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Journal articles on the topic 'Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Goodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development." Cambridge Journal of Education 21, no. 1 (January 1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.

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2

Saraeva, Tatiana P. "Teacher of Teachers." Человек. Общество. Наука 3, no. 4 (2022): 71–75. http://dx.doi.org/10.53015/2686-8172_2022_3_4_71.

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3

McGregor, Gordon, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." British Journal of Educational Studies 44, no. 3 (September 1996): 341. http://dx.doi.org/10.2307/3122468.

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4

McNay, Margaret, Tom Russell, and Fred Korthagen. "Teachers Who Teach Teachers: Reflections on Teacher Education." Canadian Journal of Education / Revue canadienne de l'éducation 21, no. 3 (1996): 358. http://dx.doi.org/10.2307/1495044.

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5

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 13, 2020): 53–69. http://dx.doi.org/10.31149/ijie.v3i8.537.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 8 (August 14, 2020): 81–97. http://dx.doi.org/10.31149/ijie.v3i8.540.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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7

Lina Lafta Jassim. "Examining the Impact of Training and Nativeness on Teacher’s self-efficacy in teaching English." International Journal on Integrated Education 3, no. 9 (September 6, 2020): 87–104. http://dx.doi.org/10.31149/ijie.v3i9.595.

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The purpose of this study was to examine the impact of training and 'nativeness' on teacher's self-efficacy in teaching English as a second language. A questionnaire was used and administered to 281 foreign teachers in Nasseria, Iraq. The teacher’s sense of efficacy scale (TSES) was employed to measure a teacher's self-efficacy. Using MANOVA, we tested the impact of teachers’ training and 'nativeness' on a teacher’s self-efficacy. The analysis showed that trained teachers have higher self-efficacy than untrained teachers and further that professional development enhances self-efficacy. The study established that being a native speaker does not necessarily influence a teacher's self-efficacy and goes to support the hypothesis that target language proficiency should not be associated with being a language teacher. Ultimately, policymakers and educational administrators should concentrate on the professional development of language teachers and disband the native/non-native dichotomy.

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8

Feiman-Nemser, Sharon. "Teachers as Teacher Educators." European Journal of Teacher Education 21, no. 1 (January 1998): 63–74. http://dx.doi.org/10.1080/0261976980210107.

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9

Tigner, Steven S. "Homer, Teacher of Teachers*." Journal of Education 175, no. 3 (October 1993): 43–64. http://dx.doi.org/10.1177/002205749317500304.

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10

Thornbury, S. "Teachers research teacher talk." ELT Journal 50, no. 4 (October 1, 1996): 279–89. http://dx.doi.org/10.1093/elt/50.4.279.

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11

KRALL, L. "Who teaches the teachers?" Diabetes Research and Clinical Practice 3 (1987): S5. http://dx.doi.org/10.1016/0168-8227(87)90007-6.

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12

Sawalhi, Rania, and Youmean Chaaban. "Mentor teachers’ and student teachers’ perspectives toward teacher leadership." Mentoring & Tutoring: Partnership in Learning 29, no. 1 (January 1, 2021): 70–88. http://dx.doi.org/10.1080/13611267.2021.1899586.

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13

Robinson, Maureen, and Wendy McMillan. "Who teaches the teachers? Identity, discourse and policy in teacher education." Teaching and Teacher Education 22, no. 3 (April 2006): 327–36. http://dx.doi.org/10.1016/j.tate.2005.11.003.

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14

Juliana Purba, Friska, Kelly Sinaga, Debora Sitinjak, and Candra Y. Tahya. "21st Century chemistry teacher: Analysis of TPACK of pre-service chemistry teachers in teachers college." jurnal Pendidikan Kimia 15, no. 2 (August 30, 2023): 76–81. http://dx.doi.org/10.24114/jpkim.v15i2.43788.

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This research is aimed to analyze chemistry pre-service teachers' profile of the TPACK (Technology Pedagogy and Content Knowledge) competencies in Teachers College. The method used in this study was a mixed method using TPACK’s questionnaire and interview. This study revealed that Content Knowledge (CK), Technology Knowledge (TK), Pedagogy Knowledge (PK), Pedagogy Content Knowledge (PCK), and Technology Pedagogy Knowledge (TPK) components of TPACK of pre-service teachers are excellent. The Technology Content Knowledge (TCK) component needs to be improved throughout training courses that enabled the pre-service teacher to utilize, design, and apply various chemistry-based computer applications. The component of TPACK will continue to develop with the support of institutions and teaching experience. Strengthening the components of TPACK is important for a chemistry teacher to embrace 21st century learning.

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15

Young, Natalie A. E. "Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom." Social Forces 99, no. 2 (January 21, 2020): 560–89. http://dx.doi.org/10.1093/sf/soz177.

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Abstract Studies suggest that both parental involvement and support from teachers matter for students’ academic success. Although cross-national research has revealed numerous ways in which parents shape the schooling process, less clear is whether parental involvement at school can influence teachers’ daily behavior toward students in class. In this study, I draw on data from the China Education Panel Survey (CEPS)—a nationally representative survey of Chinese middle-school students with unusually detailed information on parental involvement and teachers’ daily behaviors—to test a conceptual model that proposes a link between parent-teacher contact in China and attention students receive from teachers during daily lessons. In support of the conceptual model, I find that students whose parents cultivate relationships with teachers through frequent contact are more likely to be cold-called on and praised by teachers in class, even after controlling for family background, student academic performance, and student behavior. Moreover, I observe social class differences in parent-teacher contact, as well as some evidence that parent-teacher contact is linked to improved student performance through its impact on teachers’ attention. Overall, the findings point to a potential new pathway through which social class influences schooling by way of school-based parental involvement and in a broader set of contexts than previously imagined. I conclude with a discussion of implications for social reproduction theory, as well as challenges this situation presents for combatting educational inequality.

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16

Zhen, Xinheng, and Qian Liu. "The impact of a teacher’s professional identity on his/her occupational happiness: The mediating role of psychological capital." Nurture 17, no. 3 (July 12, 2023): 394–406. http://dx.doi.org/10.55951/nurture.v17i3.359.

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Purpose This paper is to explore the factors that influence the professional identity of university teachers on their occupational happiness, and to understand and study the mediating role of psychological capital between a teacher’s professional identity and a teacher’s occupational happiness. Design/Methodology/Approach: This paper uses a quantitative approach to testing. And this paper randomly selected 209 teachers (including full-time teachers and managers) from the Hebei Academy of Fine Arts located in Shijiazhuang, Hebei Province, as the research subjects. Findings: There exists a positive correlation between a teacher's professional identity and their occupational happiness. Additionally, a positive association can be observed between a teacher's professional individuality and their psychological capital. Furthermore, a positive relationship can be identified between a teacher's psychological capital and their professional happiness. Psychological capital plays a mediating role between a teacher’s professional identity and occupational happiness. Conclusion: Professional happiness is a manifestation of happiness at work, and psychological capital and professional happiness have the same theoretical basis and research orientation. The higher their sense of professional identity, the better their attitude towards work, and the higher their sense of professional happiness. Research Limitations/Implications: The sampling only comes from the Hebei Academy of Fine Arts located in Shijiazhuang, Hebei Province, China. The conclusion may not fit all levels of education and teachers' situations. Practical Implications: Universities could focus on improving the teacher's professional identity to improve their occupational Happiness, and universities could train teachers to gain psychological capital to help them keep a positive attitude towards their job to improve their occupational Happiness. Contribution to Literature: This study provides a structural framework for the relationship between psychological capital and occupational happiness that future researchers may use in their studies. The subsequent research could examine this model's applicability to the professional satisfaction of high school teachers or primary school teachers.

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17

Basow, Susan A., and M. Suzan Distenfeld. "Teacher expressiveness: More important for male teachers than female teachers?" Journal of Educational Psychology 77, no. 1 (1985): 45–52. http://dx.doi.org/10.1037/0022-0663.77.1.45.

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18

Asikainen, Mervi A., and Pekka E. Hirvonen. "Finnish Cooperating Physics Teachers’ Conceptions of Physics Teachers’ Teacher Knowledge." Journal of Science Teacher Education 21, no. 4 (June 15, 2010): 431–50. http://dx.doi.org/10.1007/s10972-010-9187-y.

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19

Ptashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova, and Nadezhda Anatolyevna Sokolova. "Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession." Science for Education Today 11, no. 2 (May 1, 2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.

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Introduction. The article attempts to study the correlation between the desire to enter the teaching profession and the formation of the conflict resolution component in the teacher’s image. The purpose of the article is to identify and describe the relationship between the assessment of the formation of the conflict resolution component in the teacher’s image and the desire to pursue a career in education. Materials and Methods. The study is based on the systematic approach and uses theoretical and empirical research methods. To collect primary empirical data, a survey of undergraduates doing their degrees in education was conducted. The study involved 152 undergraduate students (Years 2-5). For the mathematical processing of the research data, the H - Kruskal Wallace test and factor analysis were used Results. The factor analysis revealed two factors within the structure of the conflict resolution component of the teacher’s image. Its content differs when students assess school teachers, university teachers and themselves. According to students’ perceptions, the structure of conflict resolution component of the school teacher’s image and of the image of the university teacher coincide to a great extent. On the other hand, the structure of conflict resolution component of future teachers’ ‘self-image’ differs. ‘Refusing violence’ in the second factor is associated with ‘following rules’ for students, and with ‘personal choice’ for university teachers and school teachers. The research findings indicate that students with different degrees of professional motivation have different perceptions of the formation of conflict resolution component within professional images of university teachers, school teachers and themselves. When assessing school teachers and university teachers, significant differences were found according to the ‘internal stability’ criterion. ‘Doubting students’ rated university teachers lower according to this criterion, on the other hand, ‘students who do not want to enter the teaching profession’ rated this criterion low both among school teachers and university teachers. Conclusions. The study reveals the correlation between the assessment of conflict resolution component of the teacher's image and motivation for entering the teaching career. The article concludes that the desire to pursue a career in education is associated with such components of the teacher's image as ‘positive goals’, ‘equal communication’ and ‘personal choice’. Low self-evaluation of students’ conflict resolution component of the teacher's image negatively affects the motivation for teaching career in the future.

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20

Lenka, S. K. "Pupil Teachers’ Attitude towards Teacher Eligibility Test (TET)." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (July 1, 2018): 1–3. http://dx.doi.org/10.29070/15/57422.

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21

Targamadze, Vilija, Vaiva Juskiene, and Mariam Manjgaladze. "TEACHER TRAINING: EDUCATIONAL ACTIVITIES FOR PRE-SERVICE TEACHERS." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VI, no. 2 (December 29, 2018): 37–48. http://dx.doi.org/10.22333/ijme.2018.12005.

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Teacher training has always been a challenge as teachers are prepared for work in the future, with a focus on developing the competencies required for a future person. Therefore, it is expedient to identify the competencies that he or she needs to develop. It is likely that those will be new directions of competence: creating new value, reconciling tensions and dilemmas, taking responsibility. In order to implement these or other competencies and literacies, it is necessary to model the study programmes of teacher training and educational activities used by teacher educators in pursuit of these goals. It is the suitability of educational activities used for the training of educators, working with the new generation, that is analysed in this article. In 2018, an empirical research was carried out on the suitability of the types of educational activities, as distinguished by D. Leclercq and M. Pournay (2005), used by the teacher educator in the preparation of pre-service teachers, with respect to the opinion of educational science researchers – experts. The research included nine researchers selected according to particular criteria, who were from three countries, namely Georgia, Latvia and Lithuania. There were three researchers from three different countries who assessed the suitability of educational activities by answering in writing to the questions submitted in the questionnaire. According to the experts, all types of educational activities may actually be suitable as long as they are targeted and properly designed to achieve the intended learning goals.

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22

Dalton, Mary M. "Bad TeacherIs Bad for Teachers." Journal of Popular Film and Television 41, no. 2 (April 2013): 78–87. http://dx.doi.org/10.1080/01956051.2013.787352.

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23

Lee, Jin-Hee. "The Early Childhood Teacher’s Images of Pre-service Teachers, Kindergarten Teachers, and Daycare Center Teachers." K Association of Education Research 7, no. 3 (December 31, 2022): 107–24. http://dx.doi.org/10.48033/jss.7.3.6.

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The purpose of this study is to examine the image of teachers for pre-service teachers, kindergarten teachers, and daycare center teachers, and to see if there is a difference in the image of teachers they think. To this end, a survey was conducted from April 11 to April 29, 2022 on students enrolled in the Department of Early Childhood Education at vocational colleges in Gyeonggi-do, Seoul, and kindergarten and daycare center teachers. The mean, standard deviation, and Cronbach α coefficients were calculated for the final 214 out of 250 questionnaires, and the data were analyzed through one-way random analysis and Scheffe post-verification. As a result of the study, first, the overall average for the image of early childhood teachers was found to be moderate or higher, and the average value of the image of teachers considered by prospective pre-service teachers was the highest. Second, the image of pre-service teachers, kindergarten teachers, and daycare center teachers differed according to their educational background, career, and working institution. These research results can provide basic data on how to improve the image of early childhood teachers, and can help early childhood teachers to be recognized as professionals by establishing a desirable teacher image.

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24

Liston, Daniel P. "Teachers’ Work and Teacher Education." Review of Education 12, no. 2 (March 1986): 93–98. http://dx.doi.org/10.1080/0098559860120203.

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25

Timmerman, Greetje. "Teacher educators modelling their teachers?" European Journal of Teacher Education 32, no. 3 (August 2009): 225–38. http://dx.doi.org/10.1080/02619760902756020.

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26

Odell, Sandra J. "Preparing Teachers for Teacher Leadership." Action in Teacher Education 19, no. 3 (October 1997): 120–24. http://dx.doi.org/10.1080/01626620.1997.10462884.

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27

Abrams, Leonard, and Arnold S. Weisgold. "TRULY A TEACHER OF TEACHERS." Journal of Esthetic and Restorative Dentistry 10, no. 3 (May 1998): 100–101. http://dx.doi.org/10.1111/j.1708-8240.1998.tb00345.x.

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28

Lacina, Jan, and Robin Griffith. "Valuing Teachers-and Teacher Education." Reading Teacher 72, no. 4 (December 26, 2018): 421–22. http://dx.doi.org/10.1002/trtr.1779.

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29

Aronson, Deb. "Teacher Advocacy: Teachers Speaking Up." Council Chronicle 19, no. 3 (March 1, 2010): 6–8. http://dx.doi.org/10.58680/cc201012240.

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30

Happel, Tracie. "What Role does the Teachersâ€™ Union in Wisconsin have on Student Achievement?" New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 3 (December 7, 2016): 34–38. http://dx.doi.org/10.18844/prosoc.v2i3.1054.

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Wisconsin has had mandated membership in its teacherâ€™s union for all public school teachers since 1959. In 2010, Wisconsinâ€™s teachersâ€™ unions have been under discussion when the new governor came into office and signed Act 10 into law, which allowed all public school teachers to have a choice in membership. Much debate, discussion and furor has surrounded this legislation. The purpose of this paper considers the impact the teacherâ€™s union has had on student achievement according to unionized and non-union teachers and the state standardized assessment.Keywords: Wisconsin; teacherâ€™s union, student success; WKCE; non-union; student achievement; math; reading; 8th gradeÂ

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31

Looni, Farida, Fazal Hayat, and Sheila Jogezai. "Perceptions of Teachers Regarding Teachers’ Assessment Process at Universities of Balochistan." Qlantic Journal of Social Sciences and Humanities 5, no. 1 (March 30, 2024): 133–44. http://dx.doi.org/10.55737/qjssh.167679293.

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The study was sought to explore the perceptions of teachers regarding teachers’ assessment process at universities of Balochistan and to discover the perceptions of teachers regarding the process of annual confidential reports (ACRs) at Universities of Balochistan. A cross sectional descriptive design was adopted. All the faculty members of public and private sector universities of Quetta constituted the population. Convenient sampling technique has been used to select 93 teachers for data collecting data through a questionnaire. Descriptive statistics was used to analyze data. Findings of questionnaire from teachers stated that majority of respondents 76(81.7%) said they have regular feature of teacher’s assessment. Maximum respondents 68 (73.! %) answered in yes about teacher's assessment ACRs are used in department. Most of teachers 72 (77.4%) agreed that Peer review is essential part of teacher's assessment. Majority of respondents 63 (67.7%) agreed in yes that Opinions of students are also included in the assessment procedure. Majority of respondents 63 (67.7%) answered in no that they know the result of ACR. Maximum respondents 70 (75.3%) answered in yes that ACRs provide the vital input for assessing your performance. Maximum respondents answered in No that chairperson ever take any action against the poor ACR findings of any teacher.

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32

Bloom, Lynn Z. "Finding a Family, Finding a Voice: A Writing Teacher Teaches Writing Teachers." Journal of Basic Writing 9, no. 2 (1990): 3–14. http://dx.doi.org/10.37514/jbw-j.1990.9.2.02.

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33

Ebere, Wagbara S., and Obilor Esezi Isaac. "Fostering Teacher’s Education Competencies for Global Competitiveness: A Motivational Approach." Journal of Advances in Education and Philosophy 7, no. 1 (January 31, 2023): 34–40. http://dx.doi.org/10.36348/jaep.2023.v07i01.005.

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Educational output is measured by the competence of teacher, and for any teacher to be competitive enough to withstand the global capability, he or she required acquisition of some level of competence skill, thus fostering teacher’s competencies for global competitiveness is a necessary issue in teacher education. Two areas of teacher's competence (teacher’s pedagogical and intercultural competence) for global competitiveness was discussed. It was pointed out that in order to enhance teachers' capacity to instruct, the subject of teacher teacher’s pedagogical and intercultural competence becomes one that calls for critical consideration. To fosters teachers’ competence motivation is essential for teachers to maintain their zeal and enthusiasm and have a greater global impact.

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34

McGroarty, Mary, Julian Edge, and Keith Richards. "Teachers Develop Teachers Research: Papers on Classroom Research and Teacher Development." Modern Language Journal 80, no. 2 (1996): 234. http://dx.doi.org/10.2307/328642.

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35

Kimmelmann, Nicole, and Johannes Lang. "Linkage within teacher education: cooperative learning of teachers and student teachers." European Journal of Teacher Education 42, no. 1 (November 29, 2018): 52–64. http://dx.doi.org/10.1080/02619768.2018.1547376.

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36

Reddy, Dr B. Yella, Dr T. I. Nagarjuna Dr. T. I. Nagarjuna, and Dr M. Sateeshnadha Reddy. "A Study of Teacher’s Commitment of Primary School Teachers." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 142–44. http://dx.doi.org/10.15373/22778179/nov2013/46.

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37

Alhaji, Ibrahim Muhammad, Wun Thiam Yew, and Nordin Abd Razak. "Mathematics Teacher Education Training for Quality School Teachers: An Assessment of Mathematics Teaching Needs of Preservice Teachers’." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2538–47. http://dx.doi.org/10.37200/ijpr/v24i4/pr201361.

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38

McGarr, Oliver, and Guillermina Gavaldon. "Recycled teacher memories and upcycled teacher memories: categorising pre-service teachers’ recollections of past teachers." Cambridge Journal of Education 49, no. 5 (April 3, 2019): 623–35. http://dx.doi.org/10.1080/0305764x.2019.1581136.

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39

Haynes-Brown, Tashane. "Becoming An Effective Teacher: A Teaching Reference Book for Teachers, Teacher Educators and Student Teachers." Journal of Learning for Development 10, no. 2 (July 18, 2023): 312–15. http://dx.doi.org/10.56059/jl4d.v10i2.1049.

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This is a review of the book Becoming an Effective Teacher by Kisirkoi and Cude (2021). It is designed as a resource text for pre-service and in-service teachers and teacher educators. The authors use a mix of theoretical and practical discourse that focus specifically on a key ingredient needed for effective teaching and learning in the 21st century, that is enabling teachers and teacher educators to conceptualize their classrooms in more student-centred ways. Through the presentation of 16 chapters grouped under three themes, the authors present a balanced discussion of how each component of teaching is connected to acheive the ultimate goal of becoming more prepared to address the changing needs of the 21st century student.

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40

Winy Nila Wisudawati. "PLAYFULNESS AND TEACHER’S SELFEFFICACY OF EARLY CHILDHOOD TEACHERS." Journal of Southeast Asia Psychology (SAPJ) 12, no. 1 (May 23, 2024): 15. http://dx.doi.org/10.51200/sapj.v12i1.5053.

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This study aims to determine the relationship between playfulness and self-efficacy among early childhood teachers. Playfulness is a personality trait that underlies an individual's tendency to be intrinsically motivated, have a clear orientation toward pleasure, and participate spontaneously and without restrictions. The method used in this research is quantitative research methods with a correlational research design. The tool to measure playfulness is the Adult Playfulness Traits Scale (APTS), which consists of 19 items and Norwegian Teacher Self-Efficacy Scale (NTSES) to measure teacher’s self-efficacy, which consists of 24 items. The subjects of this study (N=52 people) were early childhood teachers. The correlation statistical test in this study uses Pearson product-moment correlation to measure the relationship between variables through the correlation coefficient. The results revealed a significant correlation coefficient between playfulness and teacher's self-efficacy r = -0.398 and p = 0.003 < 0.01, indicating negative relationship between early childhood teachers’ playfulness and teacher’s self-efficacy. In other words, the higher the playfulness, the lower the teacher's self-efficacy among teachers. Hence, the importance of playfulness for teachers to build warm relationships with students in the classroom so that students feel safe, is inseparable from teacher competence which is based on beliefs about their own abilities or self-efficacy.

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41

Istifadah, Hanna, and Dwi Anggani Linggar Bharati. "Teachersâ€™ perception, plan, implementation and assessment of Letterland in teaching English vocabulary." English Education Journal 10, no. 4 (December 23, 2020): 632–42. http://dx.doi.org/10.15294/eej.v10i4.38914.

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Letterland is a child-friendly, multi-sensory system to teach English for children. It is highly a sophisticated teaching technique that combines stories with pictograms of letters. However, many teachers claimed to have difficulties in implementing it properly. This study aimed to investigate how teachers perceived, planned, implemented and assessed Letterland in teaching English vocabulary and analyzed the alignment and misalignment of teachersâ€™ perception, plan, implementation and asessment of Letterland. A case study as a part of qualitative research design was employed in this study. By using purposeful sampling technique, two English teachers from Star Kiddy Preschool Semarang were involved. There were four instruments to collect the data, namely questionnaire, interview, document analysis and classroom observation. The findings of this study revealed that the English teachers had positive responses to questionnaire data and interview data dealing with Letterland and its implementation. In addition, Letterland designed well in lesson plan by teachers. Nevertheless, Letterland technique was conducted less succesfully in the classroom. This was due to several problems such as limited time, lack of preparation and teachersâ€™ lack of creativity. Furthermore, as the implementation of teacherâ€™s assessment, it has already met the standard of assessment on curriculum PAUD 2013. At last, the alignment of those teachersâ€™ perception, plan and assessment toward Letterland were related to each other. Eventhough teacherâ€™s positive perception did not align with their implementation in the classroom. That was because teachers missed some stages that should be added in the classroom.

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42

Maqbool Mir, Muyeen. "ICT Literacy of Student Teachers of Teacher Training Institutes." Indian Journal of Applied Research 3, no. 4 (October 1, 2011): 115–16. http://dx.doi.org/10.15373/2249555x/apr2013/36.

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43

Volkova, E. N. "Psychological Well-being and the Structure of the teacher’s Agency." Vestnik of Minin University 12, no. 2 (June 20, 2024): 9. http://dx.doi.org/10.26795/2307-1281-2024-12-2-9.

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Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main resources of positive functioning (positive emotions, involvement in relationship activities, meaning and achievement in activities) and his experience of happiness and life satisfaction. The purpose of the study is to study the characteristics of the psychological well-being of a modern teacher and the relationship between the components of well-being and the structure of the teacher’s agency.Materials and Methods. The severity of the components of teachers’ subjectivity was studied using the “Structure of agency” questionnaire (E. N. Volkova, I. A. Seregina). To study psychological wellbeing, the Russian version of the PERMA-Profiler questionnaire was used (O. M. Isaeva, A. Yu. Akimova, E. N. Volkova). 447 people participated in the study, of which 376 people. (84.1 %) – women, 71 people. (15.9 %) – men. The average age of study participants was 37.2 years (standard deviation SD=12.5). Work experience – from 1 year to 47 years.Results. The results of the study showed that the general level of well-being, as well as the values of the main components of well-being among modern teachers, is in the range of average values, however, all components of psychological well-being are expressed among teachers to a lesser extent than among representatives of other professional groups and in general among respondents of the Russian sample. Stratification variables that influence the psychological well-being of school teachers are the characteristics of age, work experience, and qualification category. The psychological wellbeing of teachers corresponds to older age, decreased work experience, and a low qualification category (or lack thereof). Psychologically well-off teachers are characterized by a balanced structure of agency, which presupposes uniform and high expression of all its components. Among the components of agency, psychological well-being is most determined by the teacher’s ability to make personal choice and the development of reflection.Discussion and Conclusions. The teacher’s psychological well-being can be considered as a characteristic of his/her professional socialization connected with the level of students' well-being. The actual level of teacher’s psychological well-being is lower than in the general Russian sample and in the sample of other professional pedagogical groups - preschool teachers. The low level of the teacher's psychological well-being can hinder the teacher's professional development. The teacher's psychological well-being is correlated with the teacher’s agency, in particular, with the teacher's activity, choices and responsibility, reflection. A balanced structure of agency is correlated the psychological well-being of teachers and the understanding another person is expressed to a significant extent.

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Nellitawati, Nellitawati. "The influence of teacher pedagogical competence of teachers’ work morale." Journal of Counseling and Educational Technology 3, no. 1 (March 20, 2020): 29. http://dx.doi.org/10.32698/0931.

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This study aims to analyze the influence of teacher pedagogical competence on teacher’s work morale. Using a quantitative approach through the correlational method. The research sample of 86 teachers. Data collection uses two instruments, the teacher’s pedagogical competency questionnaire, and the teacher’s work moral questionnaire. Data analysis techniques used One-Sample Kolmogorov-Smirnov for normality tests and simple regression techniques for linearity tests. The results showed that increasing teacher pedagogical competence influenced increasing teacher morale. It can be concluded that the teacher's pedagogical competence needs to be improved so that the teacher's work morale also increases so that educational goals can be realized.

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Hwang, Eun-Hee, and Hyun Lee. "Kindergarten Teacher Difficulties and Needed Support Requests: Centering on Kindergarten's Student Teachers, Beginning Teachers and Experienced Teachers." Journal of the Korean Home Economics Association 48, no. 3 (April 30, 2010): 31–41. http://dx.doi.org/10.6115/khea.2010.48.3.031.

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Obiagu, Adaobiagu Nnemdi. "Influence of Teacher's Characteristics on Civic Education Implementation in Nigeria." Journal of Culture and Values in Education 2, no. 2 (June 24, 2019): 1–20. http://dx.doi.org/10.46303/jcve.02.02.1.

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There is evidence of dissatisfaction of millennials with democracy and rising populist support for non-democratic forms of governance and nationalism among them. This presents challenges for civic education implementation and calls for promotion of constructivist civic teachers. Motivated by the need to apply deep civic education in inhibiting non-democratic beliefs and promoting viable strong democracy through active citizens, the present study employed a descriptive survey to investigate the influence of teacher's gender and educational background on teacher's implementation of civic education using data collected from randomly selected 16 secondary school civic education teachers and 320 secondary school students comprising 20 students of each teacher participating in the study. Two instruments were used for data collection on teachers’ initial and continuous training in civic education, and teachers’ implementation of civic education. Two research questions answered using mean and standard deviation, and three null hypotheses tested at 0.05 level of significance using correlation, Mann-Whitney and Kruskal-Wallis H Test guided the study. The findings showed that a high number of civic teachers did not receive prior training in civic education as well as do not engage in lifelong learning or continuous training in civic education and teaching practice. Civic teachers do not also actively engage students in civic instructions. A positive relationship exists between teacher’s training in civic education and teacher’s implementation of civic education. While civic teachers’ educational background did significantly influence implementation of civic education, gender did not. The findings were associated to a number of factors including lack of cognition of the power of civic education in constructing, reconstructing and transforming (dys)functional societal ideologies. Promotion of lifelong learning among teachers, training of teachers in civic contents and methods, and utilization of ICT for instructional purposes were recommended.

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KAYALAR, Fethi. "SOCIOTROPIC TEACHERS VS AUTONOMIC TEACHERS IN TEACHER-STUDENTS RELATIONSHIP IN CLASSROOM ENVIRONMENT." International Journal of Social Humanities Sciences Research (JSHSR) 6, no. 44 (January 1, 2019): 3342–48. http://dx.doi.org/10.26450/jshsr.1465.

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Malva, Liina, and Äli Leijen. "Estonian in-service teachers’, pre-service teachers’ and teacher educators’ research literacy." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 9, no. 2 (November 1, 2021): 270–96. http://dx.doi.org/10.12697/eha.2021.9.2.11.

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Õpetajate uurimistööalane kirjaoskus väljendub teaduspõhises praktikas, oma õpetamise ja õpilaste õppimise uurimises ning õpilaste uurimistööalaste teadmiste omandamise toetamises. Kasutades kombineeritud uurimismeetodit, oli siinse uuringu eesmärk selgitada välja, millised on Eesti õpetajakoolituse üliõpilaste ja õppejõudude ning õpetajate uurimistööalased teadmised ning kirjeldada, kuidas kasutavad õpetajad uurimistööalast kirjaoskust oma õpetamistöös. Tulemused näitavad, et kui õppejõududel on teiste valimirühmadega võrreldes paremad teadmised, siis õpetajate ja üliõpilaste uurimistööalased teadmised on pigem sarnased. Intervjuudest õpetajatega selgus, et igapäevases õpetamistöös rakendatakse uurimistööalaseid teadmisi eelkõige õpilastele uurimistööga seotud ülesannete koostamisel. Teaduspõhisele õpetamisele eelistatakse praktilisi koolitusi ja arutelusid kolleegidega ning enda õpetamist ja õpilaste õppimise uurimist intervjuudes osalenud õpetajad pigem ei rakenda. Tulemused näitavad, et uurimistööalase kirjaoskuse kujunemist tuleb rohkem toetada ning kõige enam toetust vajavad just töötavad õpetajad. Summary

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Bordelon, Thomas D., Iris Phillips, Paul T. Parkison, Jeff Thomas, and Corinne Howell. "Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers." Action in Teacher Education 34, no. 1 (March 2012): 14–25. http://dx.doi.org/10.1080/01626620.2012.642282.

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Saloviita, Timo. "Outcomes of teacher education in Finland: subject teachers compared with primary teachers." Journal of Education for Teaching 45, no. 3 (March 28, 2019): 322–34. http://dx.doi.org/10.1080/09589236.2019.1599504.

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