Academic literature on the topic 'Teachers Travel'
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Journal articles on the topic "Teachers Travel"
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Soong, Hannah, and David Caldwell. "Tensions, Transformations and Travel." Journal of Comparative & International Higher Education 13, no. 2 (May 7, 2021): 132–44. http://dx.doi.org/10.32674/jcihe.v13i2.2543.
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This paper discusses the dynamic and complex dimensions of ‘becoming’ a cosmopolitan teacher educator through an overseas study tour. It employs autobiography as a research method to interpret the experiences of an overseas study tour, and how it has engaged the teacher educators in self-reflexivity of their negotiation of multiple identities: academic, personal and cultural. Our self-narratives reveal how becoming cosmopolitan educators is not only intimately linked to the process of re-construction of oneself as a reflexive person. The process can also be conflicting and unsettling because of how we were positioned by our pre-service teachers. It concludes by highlighting the conditions in which our multiple identities come into existence and how they shape our ways of becoming, and the need for teacher educators to engage in a continual process of professional development as cosmopolitan teacher educators.
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Subagyo, Adit Darwo. "TRAVEL GUIDE TRAINING IN TRAVEL EDUCATION FRAMEWORK." JELAJAH: Journal of Tourism and Hospitality 1, no. 1 (March 3, 2019): 14–17. http://dx.doi.org/10.33830/jelajah.v1i1.451.
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The use of computer programs in learning mathematics can help students construct mathematical concepts. Therefore, computer media is needed in learning mathematics today. One computer program that is often used by teachers to help explain geometry concepts is Geogebra. This community service activity aims to provide training on the use of Geogebra in instilling straight-line concepts, and graphs of quadratic functions, for junior and senior high school teachers in Jember Regency, which is attended by 30 people. This training was conducted in March 2016 for 2 training sessions, held at Jember 3 Public Middle School. The method used: presentation, practice, discussion, demonstration. Furthermore, assistance is provided at the school where the training participants teach. As a result, there was an increase in skills in utilizing the Geogebra program to teach students about the concept of straight lines, and graphs of quadratic functions. The expected output of the community service activities are: (1) abdimas articles which are published in journals / electronic media (2) Handbook on how to operate the Geogebra program.
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Robins-Browne, Roy. "Vertical Transmission." Microbiology Australia 39, no. 1 (2018): 2. http://dx.doi.org/10.1071/ma18001.
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ASM aims to give our members maximum value for their membership. Some new initiatives for 2018 include an annual teacher’s travel award, valued at $4000, to attend the American Society for Microbiology Conference for Undergraduate Educators (AMSCUE), which is the world’s premier microbiology teachers’ conference. We also have instituted 100 travel awards, each valued at $200, to make it easier for members within 10 years of attaining their highest qualification to attend our Annual Scientific Meeting.
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Drummond, Dorothy. "Travel Abroad: A Sine Qua Non for Geography Teachers." Journal of Geography 100, no. 5 (September 2001): 174–75. http://dx.doi.org/10.1080/00221340108978445.
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Yoganand, S., I. K. Annie, and John William Felix. "A study on burnout syndrome among school teachers in Tamil Nadu." International Journal Of Community Medicine And Public Health 6, no. 10 (September 26, 2019): 4575. http://dx.doi.org/10.18203/2394-6040.ijcmph20194531.
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Background: Burnout syndrome is an emerging occupational phenomenon which makes employees to feel exhausted or less interested on their job with a diminished outcome. Teaching is considered one such stressful occupation. So, this study was conducted to assess the magnitude of burnout among school teachers of Tamil Nadu and to determine the various factors contributing to burnout syndrome.Methods: Descriptive survey method was employed for the present study. A sample of 251 government school teachers was taken by using convenient sampling technique. Teachers’ burnout scale by Gupta and Rani was used to collect the data. The obtained data was statistically analysed using one-way ANOVA.Results: The magnitude of burnout was not high in government school teachers. However, the factors like working in high school, urban school, having spouse as a teacher, chronic illness and increased travel time to school, were found to be associated with higher burn out.Conclusions: Teachers have direct interaction with the students, shared responsibility with colleagues, adjusting with institutional conditions and handling various tasks and challenges put them at a high stress. Health system of India is having many health programmes in schools which are related student’s health but the teacher’s health is left behind. Screening teachers for stress, burnout and other occupational psychosocial hazard will help them improving their life and student’s education.
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Aytekin, Cahit. "Making the Pedagogical Elements Used by Prospective Mathematics Teachers Visible in Teaching: Scenario Writing Activities." Acta Educationis Generalis 11, no. 3 (December 1, 2021): 81–104. http://dx.doi.org/10.2478/atd-2021-0022.
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Abstract Introduction: In the reflective writing process, teachers make identification, information, explanation and evaluation activities (Spanneberg, 2009). It is thought that the scenarios written by the teacher candidates in order to teach a certain subject can give them an opportunity to think deeply. However, these teaching scenarios can be a valuable tool for reflective thinking in terms of educational matters such as teaching methods, pedagogy, and beliefs. Methods: In this study, it was investigated whether script writing is an effective tool to make pedagogical elements visible in the prospects of mathematics teachers. Case study pattern, which is one of the qualitative research patterns, was used in the research. For this purpose, thirty prospective mathematics teachers who participated in the study were asked to write two scenarios. The first one is called as “car travel” and the other one is called as “triangles and similarity” scenario. Before the study, some basic frameworks were defined for both scenarios. These are explained to prospective teachers. The “car travel” scenario in this research was given within the scope of the theme which includes only two people and a limited environmental interaction. The second scenario is the triangles and the similarity scenario. In the second scenario, the role of a teacher who conducts applied and real-life education outside of school is defined. Results: In general, it is concluded that script writing activities are very useful in training teachers. The data obtained from both scenarios reveal that the pedagogical elements constructed during the scenario writing activities become concrete in the minds of the prospective teachers. Discussion: It is observed that prospective teachers often include the structure of teaching related to real life in their scenarios. It is stated that teaching in the context of real life increases academic success and students’ interest in the lesson, and thus, the content is learned perceptibly by the students (Acar & Yaman, 2011). Another cognitive element that prospective teachers include in their scenarios is the use of available materials. It is noteworthy that the prospective teachers used real-life tools and materials as materials in the place chosen for the scenarios of their scripts. Limitations: This research is limited to script texts written by thirty prospective teachers. Conclusions: Thanks to this visibility, feedback can be given on the pedagogical elements that the prospective teacher will use in the future.
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Margawati, Prayudias. "TRAVEL WRITING: AN APPLICATION OF WRITING WORKSHOP TO ENHANCE STUDENTS’S CREATIVE WRITING." Jurnal Pendidikan Bahasa dan Sastra 14, no. 2 (October 1, 2014): 187. http://dx.doi.org/10.17509/bs_jpbsp.v14i2.724.
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Writing is often assumed as uneasy skill to either learn or teach. For students, they find it difficult to develop ideas in writing. On the other hand, teachers, many of them, only ready with the materials but confuse with the appropriate ways to teach. This paper intends to describe and discuss a method of teaching writing namely writing workshop to improve students’ writing skill through travel writing. Writing workshop proposed by Calkins that consists of mini lesson, work time, peer conferring and/or response groups, share sessions, and publication celebration is applied in writing class for methodological purposes. In mini lesson, teacher offers something to the class that is meant to introduce a writing strategy done at the beginning of the workshop. During work time point, students start their new piece of writing. Teacher moves among students conferring with them while checking their works. Peer conferences or response groups provide a forum for students to talk about works in progress. When students work in group, one of them could arrange his/ her group needs during the work time. A share session may be varied, one possible way is each group shares their process of writing to other students. At the end of writing class, student writers come together to publish and/ or celebrate their final work. The publication could be in the form of portfolio, students’ diary, blog, or others. Travel writing genre is chosen as it could develop students’ creativity in describing/ narrating their own stories during, let say holiday or things they used to see on the way home weekly or monthly. Furthermore, travel writing as the product of creative writing teaches the readers of values, characteristics, and way of life. Last but not least, a professional writing teacher should set the writing workshop components in variety ways to achieve effective running-class.
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Kumalasari, Selvia Putri, Budhi Setiawan, and Sumarlam Sumarlam. "PEDAGOGICAL COMPETENCE OF INDONESIA TEACHER VIEWED FROM THE ANECDOTE WRITING LESSON PLANNING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 11, no. 2 (December 2, 2017): 146. http://dx.doi.org/10.24036/ld.v11i2.8054.
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This research describes the pedagogical competence of teachers in arranging lesson plans in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta. The lesson plans prepared by the teachers will give impacts toward the learning practice and also the students' learning result. The approach used in this research is a qualitative approach in a descriptive research. The source of data in this research is the teachers, while the data obtained from the teachers' pedagogical competence are the readiness of the teachers to teach (RPP), sources and teaching materials. The techniques used to collect the data are interview and documentation. Based on the data analysis, the result of this research shows that the lesson plans of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta in arranging the lesson plans (RPP) is still not correspond to the component regulated in Permendikbud No. 22, 2016. However, the teachers could access their class by giving the learning method in the form of discussions. It will help the students to solve the problems which appeared in the lesson. The teachers have enclosed learning media to facilitate the students in receiving the learning material. However, the teacher still has not made the RPP in accordance with the correct components. Thus, it can be concluded that the pedagogic competence of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta is still not good, because the teacher has not made the lesson plans in accordance with components set by Permendikbud.Key words/phrases: pedagogical competence of teachers, lesson plans, writing skills, anecdote texts.KOMPETENSI PEDAGOGIK GURU BAHASA INDONESIA DITINJAU DARI PERENCANAAN PEMBELAJARAN KETERAMPILAN MENULIS ANEKDOTAbstrakPenelitian ini menggambarkan kompetensi pedagogik guru dalam menyusun perencanaan pembelajaran di kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta. Perencanaan pembelajaran yang disiapkan guru akan memberikan dampak pada pelaksanaan serta hasil belajar siswa. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dalam jenis penelitian deskriptif. Sumber data dalam penelitian ini adalah guru, data yang diperoleh dari kompetensi pedagogik guru adalah kesiapan guru mengajar (RPP) dan sumber serta bahan mengajar. Proses pengumpulan data dilakukan dengan teknik wawancara dan dokumentasi. Berdasarkan analisis data, hasil penelitian ini adalah perencanaan pembelajaran guru bahasa Indonesia kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta dalam membuat Rancangan Pelaksanaan Pembelajaran (RPP) belum sesuai dengan komponen yang di atur dalam permendikbud No 22 Tahun 2016. Namun, guru dapat mengelola kelas dengan memberikan metode pembelajaran berupa diskusi, hal ini membantu siswa dalam menyelesaikan permasalahan yang muncul dalam proses pembelajaran. Guru sudah mencantumkan media pembelajaran dalam mempermudah siswa menerima materi pelajaran. Akan tetapi guru masih belum membuat RPP sesuai dengan komponen yang benar. Dengan demikian, dapat disimpulkan bahwa kompetensi pedagogik guru bahasa Indonesia yang mengampu kelas X Usaha Perjalana Wisata SMK Negeri 6 Surakarta masih belum baik, karena guru belum membuat RPP sesuai dengan komponen yang diatur dalam permendikbud.Kata kunci/frase: kompetensi pedagogik guru, perencanaan pembelajaran, keterampilan menulis, teks anekdot
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Bodorík, Michal. "Teaching English pronunciation by non-native teachers as seen by Slovak teachers." Journal of Language and Cultural Education 5, no. 3 (September 1, 2017): 157–74. http://dx.doi.org/10.1515/jolace-2017-0034.
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Abstract The English language has become the so called “world wide language” due to the fact that it is used globally in many spheres of everyday life - education, business, labour market, technology, tourism, travel and others. In Slovakia, the educational system supports schools in the acquisition of the language by granting more English classes per week, by financing textbook materials, by bridging teaching practice with research as well as making English a mandatory subject of school leaving exams. One of the crucial components in the English language education of Slovak learners appears to be the pronunciation. This language feature has its specificities and therefore it must be approached carefully. Although many researchers in Slovakia have focused on various aspects of English pronunciation, this article aims at the English teachers and their perception of this important issue. The survey focuses on Slovak teachers’ opinions about teaching English pronunciation to non-native learners, more specifically, about teaching techniques, error corrections, textbook materials and university teacher training.
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Van Boxtel, Joanne M. "Seeing Is Believing: Innovating the Clinical Practice Experience for Education Specialist Teacher Candidates With Video-Based Remote Supervision." Rural Special Education Quarterly 36, no. 4 (October 16, 2017): 180–90. http://dx.doi.org/10.1177/8756870517737313.
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A call to implement 21st-century change drivers within teacher preparation is evidenced within policy and research. The use of technology-enhanced methods of supervision where virtual observations of pre-service or in-service teachers are performed by university supervisors or mentors has an established and growing research base that demonstrates improvements in pre- and in-service teacher competencies, as well as programmatic benefits, such as time and cost savings and the ability to supervise remotely. To answer this call, the researcher investigated the strategic implementation of an asynchronous video-based remote supervision model within a university-based teacher preparation program from the perspective of education specialist teacher candidates and their cooperating teachers. Results suggest a video-based remote supervision method is feasible and equally effective or preferred over traditional face-to-face observations by teacher candidates and cooperating teachers for self-reflection, professional growth, and convenience. Time and cost savings resulting from reduced travel for the supervisor are analyzed and discussed. The model and methods presented in this study may be replicated to enable strategic scaling of video-based remote supervision within other teacher preparation programs, particularly those serving candidates in remote or rural areas.
Dissertations / Theses on the topic "Teachers Travel"
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Cardoso, Silmara de Fatima. "\"Viajar é ser autor de muitas histórias\": experiências de formação e narrativas educacionais de professores brasileiros em viagem aos Estados Unidos (1929 - 1935)." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09122015-144909/.
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Este estudo tem por pretensão analisar a história e os fatores que levaram Anísio Teixeira, enquanto Diretor Geral da Instrução Pública no antigo Distrito Federal e a Associação Brasileira de Educação ABE a investir em viagens de professores brasileiros aos Estados Unidos. O objetivo de Anísio Teixeira e da ABE concorriam para que esses professores imbuídos de uma formação pedagógica eficiente adquirida no país considerado à época como referencia, pudessem ser os principais atores na renovação e regeneração do ensino e da sociedade brasileira. Delimitamos o estudo na viagem de 28 professores, do período de 1929 a 1935. Essas décadas são importantes para a historiografia da educação, pois foram marcadas por um movimento de reforma e aperfeiçoamento do sistema público de ensino. Nesse momento a educação despontava como uma preocupação das elites e dos governantes, seja nas discussões ocorridas no âmbito da ABE, seja por meio das reformas educacionais dos Estados (MORAES, 2007). Levando em consideração o objetivo proposto dividimos esse trabalho em cinco capítulos. I capítulo Uma cultura de formação em viagem. II capítulo Os professores eleitos para a viagem de estudos. III capítulo O destino privilegiado da viagem: os Estados Unidos da América. IV capítulo Especialistas em novos campos de saberes. V capítulo Os relatos das experiências educativas estrangeira. Compreender os sentidos e propósitos das viagens, como o deslocamento dos sujeitos para países estrangeiros com a finalidade de estudar o seu sistema educacional nos ajudam no entendimento das influências, apropriações e possíveis leituras de um modelo de ensino estrangeiro no campo educacional brasileiro e na formação e atuação dos professores viajantes.This Study has the pretention analyses the history and facts that lead Anísio Teixeira, for General Director of Public instruction in the old Federal District and the Brasilian Educational Association ABE and invest in travel of Brazilian teachers at United States. The Anísio Teixeira Objective and BEA competed for these teachers imbued in an effective teacher training acquired in the country concerned in the time as a reference could be the main actors in the renewal and regeneration of teaching in the Brazilian Society. We delimited the study in the trip to 28 teachers, the period 1929 to 1935. These decades are important for the historiography of education, as they were marked for a movement of reform and improvement of the public school system. This moment the education emerged as preoccupation of the elites and rulers, in discussions held within the BAE, through the educational state reform (MORAES, 2007). Taking into a count the propose objective, we divide this work in five chapters. Chapter I A formation culture in travel. Chapter II - The teachers elected for a study travel. Chapter III The privilege destiny of travel: The United States of America. Chapter IV Experts in new fields of knowledge. Chapter V - The accounts of foreign educational experiences. Understand the sense and objective of travels, as the displacement of the subjects to foreign countries with the function to study your educational system help us to understand the influences, appropriations and possible readings of a model of foreign teaching in the educational Brazilian camp and the training and performance of traveler teachers.
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Lipscombe, Trevor, and n/a. "Different teachers for different students? : The relationship between learning style, other student variables and students' ranking of teacher characteristics." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060817.141319.
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This study examined the influence of selected student
variables (learning style , age, sex, nationality
(birthplace), academic achievement, and social class) on the
ranking of twelve teacher characteristics. 246 ACT TAFE
Associate Diploma in Business students formed the sample.
Results were compared with a similar study by Travis (1987)
of secondary students in Canada and USA.
The extent to which different groups of students prefer
different teacher characteristics has important implications
for the growing practice of student rating of teachers'
effectiveness. This practice (operating under a psychometric
paradigm) currently assumes that any differences of opinion
between student raters are the result of student
carelessness (random error) or bias (systematic error). The
possibility that these differences of opinion are the result
of systematic variation, based on differences between
students, is not countenanced.
This study demonstrated significant (p=<0.05) systematic
variations on four of the six variables studied (age,
academic achievement, nationality and social class) in the
way that respondents ranked one or more of the teacher
characteristics. Comparisons with Travis's results showed
marked differences both in the overall ranking of the twelve
teacher characteristics and in the influence of student
variables on the ranking of individual teacher
characteristics. While Travis also showed that some student
variables influenced the ranking of teacher characteristics,
different relationships are evident. Travis's respondents
emphasised the importance of good, supportive relationships
with their teachers, while in this study, instrumental
characteristics were preferred. This suggests a range of
preferred characteristics across student populations.
Within both studies there is a wide range of opinion as to
the importance of all twelve teacher characteristics. More
than half of the present sample also suggested a range of
additional characteristics which they believed influenced
their learning. These findings support the view that
different students prefer different teachers. They suggest
that some student variables may have a greater influence
than others (e.g. academic achievement level) and that there
may similarly be more agreement on some teacher
characteristics (e.g. Knowledgeablity) than others.
Users of student ratings of teacher effectiveness should be
aware of the paradigmatic limitations of aggregated student
scores. Validity might be improved by using teacher
characteristics which raters agree are important and by
grouping raters for influential student variables.
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Telford, Mansour Rebecca Grace. "Travel without visas : teacher perception of a technology intervention in the Dadaab refugee camp." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42789.
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As the numbers of people who are forcibly displaced continues to grow, education for refugee children is in crisis. More than one third of refugee children globally are missing out on primary education and the safety and education of girls are disproportionately affected. Teachers are crucial to providing quality education for these children. By focusing on teachers in the refugee camp and their perception of technology-based learning, this study aims to contribute to the global body of practitioner and academic knowledge which will be required to meet the needs of the refugee crisis globally. Teacher perception of technology-based interventions aimed at improving the quality of learning and teaching for refugee populations were explored through a case study on Dadaab, a refugee camp on the Kenya-Somalia border. This study considers teacher engagement with the Instant Network Schools (INS) programme, an initiative between UNHCR and the Vodafone Foundation that aims to embed technology into formal schools in Dadaab. Using the framework of Activity Theory, the research comprised bimonthly visits to Dadaab over 18 months and centred on 21 semi-structured interviews with teachers in INS schools supported by my own observation in schools and discussions with teachers and other stakeholders. This application of Activity Theory outside its historical domain is a potentially valuable contribution to knowledge and methodological innovation, responding to literature which questions the ability of Activity Theorists to engage outside of their own context, or with activity systems which are less linear. This study found that in-depth engagement with structural issues from the outset means that Activity Theory can be a valuable methodological tool in researching systems which include complex hierarchies of power. Analysis of the data revealed the following broad themes: 1) teachers perceived significant benefits of the INS programme, in spite of challenges which slowed the set-up of hardware and connectivity; 2) the ability to bring the outside world to refugee children who are isolated within the camp was seen as the greatest benefit, allowing the children to ‘travel without visas’; 3) there are many opportunities to develop the INS programme which centre on co-designing the training, curriculum and programme management with the teachers and schools involved; 4) many of the challenges to optimal use of the programme including impact on student learning outcomes relate to structural and macro-political issues which should also be considered in the programme design. Of these, the first was counter-intuitive and constitutes a novel finding, as teachers who had little or no access to the technology itself still reported the same levels of satisfaction with the intervention. This suggests that the technology has a symbolic value which is of significant importance to the teachers involved, and further understanding this value could improve our understanding of teacher priorities and how to better design meaningful interventions.
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Jones, Shawn. "A Long Road to Travel: Narratives of African American Male Preservice Educators' Journeys through a Graduate Teacher Eduaction Program." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/78.
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The ongoing research concerning African American males enrolled in teacher education
programs is essential for a number of reasons. Research specifically addressing preservice
teaching, teacher education, and the African American male student is needed to promote the
well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal
(2002), colleges of education have addressed the issue of underrepresentation and under
population of African American teachers through policy reform and financial support.
The narratives of African American male preservice teachers and their perspectives on
teacher education may provide a context for other researchers seeking to understand how and
why African American males move into the field of education. More importantly, one particular
way to enhance and advance the cause of the African American male preservice teacher is to
accept a “culturally sensitive practice” (Tillman, 2002, p. 3) and insure epistemological and
research practices unfamiliar to many teachers of preservice teachers are approved and
embraced.
This study is situated in a cultural, racial, and gendered point of view seeking to highlight
the individual and shared experiences of three African American male preservice teachers
enrolled in a graduate teacher education program. Stabilized through the lens of critical race
theory (CRT), the gathering of counter-narratives provided the context to allow the research
participants a vehicle to name their own reality.
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Lima, Helaine Cristina Ferreira. "Constru??o da doc?ncia: trajet?rias de professores de gin?stica no ensino superior." Pontif?cia Universidade Cat?lica de Campinas, 2010. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/678.
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Previous issue date: 2010-12-16This research discussed about the teachers formation that teaches gymnastics subjects in the Physical Education at Higher Education. The problem that conducted the study was: can the academics and professional formations and the experiences lived in the gymnastics area contribute to the teaching of this subject in the Higher Education? In which way? So, the main objective was to know and reflect about teaching carrier building, in special, gymnastics teaching in Higher Education and the specific objectives configured were: to discuss and reflect about the relation between experience and gymnastics practice with the teaching profession in this area; the Physical Education academic formation and the gymnastics professional formation and; possible contributions of the formatives experiences in the gymnastics teaching at Higher Education. The study, of qualitative nature, was made through field research, with data collection instruments such as questionnaire and semi-structured interview. We have researched eight gymnastics teachers, acting in eight Higher Education Institutions in the Metropolitan Region of Campinas. The data analysis was based on theoretical referential about Teachers Formation and Gymnastics in the Higher Education. Relating to the teachers experiences lived in the gymnastics before, during and after the beginning of the professional work as teacher, the results pointed that the big majority of them had a large involvement with this area, as ex-gymnastics, as groups and team?s leaders and also participating in academic and scientific events. We also identified, through the data, that the experience lived out of the academic formation are important sources of contribution to the teaching profession, that provides more knowledge about the professional reality. Hance, it fallows that the teaching knowledge building does not begin or end with the entrance in the professional teacher carrier and that the trajectories of life and the experiences constitute a dynamic knowing that can and might be in continuous transformation and dialogue with the momentary reality. We understand that studies like this, about teacher?s formation, can subsidize discussions around an educative practice that aspire the transformations through the formation of invidious more reflexive and compromised with a quality education.
Esta pesquisa tratou da trajet?ria de forma??o de docentes que ministram disciplinas de gin?stica na Educa??o F?sica no Ensino Superior. O problema que norteou o estudo foi: a forma??o acad?mica e profissional de docentes e as experi?ncias vividas na ?rea da gin?stica podem contribuir para o exerc?cio da doc?ncia nesta disciplina no Ensino Superior? De que maneira? Sendo assim, o objetivo geral foi conhecer e refletir sobre trajet?rias de constru??o de doc?ncia, em especial, a doc?ncia em Gin?stica no Ensino Superior e os objetivos espec?ficos se configuraram da seguinte maneira: discutir e refletir sobre a rela??o entre experi?ncias e a pr?tica da gin?stica com o exerc?cio da doc?ncia nesta ?rea; a forma??o acad?mica em Educa??o F?sica e a forma??o profissional em gin?stica; as poss?veis contribui??es das experi?ncias formativas na atua??o docente em gin?stica no Ensino Superior. O estudo, de natureza qualitativa, foi realizado por meio de pesquisa emp?rica cujos instrumentos de coleta de dados foram: question?rio com perguntas fechadas, abertas e dependentes e tamb?m entrevista semiestruturada. A pesquisa foi efetuada com oito docentes, que ministram disciplinas de gin?stica, atuantes em oito Institui??es de Ensino Superior da Regi?o Metropolitana de Campinas/SP. Os dados foram analisados ? luz do referencial te?rico sobre a Forma??o Docente e a Gin?stica no Ensino Superior. Com rela??o ?s experi?ncias dos professores, vivenciadas em gin?stica antes, durante e ap?s o in?cio da doc?ncia no Ensino Superior, os resultados apontaram que a maioria destes possui grande envolvimento com a ?rea, como ex-praticantes, dirigindo grupos e equipes g?mnicas e tamb?m participando de eventos acad?micos e cient?ficos. Identificamos tamb?m, por meio dos dados obtidos, que as experi?ncias vividas fora da forma??o acad?mica s?o importantes fontes de contribui??o para o exerc?cio da doc?ncia, que permitem aos professores um maior conhecimento da realidade profissional. Portanto, consideramos que a constru??o dos saberes docentes n?o se inicia nem finda com a entrada na profiss?o docente e que as trajet?rias de vida e as experi?ncias constituem um saber din?mico, o qual pode e deve estar em constante transforma??o e di?logo com a realidade moment?nea. Entendemos que estudos como este, sobre a forma??o docente, podem subsidiar discuss?es em torno de uma pr?tica educativa, que aspire ?s transforma??es por meio da forma??o de indiv?duos mais reflexivos e comprometidos com a educa??o de qualidade.
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Cruz, Ortiz Lourdes M. "Eficacia de un Programa de Capacitacion para la Formacion de Docentes Universitarios en la Modalidad a Distancia a Traves del Modelo CIPP." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10245516.
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The purpose of this research was to determine the effectiveness of a teacher training program in distance education (EAD) offered in a private institution of a higher education system located south of Puerto Rico. In order to achieve the objectives, the research was carried out with the application of Stufflebeam CIPP Model for program evaluation, specially focused on process and product phases.
The sample was composed of professors who participated in the Training Program. These participants were given a questionnaire designed for this research and related to the two stages: process, product and effectiveness of the program, as well as their satisfaction on aspects related to the training received. A Likert scale was used to identify the responses.
The research was framed in a quantitative and non-experimental methodology that was based around three research questions. The data obtained with the administration of the questionnaire were analyzed through the program SPSS 21. These data were analyzed and calculated through the descriptive statistics with the calculation of the frequency measurements.
After analyzing the data obtained and based on the results obtained and reported the highest percentages in the scale of "Totally agree" and "Agreed" it was shown that in the opinion of the participants, the training program for the teacher training in DE is effective with respect to the purpose of their design and participants are satisfied with the training received. The data collected in this study may support educational institutions to design training programs for professional development.
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Amathieu, Jérôme. "Étude des circonstances de formation permettant à des enseignants novices d'éprouver de la satisfaction lors de situations de travail en classe : une étude de cas en éducation physique et sportive." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20075/document.
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Alors que de nombreuses directives institutionnelles invitent à considérer la formation des enseignants novices (EN) comme un moyen d’accroitre leur satisfaction professionnelle et in fine leur santé, peu de travaux scientifiques ont réellement étudié le caractère effectif de ce type de considération. Cette étude a donc pour objet premier d’analyser, dans le cadre de situations de formation de type tutorat mixte impliquant tuteurs de terrain et formateurs universitaires, les circonstances de formation permettant d’aboutir à la satisfaction professionnelles des enseignants novices en situation de travail en classe. Cette étude s’inscrit dans un programme de recherche sur la formation professionnelle dont les soubassements épistémologiques sont issus d’une anthropologie culturaliste principalement inspirée de la philosophie analytique de Wittgenstein (2004). Elle a été menée dans le cadre d’un dispositif innovant de formation en alternance articulant de façon itérative des séquences de formation menées sous la forme d’entretiens de conseil pédagogique et des séquences de travail en classe. Les résultats de cette étude permettent de situer trois principales circonstances de formation ayant permis d’aboutir à l’apprentissage de règles par les EN, voire à leur développement professionnel et, par-là même, à leur satisfaction : (i) l’intérêt pour les formateurs de « dé-satisfaire » les EN avant de s’engager dans une activité d’enseignement de nouvelles règles, (ii) la nécessité pour les EN d’avoir une « exemplarisation » des règles enseignées qui s’ancre dans leurs circonstances d’enseignement et, (iii) la nécessité pour les formateurs d’engager un véritable travail d’accompagnement des EN lors de leurs premiers suivis des règles préalablement enseignées. Sur la base d’une discussion de ces résultats des pistes, en matière de recherches complémentaires à mener et de dispositifs innovants à mettre en œuvre, sont finalement proposéesMany institutional guidelines point out that teacher education programs can be a means to enhance the job satisfaction, and thereby the health, of preservice teachers (PTs). However, few studies have actually examined this proposition. This study therefore sought to determine the training circumstances that contribute to PTs’ satisfaction with their classroom work in the context of teacher education with teams composed of cooperating teachers and university supervisors. This study is part of a research program based on epistemological principles derived from cultural anthropology, which has been much inspired by the analytical philosophy of Wittgenstein (2004). The study was conducted within the framework of an innovative teacher education program that alternates sequences of PTs’ classroom work with sequences of supervisory meetings. The results indicate three main training circumstances that facilitated the PTs’ learning of the work rules, which in turn contributed to their professional development and thereby to their satisfaction: (i) the teacher educator team needs to “de-satisfy” the PTs before engaging in the activity of teaching new work rules, (ii) the PTs need an “exemplification” of the new work rules that is rooted in their actual teaching circumstances, and (iii) the teacher education team needs to engage in a veritable work of supporting the PTs as they begin to follow the work rules that they have learned. The discussion of the results focuses on proposals for new directions in complementary research and innovative training methods
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Hillion, Mélina. "Teacher recruitment and management : current practices and future challenges." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH118/document.
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L'organisation de la fonction publique française connait de profondes mutations depuis le début des années 2000. Cette thèse examine la capacité du système de recrutement et de gestion des enseignants à répondre aux enjeux d'attractivité, d'efficacité et de diversité au cœur des projets actuels de modernisation du système éducatif. Le premier chapitre examine la neutralité du processus de recrutement des enseignants du secondaire vis-à-vis du genre. Il révèle que des biais d'évaluation existent et tendent à favoriser le genre minoritaire, contribuant ainsi à renforcer la mixité au sein des disciplines universitaires. Les deuxième et troisième chapitres examinent la capacité des incitations monétaires, de la demande d'enseignants et des exigences en matière de diplômes à attirer davantage et potentiellement de meilleurs candidats aux postes d'enseignant. Une hausse du niveau de diplôme requis pour enseigner (réforme de la "masterisation") ne semble pas améliorer l'efficacité du recrutement en termes d'attractivité, de profils de compétences et de diversité. Le quatrième chapitre examine la relation entre absentéisme, mobilité et conditions de travail des enseignants. Il montre que les écoles et les directeurs d'école influencent significativement les absences, les départs et le bien-être psychologique des enseignants. Le manque de soutien hiérarchique, les comportements hostiles et l'intensité du travail semblent jouer un rôle particulièrement importantThe organization of the French civil service has undergone profound changes since the early 2000s. This thesis examines the capacity of the teacher recruitment and management system to meet the challenges of attractiveness, efficiency and diversity at the heart of current projects to modernize the education system. The first chapter examines the gender neutrality of the recruitment process for secondary school teachers. It reveals that evaluation biases tend to favor the minority gender and contribute to strengthening the gender diversity within university disciplines. The second and third chapters examine the ability of monetary incentives, teacher demand and degree requirements to attract more and potentially better candidates for teaching positions. An increase in the level of qualification required to teach (from bachelor's to master's level) does not seem to improve the effectiveness of recruitment in terms of attractiveness, skills profiles and diversity. The fourth chapter examines the relationship between absenteeism, mobility and working conditions of teachers. It shows that schools and school principals significantly influence teacher absences, turnover and psychological well-being. Lack of hierarchical support, hostile behaviors and work intensity seem to play a critical role
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Molale, Itumeleng Samuel. "How policy travels : the course and effects of school funding policy on equity at different levels of the education system." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27847.
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Successful implementation of equity driven policies has proven to be a difficult and vexing issue especially in developing countries. As a result, many educational reforms were found in practice to be at variance with their founding objectives. The purpose of this exploratory and descriptive study therefore was to trace the implementation pathway traveled by the National Norms and Standards for School Funding (NNSSF) Policy from the center (National Department of Education) to the periphery (school level). This was informed by the necessity to explain where, how and why the discrepancy developed between the policy intentions and educational outcomes (i.e. effects). The NNSSF policy aimed at the fundamental transformation of the schools since it requires the following things to happen : the delegation of financial management and authority to the School Governing Body (SGB), the day-to-day management of curriculum delivery, the generation of additional funds, and the improvement and maintenance of school infrastructure. The allocation and management of these functions constitute in what is called “self-managing schools”, thus freeing such schools from the bureaucratic processes associated with centralization. This (research) investigation is guided by two research questions: 1. How was the new School Funding Policy (SFP) implemented within and through the different levels of the education system? 2. What were the effects of the National Norms and Standards For School Funding (NNSSF) policy on equity at school level? In essence, this research explains how different education stakeholders understand the new funding policy, and with what effects. In tracing the course of the NNSSF policy, I paid special attention to policy breakdown by comparing and contrasting the views and estimations of various implementers across the four levels of the education system namely: national, provincial, regional and school levels. This research on the understandings of policy was not restricted to formal definitions of policy, but went further to seek understanding on the practical unfolding of the funding policy separately, and in relation to other policies. Data was collected over a period of seventeen (17) months. In this regard, I used multiple methods of data collection including profiling, semi-structured interviews, critical observations of the setting, document analysis, photographic records and structured questionnaires. The main findings of the study include the following : ¨ The National officials showed a legalistic and formal understanding of the NNSSF policy, but such understanding lacked a holistic, coherent and integrated approach to equity. ¨ The understanding of the policy varied among the provincial officials. But such understanding again demonstrated a bureaucratic or functionalist-oriented approach to the implementation of the NNSSF policy. This suggests that much emphasis was placed on observing protocol and official communication of the new policy.. ¨ The regional policy implementers demonstrated a limited understanding of the policy. Such an understanding could be characterised as a disengaging approach to policy and a sense of despair on how the implementation unfolded. ¨ The effects of the NNSSF policy on equity differed across the five case study schools. For example, previously advantaged schools (like Siege) experienced negative effects due to inadequate state allocation. This had ripple effects in the form of exorbitant school fees and the issuing of a lawsuit against a parent who was not able to pay such high fees. ¨ The previously disadvantaged schools were able to do their own planning which led to the timeous acquisition of resources as a result of the financial allocation to the school level. The key findings as well as the implications of this research only make this study unique, but also offer critical insights into policy implementation in developing contexts. The fact that the research involved the collection of data at four levels of the education system over a period of seventeen months generated extensive data sets for policy analysis. The collection of both qualitative (contextual) and quantitative data contributed to strengthening the validity and reliability of the study as a whole. Most importantly, the knowledge gained from this study not only offers policy lessons for the North-West province, but it yields important insights for policy implementers across the education system.Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004.
Education Management and Policy Studies
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BRYK, Leandro. "O papel do docente na trajet??ria dos egressos em programas Stricto Sensu em Finan??as." FECAP, 2017. http://tede.fecap.br:8080/jspui/handle/jspui/757.
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The aim of this study was to demonstrate the aspects that influence the trajectory of graduates of Master and Doctoral degree into lines of research in Finance. As it was a descriptive study, the data source used was the curricular information available in CNPq Lattes Platform, from Professors and students of these programs. In this study, we proposed to give an overview about the profile and scientific publications of the graduates, in order to identify factors that affect the scientific production, the continuity of the academic formation, the choice of research lines, and the professional career in Universities. We also aimed to infer whether the Professors?? academic factors, with Doctoral or PhD degree titles, the acquisition of a scholarship, the authorship of international publications, or the membership in teaching staff/ or researchers of first class Universities, have positive effects on the trajectory of graduated students. We verified a high academic productivity in the applied sample, through the general Lotka index, and the Price??s Elitism Law. It was possible to deduct the existence of a positive relationship of Professors concerning their students in the following aspects: educational background, the student??s professional career in teaching and academic production.
Neste estudo, buscou-se evidenciar os aspectos que influenciam a trajet??ria dos egressos dos programas de mestrados e doutorados, com linhas de pesquisa focadas em finan??as. Por se tratar de um estudo de cunho descritivo, utilizou-se, como fonte de dados, os curr??culos disponibilizados na plataforma Lattes, dos docentes e discentes dos referidos programas. Como prop??sito, elaborou-se um panorama sobre o perfil e as publica????es cient??ficas dos egressos, a fim de identificar fatores que impactam a produ????o cient??fica, a continuidade da forma????o acad??mica e a carreira profissional em Institui????es de Educa????o Superior ??? IES. Objetivou-se inferir, ainda, se fatores acad??micos dos docentes, como Doutorado ou PhD, obten????o de Bolsa Produtividade, autoria de publica????es internacionais, ou integra????o no quadro de docentes/ou pesquisadores de IES de primeira linha, influenciam, de forma positiva, a trajet??ria dos egressos. Verificou-se uma alta produtividade acad??mica na amostra utilizada, tanto pelo ??ndice de Lotka Generalizado, bem como pela Lei do Elitismo de Price. Foi poss??vel deduzir a exist??ncia de uma rela????o positiva dos docentes sobre seus egressos nos seguintes aspectos: Forma????o Acad??mica, trajet??ria profissional do egresso na doc??ncia e produ????o acad??mica.
Books on the topic "Teachers Travel"
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Bloyd, Sunni. Travel tips for teachers. Los Angeles: Lowell House, 1991.
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Ferry, Peter. Travel writing. London: Chatto & Windus, 2008.
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Ferry, Peter. Travel writing. Orlando: Harcourt, 2008.
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Ferry, Peter. Travel writing. Orlando: Harcourt, 2008.
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Ferry, Peter. Travel writing. Leicester, UK: Ulverscroft, 2008.
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Liddell, Hoover. Journey from Kilimanjaro. San Jose, Calif: Writer's Showcase presented by Writer's Digest, 2000.
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Liddell, Hoover. Journey from Kilimanjaro. San Jose, Calif: Writer's Showcase presented by Writer's Digest, 2000.
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Közel Afrikához. Budapest: Magvető, 1996.
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Willette Kotan: A backward glance. Bloomington, Ind: iUniverse Inc., 2011.
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Pastia, Aurora. O viață în zigzag: Memorii. București: Editura Semne, 2007.
Find full textBook chapters on the topic "Teachers Travel"
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Millard, Elaine. "Chapter 11. Transformative Pedagogy: Teachers Creating a Literacy of Fusion." In Travel Notes from the New Literacy Studies, edited by Kate Pahl and Jennifer Rowsell, 234–53. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598630-013.
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Harmes, Marcus. "Education in the Fourth Dimension: Time Travel and Teachers in the TARDIS." In Teaching and Learning on Screen, 135–50. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57872-3_9.
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Rach, Ruth. "Making travel arrangements." In New Breakthrough German Teacher’s Guide, 49–54. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24821-6_9.
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Dervin, Fred, and Andreas Jacobsson. "Engaging Critically with Travel/Tourism and Interculturality." In Teacher Education for Critical and Reflexive Interculturality, 133–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66337-7_14.
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Cox, Anna, and Eleonora Teszenyi. "Time Travel, Kaleidoscopes and a Hat Shop." In The Multiple Identities of the Reception Teacher: Pedagogy and Purpose, 1–14. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2016. http://dx.doi.org/10.4135/9781529714937.n1.
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du Boulay, Benedict. "Artificial Intelligence in Education and Ethics." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_6-1.
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AbstractThis chapter traces the ethical issues around applying artificial intelligence (AI) in education from the early days of artificial intelligence in education in the 1970s to the current state of this field, including the increasing sophistication of the system interfaces and the rise in data use and misuse. While in the early days most tools were largely learner-facing, now there are tools that are teacher-facing, supporting their management of the classroom, and administrator-facing, assisting in their management of cohorts of students. Learner-facing tools now take into account the affective and motivational aspects of learning as well as the cognitive. The rise of data collection and its associated analytic tools has enabled the development of dashboards for the dynamic management and reflective understanding of learners, teachers, and administrators. Ethical issues hardly figured in the early days of the field but now they loom large. This is because of the legitimate fears that learners’ and teachers’ autonomy will be compromised, that learner data will be collected and potentially misappropriated for other purposes, and that AI will introduce extra biases into educational decisions and increase existing inequity and also because of the scary reputation that AI has in general.
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du Boulay, Benedict. "Artificial Intelligence in Education and Ethics." In Handbook of Open, Distance and Digital Education, 1–16. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_6-2.
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AbstractThis chapter traces the ethical issues around applying artificial intelligence (AI) in education from the early days of artificial intelligence in education in the 1970s to the current state of this field, including the increasing sophistication of the system interfaces and the rise in data use and misuse. While in the early days most tools were largely learner-facing, now there are tools that are teacher-facing, supporting their management of the classroom, and administrator-facing, assisting in their management of cohorts of students. Learner-facing tools now take into account the affective and motivational aspects of learning as well as the cognitive. The rise of data collection and its associated analytic tools has enabled the development of dashboards for the dynamic management and reflective understanding of learners, teachers, and administrators. Ethical issues hardly figured in the early days of the field but now they loom large. This is because of the legitimate fears that learners’ and teachers’ autonomy will be compromised, that learner data will be collected and potentially misappropriated for other purposes, and that AI will introduce extra biases into educational decisions and increase existing inequity and also because of the scary reputation that AI has in general.
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du Boulay, Benedict. "Artificial Intelligence in Education and Ethics." In Handbook of Open, Distance and Digital Education, 93–108. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_6.
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AbstractThis chapter traces the ethical issues around applying artificial intelligence (AI) in education from the early days of artificial intelligence in education in the 1970s to the current state of this field, including the increasing sophistication of the system interfaces and the rise in data use and misuse. While in the early days most tools were largely learner-facing, now there are tools that are teacher-facing, supporting their management of the classroom, and administrator-facing, assisting in their management of cohorts of students. Learner-facing tools now take into account the affective and motivational aspects of learning as well as the cognitive. The rise of data collection and its associated analytic tools has enabled the development of dashboards for the dynamic management and reflective understanding of learners, teachers, and administrators. Ethical issues hardly figured in the early days of the field but now they loom large. This is because of the legitimate fears that learners’ and teachers’ autonomy will be compromised, that learner data will be collected and potentially misappropriated for other purposes, and that AI will introduce extra biases into educational decisions and increase existing inequity and also because of the scary reputation that AI has in general.
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Gorvine, William M. "Teachers, Practice, and Travel." In Envisioning a Tibetan Luminary, 67–94. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199362349.003.0004.
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Chapter 3 turns its attention to the formative phase of Shardza’s youth. The chapter explores how the biographies present the emergent inclinations and religious orientations shaping his temperament. These were determined in large part by a breadth of religious teachers, by the style of training he adopted, and by an important early pilgrimage he undertook that brought him into contact with a broader cultural world. These lasting and varied influences provided an important basis for alternative representations to emerge. They allowed Shardza to be ultimately fashioned by his biographer as an open-minded but well-informed polymath who transcends and reconciles typically contrasting religious types, becoming a great adept and a prolific scholar, a nonsectarian visionary, and a committed Bönpo monastic.
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Gorvine, William M. "Teaching, Writing, Travel, and Dialogue." In Envisioning a Tibetan Luminary, 95–125. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199362349.003.0005.
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Chapter 4 examines the mid-career activities of this minority Bönpo living beyond the framework of an institutionally based monastic life. These developments include his emergence as a sought-after teacher; his contemplative approach to the writing process; his myriad experiences and responsibilities as an itinerant lama; his burgeoning relationships with influential patrons; and his connections with cosmopolitan figures beyond the Bön tradition. During his journeys Shardza typically presided over rituals, offered and occasionally received teachings and initiations, attracted students and patrons, and raised funds for religious purposes. He also engaged in in-depth conversations with other respected teachers he encountered, both Bönpo and Buddhist, often on the basis of his written works. Tenpé Gyaltsen reports that these ecumenical relations attest to his broadmindedness and freedom from narrow sectarian bias.
Conference papers on the topic "Teachers Travel"
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Cerro, Camilo. "Understanding the Value of Travel: Study Abroad Program in Barcelona." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.63.
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than the ones the students is accustomed to, are all some of the outcomes of participating in a study abroad program. Understanding the value of travel, our college started a study abroad program two years ago. Currently preparing for our third semester in Barcelona, we have been assessing what has worked and what has not so we can adapt and evolve to keep the program fresh and relevant. This paper will cover our pedagogy and process, the type of classes we taught and the reasons behind them but more than anything, the way it has changed the participating students when compared to those who have not participated in a program of this type. The semester was divided into four courses: ARC394-Places and Culture, was designed to function as a walking tour of the city of Barcelona, where the students learned on the go by visiting sites following a chronological history of the city that took place throughout the semester. ARC494-Contemporary Architecture Practice, took place in both the classroom and by visiting contemporary architecture sites. The course was taught by EMBT (Enric Miralles and Benedetta Tagliabue) as an opportunity for the students to learn the design thinking and process behind the main project of a working architectural firm as they take an idea from sketch to construction. ARC581-Contemporary Spanish Architecture, offered the student the opportunity to visit: Seville, Cordoba, Granada, Bilbao, Madrid, Figueres and Olot on walking tours covering the history of these locations from an architectural and design perspective from antiquity to modernity. And finally, ARC501-401, a vertical design studio where the student was able to bring all the classes together to design a project in the city of Barcelona, putting to the test, how their experiences influenced their designs. All of these courses where designed to work together creating an interdependent system that allowed the participants to learn through experiencing architecture and design, while being able to implement that newly learned design knowledge into site and cultural specific design projects.
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Haines, Shana, Raquel Dinis, and Jessica Strolin. "SHAKING UP REALITY: A U.S. TRAVEL-STUDY COURSE IN THE AZORES PREPARING TEACHERS FOR THE MAGIC OF THE PROFESSION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2564.
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Mihaela, Man Carmen, and Slave Camelia. "Study of Innovative Technologies and Materials for Online Learning." In Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.2021.225.
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The SARS-Cov-2 pandemic has fundamentally changed the way of life. On the continents, all areas were affected, from work to leisure and travel. The education sector has not been spared the consequences either. For months during isolation, schools, colleges and universities closed their doors, and online courses became the new norm. But education does not stop at the school gate, and educators everywhere have done everything in their power to ensure that pupils and students do not lag behind. The pandemic caused awareness of significant gaps and deficiencies regarding digital skills, connectivity and the use of technology in education. The paper presents issues related to the implementation of the online learning system in education, including the structure of higher education, the implications for both students, teachers and the global impact on society.
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Golubović, Dejan. "Da li obuke nastavnika za rad u digitalnom okruženju utiču na promenu odnosa prema digitalizaciji nastave?" In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.331g.
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The goal of the study that was conducted in the High School of Economics and Trade in Zaječar was to establish whether and to what extent teacher training courses on work in a digital environment contribute to a change in a teacher’s attitude to the digitalization of education. Two online surveys (the Google questionnaire) were conducted, with 68 teachers participating. The first survey was conducted at the beginning of the coronavirus pandemic and the second one 6 months later. The study began with the hypothesis that a rather strong resistance to digitalization exhibited in the first survey would, after a series of training courses, grow weaker in intensity as more and more advantages are listed. The results of both surveys showed an equally negative attitude to digitalization, with the reasons of resistance being different – in the first survey, they include inexperience in work with digital tools, and in the second one they include the impossibility of making an objective evaluation of students’ achievements and increased workload. The conclusion is that in the digital model of education teachers recognize inherent weaknesses, for which reason it is viewed solely as an addition to the traditional form of teaching.
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Stefenhagena, Dita, Anda Grinfelde, and Inga Vanaga. "Challenges of Teachers’ Remuneration in Latvia, Lithuania and Estonia: The View of Trade Unions as Social Partners." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.019.
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Uncompetitive remuneration for teachers has been a problem for many decades in Latvia. Government together with social partners –education trade unions, have tried to solve this problem by asking to allocate additional financial resources to public education budget, by developing teacher salary raise schedules and various educational reforms in all three Baltic countries. The aim of the study is to research general principles of teachers’ remuneration and workload in Latvia, Lithuania and Estonia, for comparison and social dialogue argumentation on the part of education trade unions. Research approach is analysis of information on teachers’ salary calculation and workload presented by education trade unions as semi-structured interviews. Reflection on the topic in relation to theoretical sources, including international organizations representing education and social dialogue issues, is enclosed. The results of the research show that there are differences in all three countries regarding general education teachers’ remuneration. The main challenge is the implementation of effective and decision –making oriented social dialogue between trade unions and education policy makers regarding teachers’ weekly contact hours and paid additional hours per full workload, minimal and average monthly salary rate for teachers. The conclusion of the paper indicates that, based on Lithuania and Estonia experience, immediate reforms in Latvia are necessary to increase public funding for education, to increase teachers’ remuneration, harmonize and balance workload and ensure that teachers are paid for all duties performed.
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Martinez-Maldonado, Roberto, Vanessa Echeverria, Katerina Mangaroska, Antonette Shibani, Gloria Fernandez-Nieto, Jurgen Schulte, and Simon Buckingham Shum. "The Moodoo Library: Quantitative Metrics to Model How Teachers Make Use of the Classroom Space by Analysing Indoor Positioning Traces (Extended Abstract)." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/654.
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Teachers’ spatial behaviours in the classroom can strongly influence students’ engagement, motivation and other behaviours that shape their learning. However, classroom teaching behav-iour is ephemeral, and has largely remained opaque to computational analysis. This paper presents a library called ‘Moodoo’ that can serve to automatically model how teachers make use of the classroom space by analysing indoor positioning traces. The system automatically ex-tracts spatial metrics (e.g. teacher-student ratios, frequency of visits to students’ personal spaces, presence in classroom spaces of interest, index of dispersion and entropy), mapping from the teachers’ low-level positioning data to higher-order spatial constructs.
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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.
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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.
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Yang, Tingyu, Qian Ji, Yekai Wei, and Chanchan Yao. "‘Quick Charge’ Optimization Design and Service Practice for Campus Charging Piles." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001413.
Full textAbstract:
Recently, with the expansion of campuses in China, school buses separately cannot meet the needs of students for daily travel. Electrical vehicles have been favored by students contributing to their environmental, convenient, and economical characteristics in their daily life, consequently, related problems emerged. It is considered that the charging of electric vehicles is inconvenient, unsafe, unclear payment details, mainly because of limited sites, lack of maintenance, and site occupancy. In addition, there are certain limitations and backwardness in the payment method of existing charging piles. Students cannot query and manage the charging status of their vehicles in real time. Therefore, it is significant for us to construct and improve electric vehicle charging facilities for better campus environment.Purpose: From the perspective of service design, a solution for the existing problems in the electric vehicles charging piles on campus in China is proposed to facilitate the daily life of teachers and students on campus.Method: Taking the campus of Huazhong University of Science and Technology as an example, the statistics of existing charging piles are collected to enrich our understanding of the pile distribution on the campus, deeper information are excavated via stakeholder interviews in the statistics. After the interview, questionnaires are designed and relevant user role cards are established. Service design related analysis methods: visual analysis by establishing user journey maps, service blueprints, sand table models, role playing, etc. The contact points are discovered to construct the service system design.Conclusion: We demonstrated the ‘instant flash charge’ service scheme, plan the service blueprint, and design the relevant service vouchers. Users can instantly receive convenient charging services through the APP. Operators can also detect the usage status on the back-end computing modules, check and repair the broken charging piles in time, and finally provide users with a complete and smooth charging service.
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"Teacher Education Graduates: A Tracer Study." In Sept. 21-22, 2017 Cebu (Philippines). URUAE, 2017. http://dx.doi.org/10.17758/uruae.uh09171010.
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Fahimah, Nurul, Ace Suryadi, and Asep Saepudin. "Andragogy Based E-learning Model for Early Childhood Teachers in West Java." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.005.
Full textReports on the topic "Teachers Travel"
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Mahat, Marian, and Wesley Imms. Archipelago of Possibilities: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124323.
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Archipelago of Possibilities is a strategy and professional development workshop created specifically to help teachers and educators uncover what they hold dear in their teaching practice and discover what they consider most important for a successful practice. This workshop uses travel as a metaphor to guide participants in reflecting on their practice, identifying successful factors for success, examining what is holding them back from achieving their ideal practice, and developing steps to create a future ideal teaching and learning space.
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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.
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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.
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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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Elacqua, Gregory, Anne Sofie Westh Olsen, and Santiago Velez-Ferro. Open configuration options The Market Design Approach to Teacher Assignment: Evidence from Ecuador. Inter-American Development Bank, September 2021. http://dx.doi.org/10.18235/0003824.
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We study the advantages, trade-offs, and challenges of employing a centralized rule to determine the allocation of teachers to schools. Data come from the centralized teacher assignment program in Ecuador, "Quiero ser Maestro," conducted by the Ministry of Education. Notably, in 2019 the program transitioned from a priority based algorithm to a strategy proof mechanism, similar to the change introduced in Boston in 2005 to assign students to schools. Using the reported preferences, we conduct a counterfactual analysis and nd substantive evidence that the adjustment in algorithm resulted in greater efficiency for the school system. However, in contrast to the Boston case, we nd the benefits stem from increasing the competition for positions among teachers, rather than by the introduction of a strategy-proof mechanism.
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Huang, Aris, Debbie Wong, Elizabeth Cassity, and Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.
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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Wong, Debbie, and Elizabeth Cassity. . Teacher development multi-year studies. Emerging themes: Challenges and enablers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-675-8.
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The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Timor-Leste, Vanuatu and Lao People’s Democratic Republic (Laos). The overall aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.
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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.
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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Siddiqi, Soufia A. Contested Identities; Competing Accountabilities: The Making of a ‘Good’ Public Schoolteacher in Khyber Pakhtunkhwa, Pakistan. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe02.
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This paper investigates norms, practices and contests that shape public school teaching in Khyber Pukhtunkhwa (KP) province, Pakistan and it traces how teacher-bureaucrats are detracted from, and motivated towards, learning-oriented performance.
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Hollingsworth, Hilary, and Debbie Wong. Teacher development multi-year studies. Using classroom observations to investigate and understand teaching quality: Initial lessons learned. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-676-5.
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This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper discusses the processes used to design, implement, analyse and report classroom observation data in the Laos study, and key lessons learned about these that could be applied to other contexts and programs.