provide information about the level of family participation in their education.One of the first steps in this direction is the establishment of good relations between school and family, in which communication is the underlying factor. It is a prerequisite for the creation of a partnership, which may influence a student’s academic success in a positive way. Good communication provides opportunity for coping with difficulties and failure of students. It enables the exchange of information between parents and teachers. Communication between teachers and parents is of vital importance for the academic success as well as for the formation of a student’s identity. The establishment of partner relations between family and school is an incredibly difficult task. It requires engagement, effort by both sides, and time.Due to pressure and circumstances many families need special measures or additional support in order to be able to actively participate in the school life of their children and to help their children take maximum advantage of school. The busy routine of parents is one of the main reasons why they spare insufficient time for communication with teachers, for helping the educational process of the student, and also for participation in different common parent - student – teacher activities. The results from such an effort, however, would be significant.It is important for every school to encourage and facilitate the partnerships between teachers and parents by increasing their participation in activities that contribute to the social, emotional and intelectual development of their children. This collaboration is necessary in order to ensure support and aid in a way that every child could succeed in school.For this purpose, it is essential to create an appropriate school culture, defined by the values, adjustments and behaviour models, typical for the school as a whole.This article presents the conditions necessary for the improvement of interaction between school and family.
41
PLATONOVA, Yana V. "Peculiarities of working conditions in the formation of professional health of teachers." Medicine and Physical Education: Science and Practice, no. 5 (2020): 54–61. http://dx.doi.org/10.20310/2658-7688-2020-2-1(5)-54-61.
Full textAbstract:
We presented the analysis of the working conditions of teachers, from which it becomes clear that low indicators of health and professional self-awareness characterize the modern teacher. The negative consequences of professional activity in school include the emergence of overvoltage of the nervous system, leading to internal emotional devastation and the development of “emotional combustion” syndrome among teachers; development of hypodynamics leading to disorders in the musculoskeletal system and cardiovascular system; overwork and problems with vision, speech apparatus, gastrointestinal tract, respiratory system. Among the leading factors of the occurrence of the listed diseases, teachers refer to the tension of professional activity, insufficient motor activity, low level of material support, absence of a system of social support for pedagogical personnel. The preservation, strengthening and restoration of the professional health of the teacher should be based on self-preservation behaviour and healthy lifestyle of the members of the profession. We assumed that the formation of a system of knowledge and skills related to professional safety, health protection, prevention of certain diseases of teachers should be laid down during the period of study at the university, including in the process of introducing digital technologies into the physical education of students.
42
Andrieiev, Andrii, and Nataliia Tykhonska. "THE SYSTEM OF PREPARING FUTURE PHYSICS TEACHERS FOR THE ORGANIZATION OF STUDENTS’ INNOVATIVE ACTIVITIES." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 67–73. http://dx.doi.org/10.51706/2707-3076-2019-1-7.
Full textAbstract:
The article presents conceptual provisions used for preparation of future physics teachers for the organization of students’ innovation activities, which form the basis for the development of a model for training future physics teachers for the organization of students' innovation activities in the educational process. The main idea of this model is to implement a two-component system of training future physics teachers for the organization of students’ innovative activities; its first (educational) component is related to the students’ targeted learning activity in the context of forming readiness for organizing students’ innovation activities; the second (professional) component is implemented in the future teacher’s quasi- professional activities, during which he or she is the organizer of students’ innovation activities. This idea implies the continuity of teacher's professional training and provides for: 1) updating the content of professional training for a future physics teacher by developing educational programs, curricula, programs of disciplines, teaching materials that should take into account the innovative nature of the professional activities accomplished by a future teacher; 2) the use of a three-level structure for preparing future physics teachers for organizing students' innovative activities creates conditions for: appropriate theoretical training of students (first level); acquiring practical skills and experience in implementing innovative activities in the learning process (second level); students aim at organizing their innovative search in the educational process in physics (third level); 3) organization of the educational environment in the conditions of quasi- professional activity of students provides for the approximation of educational activities of future teachers to the forms of their professional activity in order to imitate those elements of pedagogical activity that future physics teachers will have to perform; 4) the use of methods, forms and means of training in the process of vocational training that contribute to attracting students to innovative search during the class and extracurricular forms of work; 5) increasing the role of independent work of students in the educational process by involving them in research activities on the creation and implementation of innovative educational products; 6) creation of conditions for the involvement of students in the leadership of the research work in the process of their preparation for participation in national and international competitions. The model offers a three-level structure for the training of future teachers of physics for the organization of students' innovative activity.
43
A. Shibankova, Lyutsia, Alla V. Ignatieva, Igor A. Belokon, Sergey M. Kargapoltsev, Elena A. Ganaeva, Elena A. Beroeva, Svetlana N. Trubenkova, and Elena B. Kozlova. "INSTITUTIONAL MECHANISMS OF UNIVERSITY TEACHER PROFESSIONAL DEVELOPMENT." Humanities & Social Sciences Reviews 7, no. 4 (October 7, 2019): 1061–68. http://dx.doi.org/10.18510/hssr.2019.74145.
Full textAbstract:
Purpose of the study: Conditions of qualifications’ dynamic development, rapid obsolescence of existing competencies actualize the need to create a system of continuous professional growth of teachers on staff training. The purpose of the article is to develop organizational mechanisms that contribute to the professional growth of the teacher inflexible response conditions of education to socio-economic changes.
Methodology: The research methodology relies on the lifelong education concept, defining the design principles of a teacher professional growth system: consistency, continuity, self-development, participative nature, pedagogical reflexing
Results: The system of the teacher’s professional growth in the educational institution possessing properties of hierarchy, flexibility, and dynamism is developed. The principles and organizational mechanisms for this system’s implementation are revealed: corporatism as a way to create targeted educational platform based on digital technology; tutoring as the insurance of the teacher’s and the educational organization’s interests through the accompany of career advancement; branding as a result of the teacher’s and the educational organization’s competitiveness in the market of educational services; road maps for planning, monitoring and support of the teacher’s career development.
Applications of this study: The article is intended for teachers, managers, employees of personnel services of educational organizations.
Novelty/Originality of this study: For the first time the self - learning system of the teacher professional growth is offered which is capable to exist and productively function in modern dynamic conditions at the expense of adaptive organizational mechanisms of reaction to social and economic changes.
44
Anderson, Kenneth Alonzo. "A National Study of the Differential Impact of Novice Teacher Certification on Teacher Traits and Race-Based Mathematics Achievement." Journal of Teacher Education 71, no. 2 (June 6, 2019): 247–60. http://dx.doi.org/10.1177/0022487119849564.
Full textAbstract:
In this study, differential prediction of student outcomes by race and teacher traits relative to the certification levels of novice teachers was assessed. Overall, algebra achievement was higher for students who were taught by teachers with standard certificates relative to students who were taught by novice teachers with nonstandard certificates. The most conservative estimates show that findings are equivalent to approximately 8 months of additional instruction for students who were taught by teachers with standard certificates. However, the benefits of being taught by a teacher with standard certification did not translate to underrepresented racial groups. Overall, there were several differences in dispositions across certification conditions. With respect to underrepresented racial groups, only one disposition was significantly different across conditions. Teachers with nonstandard certificates reported higher emphasis on increasing mathematics interests. For underrepresented racial groups, relationships between both certification conditions and achievement were underwhelming. Recommendations to improve teacher effectiveness are provided.
45
Kifik, Natalia. "The conditions of formation of self-educational competence of future teachers." Przegląd Wschodnioeuropejski 8, no. 2 (November 1, 2018): 207–18. http://dx.doi.org/10.31648/pw.3581.
Full textAbstract:
The article discloses the pedagogical conditions of the formation of selfeducational competence of future teachers at credit system of education. Subject of this article is a characteristic of pedagogical conditions among which formation of internal motives of future teacher, formation of self-educational competence, need for continuous self-educational activity; formation of the identity of the student as active subject of activity; improvement of system of formation of self-educational competence of future teacher have been disclosed. Process of training assumes active cognitive activity of the trainee by means of the use of a complex of tutorials which the multimedia and technological complex, electronic manuals belong to. For identification of pedagogical conditions of formation of self-education of future teachers at credit system of training we defined research strategy which personality and activity based and informational approaches act upon.
46
Burkhauser, Susan. "How Much Do School Principals Matter When It Comes to Teacher Working Conditions?" Educational Evaluation and Policy Analysis 39, no. 1 (September 21, 2016): 126–45. http://dx.doi.org/10.3102/0162373716668028.
Full textAbstract:
Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers’ perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers’ perceptions of four measures of their working conditions and their principal. It finds that teacher ratings of the school environment depend on which principal is leading the school, independent of other school and district contextual factors, suggesting districts struggling with teacher turnover should assess climate and use that information to advise and support principals.
47
Geske, Andrejs, and Liene Zizlāne. "CREATING A POSITIVE WORKING ENVIRONMENT FOR TEACHERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 137–47. http://dx.doi.org/10.17770/sie2018vol1.3154.
Full textAbstract:
The purpose of the research paper is to study a positive working environment importance for teachers work satisfaction and the role of principal in improving working conditions. Whereas teacher profession is subject to different changes and reforms it makes the whole profession and teacher well-being an important subject to discuss.The research paper includes analysis of the theoretical material about physical environment as well as psychological (also called microclimate). Empirical part is based on teacher’s survey – 97 teachers from different schools in Riga were involved. The statements of survey have partially adopted from Teaching and Learning International Study TALIS 2013. The main research task is to study how work environment and the impact of principal correlate with teacher work satisfaction.During research scales of teacher work satisfaction, work environment and impact of principal were created. The results of linear regression show that both the work environment and direct impact of principal is important factor which influences as well educational work as work satisfaction. The situation is various in different schools in Riga, so it verifies, that the problematics of positive working environment exists.
48
Ford, Timothy G., Angela Urick, and Alison S. P. Wilson. "Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction." education policy analysis archives 26 (April 30, 2018): 59. http://dx.doi.org/10.14507/epaa.26.3559.
Full textAbstract:
Teacher satisfaction is a key affective reaction to working conditions and an important predictor of teacher attrition. Teacher evaluation as a tool for measuring teacher quality has been one source of teacher stress in recent years in the United States. There is a growing body of evidence on how to evaluate teachers in ways which support their growth and development as practitioners. For this study, we inquired: What is the relationship between supportive teacher evaluation experiences and U.S. teachers’ overall job satisfaction? To answer this question, we employed a multilevel regression analysis to multiply-imputed data on U.S. lower-secondary teachers’ experiences from the 2013 Teaching and Learning International Survey (TALIS). We found a small, positive relationship between the perceptions of supportive teacher evaluation experiences and U.S. secondary teachers’ satisfaction after controlling for other important teacher and school characteristics and working conditions. Further, teachers who felt their evaluation led to positive changes in their practice had higher satisfaction. Teachers whose primary evaluator was a fellow teacher as opposed to the principal also had higher satisfaction on average. We discuss the implications of these findings for school leaders as well as future teacher evaluation policy.
49
White, Terrenda. "Teachers of Color and Urban Charter Schools: Race, School Culture, and Teacher Turnover in the Charter Sector." Journal of Transformative Leadership & Policy Studies 7, no. 1 (May 1, 2018): 27–42. http://dx.doi.org/10.36851/jtlps.v7i1.496.
Full textAbstract:
This article explores working conditions in charter schools with varying rates of teacher turnover. Ethnographic data with 28 racially diverse teachers explores teachers’ experiences, their explanations for moving charter schools, and patterns of movement when teachers leave a charter school for another school. A brief conceptual framework was used to understand multiple dimensions of working conditions in charter schools for teachers of color. Findings indicate teachers most often made structural moves between charter types, primarily from charters managed by nonprofit organizations to standalone charter schools. Teachers of color describe tensions with sociocultural conditions that limited culturally inclusive practices. Discussion includes implications for policies that push to replicate charter schools in communities of color, particularly schools with poor working conditions associated with high turnover and weak propensities to retain teachers of color.
50
Тeriaieva, L. A. "Pedagogical conditions and innovative technologies in the process of learning discipline “Choral Conducting”." Musical art in the educological discourse, no. 2 (2017): 141–44. http://dx.doi.org/10.28925/2518-766x.20172.14144.
Full textAbstract:
Innovation of modern education is competence-based approach, which requires the students to receive sturdy theoretical knowledge and practical skills on the basis of interdisciplinary connections between choral conducting with other psycho-pedagogical and related musical academic disciplines. To achieve this goal it is necessary to create the appropriate pedagogical conditions. Creation of conditions depends on the organization of training, competence and experience of the teacher. Favorable pedagogical conditions always have a positive effect on the quality of students’ training in choral conducting, efficiency and intensification of their training. We offer to develop methodological competence of future music teachers in choral conducting classes following these pedagogical conditions: continual self-improvement of teachers; enhancing the motivation of learning through the use of exercises in choral conducting on visual means, multimedia and other modern computer technologies; complete methodological support for choral conducting and related musical disciplines by educational programs; independent work of students on improving their methodological competence; teaching students to be confident in their ability and own conductor’s skills; creative contact at classes on choral conducting between the future music teacher, teacher and accompanist, as well as between the future music teacher and the choir group. This article focuses on the requirement to create favorable conditions for teachers in the classses in choral conducting. It is considered, analysed and proposed pedagogical conditions which reveal psychological and pedagogical problems and highlight the ways to overcome them. Favorable conditions of teaching in choral conducting have a positive impact not only on the development of methodical competence, but also on quality of future music teachers’ training.